2008 - Office of the Provost and Executive Vice President for ...

adequate blackboards/whiteboards, data projectors, etc.) Classrooms in the teachingwing of our current building have very poor sound insulation. Lack of sufficient labrooms causes labs to be taught until late in the evenings. The recitation rooms areovercrowded and are not well-designed for cooperative learning.The university recently began paying the tuition for all graduate teaching assistantsand requiring that tuition be paid from grants for graduate research assistants. At the timethis was instituted it helped our graduate student support package become morecompetitive, but now we are falling behind again and we need an increase in our TAbudget so that stipends can be increased. And paying tuition is a heavy burden onresearch grants. Other remedies, such as tuition remission for all graduate assistants ordifferential tuition for different academic units, need to be pursued by the university.And health insurance costs for a graduate student with a family are excessive. We alsoneed an increase in our TA budget so that we can employ more TAs and provide moreacademic support, such as grading and help desk, to the courses and to the faculty.We have had some increase in the representation of ethnic minorities among ourundergraduate and graduate majors, but we are still well below the ethnic composition ofTexas. We also need to improve student retention, in both our graduate andundergraduate programs.Identification of student learning objectives has been primarily at the level of eachcourse and these objectives have often not been explicitly stated. Their assessment hasbeen primarily by exams and homework given in each course, from the success of ourundergraduates in highly ranked graduate programs and by how well the graduate coursesprepare the students for their research. The upper-division courses also assess thepreparation the students received in their lower-division courses. Our programmaticassessments are primarily through recruitment retention figures and from what ourgraduates do after receiving their degrees. We need to do a better job of tracking andstaying in touch with our degree recipients and we are working on that.We teach a substantial service course load. We need to establish bettercommunication with the College of Engineering about our courses that serve theirmajors. The faculty in engineering need to speak coherently and clearly as to what theirneeds are and how well we are meeting them. We intend to substantially increase studentenrollment in our undergraduate astronomy courses and to expand those course offerings.We have good interdisciplinary connects at the PhD level with our Applied Physicsand MSEN degrees but we must continue to be alert to interdisciplinary opportunities,especially at the undergraduate level.We currently have no continuing education programs for K-12 or 2-year collegephysics teachers, although that has been one of our strengths in the past. Such programsare important and need to be re-established in some way. We need to do more in preserviceteacher preparation.4

II. History of the Physics DepartmentDepartment HeadsCollege of Science DeansJ.G. Potter C. Zener .......................................... 1966–68C.F. Squires H.R. Byers ...................................... 1968–69G.N. Plass 1969-77 J.M. Prescott ................................... 1970–77T.W. Adair, III (Acting) .......... 1977–79 J.B. Beckham (Acting) ................... 1977–78R.E. Tribble ............................. 1979–87 T.T. Sugihara .................................. 1978–81R. Arnowitt.............................. 1987–93 J.B. Beckham.................................. 1981–82R.C. Webb (Interim)................ 1993–94 J.P. Fackler, Jr................................. 1983–91T.W. Adair, III (Interim) ......... 1994–97 W.M. Kemp (Acting)...................... 1992T.W. Adair, III ........................ 1997–2002 R.E. Ewing...................................... 1992–2000E.S. Fry.................................... 2002–present H.J. Newton (Interim)..................... 2000–02H.J. Newton .................................... 2002–presentPrior to 1968The Texas A&M Board of Regents authorized formation of the Physics Department in1893. However, prior to 1950 it was primarily a service department with few majorseven at the undergraduate level. Texas A&M was predominantly an undergraduateschool with a strong military emphasis and little interest in graduate education. In theearly 1950’s, the physics department under the direction of Dr. J.G. Potter hired severalprofessors interested in a graduate program and begin giving advanced degrees inphysics. Most of the graduate students were supported as instructors. After Sputnik in1957 the increased federal spending in science came just at the time that we were able toutilize it and expand our research and teaching programs. Graduate research andgraduate students were being supported. In addition, programs for secondary, juniorcollege and 4-year college teachers, as well as for research participation, brought manypeople to the department, some of whom became full-time students. At this time thephysics department had the largest graduate program of any program on campus. Ourgraduates in many cases staffed nearby colleges and universities and others went into thespace program and defense industries. The Welch Foundation promoted first a nuclearreactor and then a cyclotron in order to develop the physical sciences.The Physics Department was in the College of Arts & Sciences, with the Dean fromthe Arts and the Associate Dean from the Sciences. After the post-Sputnik growth hadspread to other science departments, the College of Science was formed and the firstDean, Charles Zener, envisioned almost limitless expansion. Numerous faculty werehired at all levels and the number of graduate and undergraduate students increased.1968 – 1995In 1969 there were 32 physics faculty. Over the years the number of tenured/tenuretrackfaculty increased, reaching a maximum of 46 in 1992. It then declined to 41 in6

1995. Physics graduate student enrollments increased from 52 in 1977 to a peak of 147in 1989, and then declined to 120 in 1995. The number of undergraduate students inphysics service courses increased dramatically by over a factor of two between 1970 and1995; in 1995 this number was 5700. Variations in the rate of increase were dominatedmainly by changing requirements for engineering undergraduates. The large increase indirect teaching responsibilities (numbers of graduate students and undergraduates inphysics courses) compared to the small increase in faculty was especially notable.Starting in 1969, the new Head, Dr. Gilbert Plass, systematically hired new youngfaculty. By 1977 he had hired 30 new faculty; 15 of those remained in 1995. As aconsequence of the young age of these new faculty hires, the average age of the facultywas very low in the 1970’s and then increased steadily.Prior to 1980, the main research efforts in the department were in the areas of (1)atomic, molecular, and optical physics; (2) condensed matter physics; and (3) nuclearphysics. During Tribble’s tenure as department head, 1979-1987, there were 14 newhires, of which 6 were in experimental high energy physics. During this period, theBoard of Regents approved creation of the Center for Theoretical Physics (1981), and Dr.Richard Arnowitt was hired as director in 1986.During the tenure of Dr. R. Arnowitt as department head, 1987-1993, the theoreticalhigh energy physics group was built and the three other major groups were strengthenedwith a total of 16 new hires.1995 – presentThis period, especially the latest five years, is covered extensively in this self-study.Richard Arnowitt stepped down as Head in 1993. Bob Webb served as Interim Headuntil Tom Adair became Interim Head in 1994. There was an internal head search andTom Adair was appointed Head in 1997. In 2001 there was a head search that includedinternal candidates. When this search failed there was an internal search and it resulted inEd Fry being appointed Head in January, 2002. Ed has since been reappointed to asecond three-term. Lewis Ford has been Associate Head since September, 1993.Richard Ewing served as Dean of the College of Science from 1992 through 2000. InAugust, 2000 the present Dean, H. Joseph Newton, became Interim Dean. At the time ofhis appointment he had was serving as Executive Associate Dean under Ewing. Therewas an open Dean search that included external candidates and in July, 2002 Joe Newtonbecame Dean of the College. He has since been reappointed to a second term.The most recent previous external review of the department was in 1997. The reportof the review committee is included in this self-study.Since 1995 there has been about a 20% increase in the number of students in ourundergraduate service courses, from around 5700 in 1995 to around 6900 in the academic7

III. Undergraduate Degree ProgramsDegrees and CoursesOur department offers a B.A. and a B.S. degree in Physics. The degree requirements,as listed in the Undergraduate Catalog, are displayed in Table III.1. The coursedescriptions of all our undergraduate courses in the current course inventory, again asdisplayed in the Catalog, are listed in Table III.2. The curriculum for the B.S. degreestarts with four semesters of introductory physics: mechanics, electricity and magnetism,optics and thermodynamics, and modern physics. Then there are two-course sequencesin advanced electromagnetism and quantum mechanics and one-semester courses inadvanced mechanics, thermodynamics and statistical mechanics, and computationalphysics. There are lecture/lab courses in electrical circuits and in experimental physics,and two semesters of senior lab. The required math consists of three semesters ofcalculus, a semester of ordinary differential equations and a semester of partialdifferential equations, a semester of applied math (vector calculus, linear algebra) and asemester of complex variables. In addition, the B.S. student must take a 400-levelphysics elective. Currently these electives are taught as PHYS 489 Special Topics in…courses, depending on particular student and faculty interest each semester. A list of 400-level physics electives taught during each of the past 5 years is given in Table III.3. TheB.S. degree also requires one semester (PHYS 485/491) of a research experience in oneof the research programs of the department. Most students participate in research formore than the required one semester.Table III.3 Upper Division Undergraduate Physics Elective Courses Taught Duringthe Past 5 YearsFall 2006/Spring 2007PHYS 314 Survey of Astronomy (16 students)PHYS 489 Special Topics in Astrophysics (7 students)Fall 2005/Spring 2006PHYS 314 Survey of Astronomy (13 students)PHYS 489 Special Topics in Astrophysics (30 students)Fall 2004/Spring 2005PHYS 314 Survey of Astronomy (28 students)PHYS 489 Special Topics in Introduction to High Energy Physics (11 students)Fall 2003/Spring 2004PHYS 314 Survey of Astronomy (19 students)PHYS 489 Special Topics in Nuclear and Particle Physics (20 students)Fall 2002/Spring 2003PHYS 314 Survey of Astronomy (21 students)9

Table III.1 B.A. and B.S. Degree Requirements 2007-2008 Undergraduate CatalogBachelor of ArtsFRESHMAN YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrENGL 104 Comp. and Rhetoric (3-0) 3 CHEM 107 Gen. Chem. for Engr. Students (3-3) 4HIST 105 History of the U.S. 1 (3-0) 3 HIST 106 History of the U.S. 1 (3-0) 3MATH 171 Analytic Geom. and Calculus (4-0) 4 MATH 172 Calculus (4-0) 4PHYS 101 Topics in Cont. Physics (1-0) 1 PHYS 208 Electricity and Optics (3-3) 4PHYS 218 Mechanics (3-3) 4 1515SOPHOMORE YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrMATH 221 Several Variable Calculus (4-0) 4 MATH 311 Topics in Applied Mathematics I (3-0) 3MATH 308 Differential Equations (3-0) 3 PHYS 225 Electronic Circuits (3-3) 4PHYS 221 Optics and Thermal Physics (3-0) 3 PHYS 309 Modern Physics (3-0) 3POLS 206 American Natl. Govt. (3-0) 3 * KINE 199 Required Physical Activity (0-2) 1* KINE 198 Health and Fitness Activity (0-2) 1 Elective 3 314 14JUNIOR YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrPHYS 302 Adv. Mechanics (4-0) 4 PHYS 327 Experimental Physics (2-3) 3PHYS 304 Adv. Elect. and Mag. I (3-0) 3 PHYS 412 Quantum Mechanics I (3-0) 3POLS 207 State and Local Govt. (3-0) 3 Communication elective 3 3Humanitites elective 1 3 Social and behavioral sciences elective 1 3Electives 2 2 Electives 2 415 16SENIOR YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrPHYS 420 Concepts, Conn., and Comm. 6 (1-0) 1 PHYS 401 Computational Physics4 (3-0) 3Physics elective 5 3 PHYS 491 Research 6 1Electives 2 12 Visual and performing arts elective 1 316 Electives 2 916total hours 120NOTES1. Any course in this category from the approved University Core Curriculum list of courses.2. A minor field must be selected in conference with the student’s advisor. In addition, 6 hours of courses must be in the areaof international and cultural diversity. These may be in addition to other University Core Curriculum courses, or if a coursein this category satisfies another area of the Core, it can be used to meet both requirements.3. To be selected from ENGL 203, 210, 235, 236, 241 and 301.4. To register for PHYS 401 a student must be able to program in a high level language, such as FORTRAN or C. Thisprerequisite can be satisfied by taking CPSC 206 or the equivalent.5. Any 300- or 400-level physics elective, except 306, 307 and the writing intensive courses 420 and 491.6. Approved W course designation.* University Core Curriculum, item 7.10

Bachelor of ScienceFRESHMAN YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrENGL 104 Comp. and Rhetoric (3-0) 3 CHEM 107 Gen. Chem. for Engr. Students (3-3) 4HIST 105 History of the U.S. 1 (3-0) 3 HIST 106 History of the U.S. 1 (3-0) 3MATH 171 Analytic Geom. and Calculus (4-0) 4 MATH 172 Calculus (4-0) 4PHYS 101 Topics in Cont. Physics (1-0) 1 PHYS 208 Electricity and Optics (3-3) 4PHYS 218 Mechanics (3-3) 4 1515SOPHOMORE YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrMATH 221 Several Variable Calculus (4-0) 4 MATH 311 Topics in Applied Mathematics I (3-0) 3MATH 308 Differential Equations (3-0) 3 PHYS 225 Electronic Circuits (3-3) 4PHYS 221 Optics and Thermal Physics (3-0) 3 PHYS 309 Modern Physics (3-0) 3POLS 206 American Natl. Govt. (3-0) 3 POLS 207 State and Local Govt. (3-0) 3Humanities elective 1 3 Communication elective 2 316 16JUNIOR YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrMATH 412 Theory of Partial Differential Equations (3-0) 3 MATH 407 Complex Variables (3-0) 3PHYS 302 Adv. Mechanics (4-0) 4 PHYS 305 Adv. Elec. and Magn. II (3-0) 3PHYS 304 Adv. Elect. and Magn. I (3-0) 3 PHYS 327 Exptl. Physics (2-3) 3* KINE 198 Health and Fitness Activity (0-2) 1 PHYS 412 Quantum Mechanics I (3-0) 3Social and behavioral sciences elective 1 3 Electives 3 314 15SENIOR YEARFirst Semester (Th-Pr) Cr Second Semester (Th-Pr) CrPHYS 408 Thermodynamics and Statistical Mechanics (4-0) 4 PHYS 401 Computational Physics 4 (3-0) 3PHYS 414 Quantum Mechanics II (3-0) 3 PHYS 425 Physics Lab. (0-6) 2PHYS 420 Concepts. Conn., & Comm. 6 (1-0) 1 PHYS 485 Problems 2PHYS 426 Physics Lab. (0-6) 2 PHYS 491 Research 6 1Visual and performing arts elective 1 3 * KINE 199 Required Physical Activity (0-2) 1Elective 4 3 Physics elective 5 315 Electives 3 614total hours 120NOTES1. Any course in this category from the approved University Core Curriculum list of courses.2. A minor field must be selected in conference with the student’s advisor. In addition, 6 hours of courses must be in the areaof international and cultural diversity. These may be in addition to other University Core Curriculum courses, or if a coursein this category satisfies another area of the Core, it can be used to meet both requirements.3. To be selected from ENGL 203, 210, 235, 236, 241 and 301.4. To register for PHYS 401 a student must be able to program in a high level language, such as FORTRAN or C. Thisprerequisite can be satisfied by taking CPSC 206 or the equivalent.5. Any 300- or 400-level physics elective, except 306, 307 and the writing intensive courses 420 and 491.6. Approved W course designation.* University Core Curriculum, item 7.11

Table III.2 Undergraduate Course Inventory 2007-08 Undergraduate Catalog101. Topics in Contemporary Physics. (1-0). Credit 1. IPhysics(PHYS)Modern developments in the frontier areas of experimental and theoretical physics. Research specialties in the Department ofPhysics will be represented, including equipment demonstrations and visiting speakers. For physics majors. Registration by nonmajorsrequires approval of physics department head.201. (PHYS 1301 and 1101, 1401) College Physics. (3-3). Credit 4. I, II, SFundamentals of classical mechanics, heat, and sound. Primarily for architecture, education, premedical, predental, andpreveterinary medical students. Prerequisite: MATH 103 or equivalent.202. (PHYS 1302 and 1102, 1402) College Physics. (3-3). Credit 4. I, II, SContinuation of PHYS 201. Fundamentals of classical electricity and light; introduction to contemporary physics. Prerequisite:PHYS 201.205. Concepts of Physics. (3-3). Credit 4.General survey physics course for K-8 preservice teachers integrating physics content and laboratory activities relevant tophysics-related subject matter included in the current Texas and national standards for elementary school science; includesaspects of mechanics, waves, electricity, magnetism and modern physics. Prerequisite: Major in interdisciplinary studies orinterdisciplinary technology or approval of instructor.208. Electricity and Optics. (3-3). Credit 4. I, II, SContinuation of PHYS 218. Electricity, magnetism and optics. Primarily for engineering students. Prerequisites: PHYS 218;MATH 152 or 172 or registration therein.218. (PHYS 2325 and 2125, 2425) Mechanics. (3-3). Credit 4. I, II, SMechanics for students in science and engineering. Prerequisite: MATH 151 or 171 or registration therein.219. (PHYS 2326 and 2126, 2426) Electricity. (3-3). Credit 4. I, IIContinuation of PHYS 218; electricity, magnetism and introduction to optics; PHYS 219 is the second semester of a threesemestersequence in general physics: the first course of the sequence is PHYS 218 and the third course is PHYS 221.Prerequisites: PHYS 218; MATH 152 or 172 or registration therein.221. Optics and Thermal Physics. (3-0). Credit 3. I, IIWave motion and sound, geometrical and physical optics, kinetic theory of gases, laws of thermodynamics. Prerequisites: PHYS208 or 219; MATH 152 or 172; registration in MATH 221; 308.222. Modern Physics for Engineers. (3-0). Credit 3. I, II, SAtomic, quantum, relativity and solid state physics. Prerequisites: PHYS 208 or 219; MATH 308 or registration therein.225. Electronic Circuits and Applications. (3-3). Credit 4. IILinear circuit theory and applications of solid-state diodes, bipolar and field-effect transistors, operational amplifiers and digitalsystems. Prerequisites: PHYS 208 or 219; MATH 308.12

285. Directed Studies. Credit 1 to 4.Special work in laboratory or theory to meet individual requirements in cases not covered by regular curriculum; intended foruse as lower-level credit. Prerequisite: Approval of department head.289. Special Topics in... Credit 1 to 4.Selected topics in an identified area of physics. May be repeated for credit. Prerequisite: Approval of instructor.291. Research. Credit 1 to 4.Research conducted under the direction of faculty member in physics. May be repeated 2 times for credit. Prerequisites:Freshman or sophomore classification and approval of instructor.302. Advanced Mechanics. (4-0). Credit 4. IMotion of a particle in various force fields, systems of particles; rigid body motion, coupled oscillators and accelerated frames ofreference. Prerequisites: PHYS 221; MATH 308; registration in MATH 311.304. Advanced Electricity and Magnetism I. (3-0). Credit 3. IElectrostatics; dielectrics; electrical current and circuits; magnetic fields and materials; induction; Maxwell's equations.Prerequisites: PHYS 221; MATH 311; registration in MATH 412.305. Advanced Electricity and Magnetism II. (3-0). Credit 3. IIRadiation and optics. Electromagnetic waves; radiation; reflection and refraction; interference; diffraction; special relativityapplied to electrodynamics. Prerequisite: PHYS 304.306. Basic Astronomy. (3-0). Credit 3. I, II, SQualitative approach to planets, stars, galaxies and cosmology; aspects of the sky, determining the properties of celestial bodies;birth, life and death of stars: nebulae, pulsars, supernovas, black holes; origin and fate of the universe; active galactic nuclei andother super-energetic phenomena; modern knowledge of the Solar System and its origin, life in our and other systems.307. Observational Astronomy. (0-3). Credit 1. I, II, SObservational and laboratory course which may be taken in conjunction with PHYS 306 or 314. Use of techniques andinstruments of classical and modern astronomy. Prerequisite: PHYS 306 or 314, or registration therein.309. Modern Physics. (3-0). Credit 3. IISpecial relativity; concepts of waves and particles; introductory quantum mechanics. Prerequisites: PHYS 221; MATH 221;MATH 308.314. Survey of Astronomy. (3-0). Credit 3. IPrimarily for majors in science and engineering. Kepler's laws, law of gravitation, solar system, stars, stellar evolution,nucleosynthesis, cosmology, clusters, nebulae, pulsars, quasars, black holes. Prerequisite: PHYS 208 or 219.327. Experimental Physics. (2-3). Credit 3. IILaboratory experiments in modern physics and physical optics with an introduction to current, state-of-the-art recordingtechniques. Prerequisites: PHYS 225; PHYS 309.13

401. Computational Physics. (3-0). Credit 3. IComputational techniques in physics applications and research; including numerical interpolation, differentiation andintegration, symbolic computation, Monte Carlo methods, vector and matrix operations, graphics, differential equations,variational methods and fast Fourier transforms. Prerequisites: MATH 311; MATH 412; PHYS 302; PHYS 309. Ability toprogram in a high level language, such as FORTRAN. CPSC 203 can be used to satisfy this requirement.408. Thermodynamics and Statistical Mechanics. (4-0). Credit 4. IStatistical method, macroscopic thermodynamics, kinetic theory, black body radiation, Maxwell-Boltzmann, Bose-Einstein, andFermi-Dirac Statistics. Prerequisites: PHYS 412; MATH 311 or equivalent.412. Quantum Mechanics I. (3-0). Credit 3. IIPostulates of wave mechanics; wave packets; harmonic oscillator; central field problem; hydrogen atom; approximationmethods. Prerequisites: PHYS 302 and 309; MATH 412.414. Quantum Mechanics II. (3-0). Credit 3. IContinuation of PHYS 412. Electron spin; addition of angular momenta; atomic structure; time dependent perturbations;collision theory; application of quantum mechanics to atomic, solid state, nuclear or high energy physics. Prerequisite: PHYS412.420. Concepts, Connections, and Communication. (1-0). Credit 1.Stars and atoms; new physics; post-Newtonian universe. Prerequisite: Junior or senior classification.425. Physics Laboratory. (0-6). Credit 2. IIExperiments in nuclear, atomic, and molecular physics using modern instrumentation and equipment of current research.Prerequisite: PHYS 327 or equivalent.426. Physics Laboratory. (0-6). Credit 2. IExperiments in solid state and nuclear physics. Modern instrumentation and current research equipment are employed.Prerequisite: PHYS 327 or equivalent.485. Directed Studies. Credit 1 or more. I, II, SSpecial work in laboratory or theory to meet individual requirements in cases not covered by regular curriculum. Prerequisite:Approval of department head.489. Special Topics in... Credit 1 to 4. I, II, SSelected topics in an identified field of physics. May be repeated for credit. Prerequisite: Approval of instructor.491. Research. Credit 1 to 4.Research conducted under the direction of faculty member in chemistry. May be repeated 2 times for credit. Prerequisites: Junioror senior classification and approval of instructor.14

A five-year history of enrollment in physics major courses (excluding PHYS 218 and 208) isgiven in Table III.4Table III.4 Five-Year History of Undergraduate Physics Major Course Enrollment2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PHYS 101 43 39 28 37 37Topics in Contemporary PhysicsPHYS 221 85 83 66 82 143Optics and Thermal PhysicsPHYS 225 17 33 25 20 32Electronic Circuits and ApplicationsPHYS 302 26 36 33 24 29Advanced MechanicsPHYS 304 33 38 29 27 28Advanced E&M IPHYS 305 11 13 22 17 12Advanced E&M IIPHYS 309 30 41 31 24 30Modern PhysicsPHYS 314 21 19 28 13 16Survey of AstronomyPHYS 327 12 16 26 21 20Experimental PhysicsPHYS 401 -- 11 14 20 24Computational PhysicsPHYS 408 11 14 16 23 18Thermodynamics and Statistical MechanicsPHYS 412 23 26 34 37 30Quantum Mechanics IPHYS 414 10 9 14 18 15Quantum Mechanics IIPHYS 425 7 8 11 14 13Physics LaboratoryPHYS 426 6 9 15 17 13Physics LaboratoryThe B.A. degree has the same physics requirements through 5 semesters, but not all theadvanced physics courses in the B.S. are required for the B.A. The B.A. has more elective hours15

and requires a minor. Therefore, a student receiving a B.A. in physics will not have the fullcomplement of undergraduate physics courses but will be able to acquire an in-depth knowledgeof at least one other major academic area of his or her own choice. A B.A. in physics providesexcellent preparation for a career in K-12 teaching and the elective hours can be used to satisfythe teacher certification requirements.University rules allow for a senior undergraduate student with a GPR of at least 3.0 to enroll ina graduate course and reserve it for credit towards a graduate degree. A senior undergraduatewith a GPR of at least 3.25 is eligible to enroll in a graduate course and apply the hours towardtheir undergraduate degree. In either case, there must be approval of the course instructor, thestudent’s department head and dean, and the dean of the college offering the course.Texas A&M has a University Honors program. Courses or sections can be designated ashonors classes. Also, students can execute an honors contract with the instructor of a regularsection and receive honors credit for doing more challenging work, as specified in the contract.However, some faculty feel this requires too much effort fro a single student, and there is noincentive for faculty to participate. Students with a sufficient number of honors credit hoursreceive Honors designations upon graduation. A list of honors sections of physics courses taughtduring the past five years is listed in Table III.5, along with the enrollments in those courses.Table III.5 Five-Year History of Physics Honors Course Enrollment2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PHYS 201 -- 20 12 -- --College PhysicsPHYS 202 -- 8 -- -- --College PhysicsPHYS 208 27 35 12 31 33Electricity and OpticsPHYS 218 61 48 44 54 56MechanicsPHYS 307 -- -- -- 15 22Observational AstronomyPHYS 314 21 19 28 13 16Survey of AstronomyHonors program students of junior classification may apply to participate during their senioryear in the University Undergraduate Research Fellows Program—a two semester, independentresearch experience culminating in a senior honors thesis. A list of physics majors, along withtheir thesis title, who have participated in the Fellows Program during the past 5 years is given inTable III.6.16

Table III.6 Recent History of Physics Majors in Undergraduate Fellows ProgramYear Name Advisor Thesis Title2000-2001 Sullivan, Isaac Naugle, Donald G.The Interplay between Spatially SeparatedFerromagnetic and Superconducting Thin Films2002-2003 Stewart, John Fry, Edward S.2003-2004 Deen, Casey Patrick Kattawar, George W.2005-2006 Hunter, Luke Amato, Nancy M.Efficient Fiber Amplifier at 1064 nm WithoutPolarization FluctuationsBlinded by the Lights: A proposal for anInvestigation of Light PollutionGenetic Algorithms Acting on Heritable Path Datafor Motion Planning & Protein FoldingApplicationsO'Brien, Chris Kocharovskaya, Olga A.Studying of the Kinetics of Super-Radiant GraserSystems2006-2007 Wilson, Justin Fulling, Stephen A. Vacuum Energy in Quantum Graphs2007-2008 Chowdhary, Varun Kuppan, GokulanDetermining the co-crystal structure ofDiaminopimelate Decarboxylase (DAPDC)complexed with DAP and D-ornithineGeffert, PaulToback, DavidSearching for Dark Matter in Particle PhysicsExperimentsTruong, Phuongmai (Mai) Berkolaiko, Gregory Quantum Spectrum of Small-World NetworksThe University has Core Curriculum has as its goal to ensure that all undergraduate programsprovide for a breadth of understanding. The current Core Curriculum, as printed in the 2007-2008 Undergraduate Catalog, is in Appendix II. It has distribution requirements and a cafeteriastyle choice of courses for each requirement.The University also requires that all students take at least two courses in their major that aredesignated as writing intensive (W courses). Currently the physics department has two coursesapproved as W courses. One is PHYS 420 Concepts, Connections, and Communication, a onecredit hour course where students examine major themes in physics. It is open in juniors andseniors. The other W course in physics is special sections of PHYS 491 Research. Students writetechnical papers as part of their faculty-supervised research.Undergraduate Student ProfileA five-year history of the number of B.A. and B.S. degree recipients is given in Table III.7.17

Table III.7 History of Number of BA and BS DegreesYear BA BS Total2002-2003 5 4 92003-2004 8 5 132004-2005 3 11 142005-2006 6 15 212006-2007 6 13 19Total 28 48 76For students who could be contacted, a one-line biographical summary of what they have donesince graduation is given in Table III.8.Table III.8 Post-Graduate History for B.A. and B.S. DegreesNameDegreeLitton, Charles BA 2002 Navy submarine officer; grad school in physics and spacesystems engineering at Naval Post-Graduate SchoolWilkerson, BA 2002WestonWilliams, Bryan BA 2002 audiovisual tech, Presidental Conf Center, TAMUFerguson, Jim BA 2003 also BS nuclear engineering; grad school in physics TAMUStoicescu, Laura BA 2003 health physicist for South Texas nuclear power projectMoran-Lopez,JoseBA 2004 also BS nuclear engr; MS in nucl engr from Michigan and innucl engr PhD program thereShort, Rachel BA 2004 high school physics teacherWoodall, James BA 2004 environmental consultant with Zephyr Environment CorpPerlet(Townsend), BA 2005 high school physics teacherAnneRobinson, Zach BA 2006 high school tutor (math, physics), non-technical jobsAmbs, Jonathan BA 2007 grad school in economics TAMUDupont, Sean BA 2007 Job in hospital emergency room; entering TAMU med schoolJuly 2008Pagnotta, Ashley BA 2007 grad school in astronomy LSURichard, Shawn BA 2007 MS program in education TAMUShelby, Michael BA 2007 Job at Chillcat Guides (Alaska)Bierchenk, BS 2002 taught public school 1 yr; now in social services jobRebeccaChen, Mary BS 2002 grad school in economics Emory UniversityDuggleby,AndrewBS 2002 PhD in Mechanical Engineering; Asst Prof in MechanicalEngineering at TAMUKamar, Ramsey BS 2002 grad school in physics Rice UniversityGooding, Samuel BS 2003 grad school in physics TAMUNoel, John BS 2003 grad school in physics TAMUTeague, Marcus BS 2003 grad school in physics Cal Tech18

Smith, Patrick BS 2003 grad school in physics Ohio State UniversityHatridge, Michael BS 2004 grad school in physics UC BerkeleySpencer, Vanessa BS 2004 non-technical employmentStewart, John BS 2004 grad school in physics Univ Colorado, BoulderBadgley, Karie BS 2004 working on MS in phys at TAMU; job at Kimball PhysicsDeen, Casey BS 2004 grad school in astronomy, UT AustinWinegar, Blair BS 2004 medical schoolKing, Benjamin BS 2005 grad school in physics UT AustinLeggett, Tristan BS 2005 grad school in physics TAMUMalone, Bradley BS 2005 grad school in physics TAMUFruchey, Kendall BS 2005 grad school in chemistry StanfordYunker, Paul BS 2005 grad school in physics Univ of PennsylvaniaBerggren, Calvin BS 2005 grad school in physics UC BerkeleyBerry, Nicholas BS 2005 grad school in physics UC IrvineCarlin,ChristopherBS 2005 job at Jefferson Labs (cryogenics); grad school in physics atWilliam & MaryChiang, Chia-Hao BS 2006 grad school in physics at TAMUHickey, Mark BS 2006 grad school in geophysics TAMUHrycusko, Brian BS 2006 grad school: MS Health Physics TAMU & PhD medicalphysics at UT San AntonioLoving, Summer BS 2006 grad school in physics TAMUMcClesky, BS 2006 grad school in physics TAMUMatthewO’Brien, BS 2006 grad school in physics TAMUChristopherReaves, Kelley BS 2006 grad school in physics TAMUWadiasingh, BS 2006 grad school in physics Rice UniversityZorawarMartinez, Nelson BS 2006 grad school in physics Univ North TexasCook, Alexander BS 2006 grad schoolHart, Nathan BS 2006 grad school in physics TAMUMorrison, Tyler BS 2006 grad school in physics TAMUWilson, Scott BS 2006 grad school in geophysics TAMUJessup, Charles BS 2007 MBA program, TAMUKrause, John BS 2007 grad school in physics TAMUSimeon, Paul BS 2007 grad school in physics StanfordStrong, Trent BS 2007 grad school in physics TAMUWilson, Justin BS 2007 grad school in physics University of MarylandWyatt, Justin BS 2007 manufacturing engineer at Oil States Industries19

Undergraduate Program AdministrationUndergraduate admissions are handled by the university, with essentially no involvement fromthe department. The department does not have any formal program for undergraduaterecruitment. The hands-on physics demonstration festivals we have on campus twice a yearencourage interest in physics, on the part of K-12 students, parents and teachers. Faculty andstudents also visit area K-12 schools and make presentations. We have recently produced aphysics poster that will be distributed to high school teachers.There are a number of university scholarships for undergraduates, mostly administeredthrough the Honors Program Office. There are also some scholarships administered in thedepartment. In Fall 2007 the department awarded 5 undergraduate scholarships for $250 each,two for $400 and two for $625. The students will each receive the same amount in the spring,contingent on satisfactory academic performance.There is an Undergraduate Curriculum Committee (currently chaired by Glenn Agnolet) thatoversees the degree requirement and course inventory. Bill Bassichis is the faculty member whoserves as undergraduate advisor and Sandi Smith, Senior Academic Advisor I, is a staff memberwho divided her time between the graduate and undergraduate programs and is the primaryinterface between the department and our students.The department has an active SPS chapter/Physics Club. It meets weekly for two hours fordiscussion, challenge problem solving, physics news, speakers or science films and is activelyinvolved in the hands-on physics activities at the biannual physics festivals and at local K-12schools. SPS Chapter participates in the summer research program in Japan funded by NSF(NanoJapan), organizes meetings with Nobel Laureates and many other activities.Our present building has a small undergraduate lounge equipped with several computers.Students use this room to study, talk about physics and socialize. There are no undergraduateoffices, although some undergraduates have desks in the research labs where they work.The PHYS 101 seminar is required of all first-semester physics majors and starting Spring2008 it is being extended to the second semester. This course serves as an introduction to thedepartment and its research programs and is also a study group for the freshman courses. Thestudents in PHYS 101 are divided into cohorts of about 10 students each and each cohort is leadby a more senior physics undergraduate who is paid by the department.Innovations and New InitiativesUnder the leadership of Jairo Sinova, a Paradigms in Physics program, modeled after theprogram at Oregon State, in being implemented in our undergraduate majors program. Thisprogram is an inquiry and peer-lead learning style of teaching upper division undergraduatephysics courses which has smoothed the transition from the sophomore to junior level wherestudents in sciences tend to drop out of the programs. The Paradigms program as implemented inour department is described in Appendix III. In Fall 2007 it was instituted in the majors sectionof PHYS 221 Optics and Thermal Physics, taught by Jairo Sinova, and in PHYS 302 AdvancedMechanics, team taught by Jairo and Peter McIntyre. A detailed description of theimplementation of this program in these courses can be found athttp://paradigms.physics.tamu.edu/.21

Another initiative in a program in the first year labs that we call Visual Physics. The VisualPhysics program is currently being used in some sections of PHYS 218 Mechanics, including thesections designated for majors and in the majors sections of PHYS 208 Electricity and Optics.Visual Physics currently has two major distinguishing components: (1) new labs, that for 218 arebased on video analysis of motion and (2) interactive recitation where students work in teams oncontext-rich problems and the TA serves as facilitator and resource. In the past it has alsoincluded technical writing instruction and lab reports written in the form of a short technicalpaper. The Visual Physics initiative is described in more detail in Appendix IV.A third initiative is the STEPS program for PHYS 218 and 208. This program is based on anNSF grant and has as its goal increased retention of majors in engineering, mathematics andphysics. The major thrust of STEPS at TAMU is retention in engineering and this program isdiscussed in Section V. Service Courses.CommentsOur undergraduate programs are in general very healthy. The B.A. and B.S. options givestudents flexibility in degree options. The total number of majors (headcount) and the number ofdegree recipients have increased substantially over the past five years. Over half of the bachelordegree recipients enter advanced degree programs, in physics or other fields. Our graduates areadmitted to graduate programs at top-rated universities. We are working on maintaining contactwith our graduates and establishing a database of what they do after graduation from ourundergraduate program.There is a lot of attrition in the program and this needs to be addressed. The number ofstudents entering the program each year is over twice the number of degree recipients in that year.The percentage of majors who are female has stayed 20% or less. Ethnic minorities are alsounder-represented. The number of majors who are Hispanic has increased but this group is stillunder-represented compared to Texas demographics. Over 85% of our undergraduate majors arefrom Texas. Endowments for undergraduate scholarships in physics have increased dramaticallyand this remains a priority of the department.We have a good record of student involvement in research. With the recent large increase inthe number of physics faculty our undergraduate program should be able to accommodate asmuch as a doubling of the number of majors and still maintain close ties between faculty andstudents. We do note that currently we have only one staff advisor (Sandi Smith), who handlesboth the undergraduate and graduate programs. She does an exceptional job but is over-worked.We need budget allocation for a second advisor, especially if the number of students in ourprograms is to increase.Our department has had limited involvement in the University Honors Program. We havetaught very few advanced physics electives. The Paradigms in Physics program is a newinitiative in our majors curriculum and this spring we are teaching a capstone elective that is teamtaught and covers contemporary research topics in several research areas.We currently have no specific programs in the department for physics teacher certification.We also have no interdisciplinary undergraduate degree programs. There has been interest in anengineering physics degree but nothing has been put into place. Our junior and senior physicsmajors electives have few non-majors.22

Table IV.1 Graduate course Inventory 2007-08 Graduate Catalog601. Analytical Mechanics. (3-0). Credit 3.Physics(PHYS)Hamilton approaches to dynamics; canonical transformation and variational techniques; central force and rigid body motions; themechanics of small oscillations and continuous systems. Prerequisites: PHYS 302 or equivalent; MATH 311 and 412 orequivalents; concurrent registration in PHYS 615.603. Electromagnetic Theory. (3-0). Credit 3.Boundary-value problems in electrostatics; basic magnetostatics; multipoles; elementary treatment of ponderable media;Maxwell’s equations for time-varying fields; energy and momentum of electromagnetic field; Poynting’s theorem; gaugetransformations. Prerequisites: PHYS 304 or equivalents; PHYS 615.606. Quantum Mechanics. (4-0). Credit 4.Schrodinger wave equation, bound states of simple systems, collision theory, representation and expansion theory, matrixformulation, perturbation theory. Prerequisites: PHYS 412 or equivalent; MATH 311 and 412 or equivalents; concurrentregistration in PHYS 615.607. Statistical Mechanics. (4-0). Credit 4.Classical statistical mechanics, Maxwell-Boltzmann distribution, and equipartition theorem; quantum statistical mechanics,Bose-Einstein distribution and Fermi-Dirac distribution; applications such as polyatomic gases, blackbody radiation, freeelectron model for metals, Debye model of vibrations in solids, ideal quantum mechanical gases and Bose-Einsteincondensation; if time permits, phase transitions and nonequilibrium statistical mechanics. Prerequisites: PHYS 408 and 412 orequivalents; PHYS 615.611. Electromagnetic Theory. (4-0). Credit 4.Continuation of PHYS 603. Propagation, reflection and refraction of electromagnetic waves; wave guides and cavities;interference and diffraction; simple radiating systems; dynamics of relativistic particles and fields; radiation by moving charges.Prerequisite: PHYS 603.615. Methods of Theoretical Physics I. (4-0). Credit 4.Orthogonal eigenfunctions with operator and matrix methods applied to solutions of the differential and integral equations ofmathematical physics; contour integration, asymptotic expansions of Fourier transforms, the method of stationary phase andgeneralized functions applied to problems in quantum mechanics. Prerequisites: MATH 311, 407 and 412 or equivalents.616. Methods of Theoretical Physics II. (3-0). Credit 3.Green’s functions and Sturm-Liouville theory applied to the differential equations of wave theory; special functions ofmathematical physics; numerical techniques are introduced; conformal mapping and the Schwarz-Christoffel transformationapplied to two-dimensional electrostatics and hydrodynamics. Prerequisites: PHYS 615.617. Physics of the Solid State. (3-0). Credit 3.Crystalline structure and symmetry operations; electronic properties in the free electron model with band effects included; latticevibrations and phonons; thermal properties; additional topics selected by the instructor from: scattering of X-rays, electrons, andneutrons, electrical and thermal transport, magnetism, superconductivity, defects, semiconductor devices, dielectrics, opticalproperties. Prerequisites: PHYS 606 and 607.24

619. Modern Computational Physics. (3-0). Credit 3.Modern computational methods with emphasis on simulation such as molecular dynamics and Monte Carlo; applications tocondensed matter and nuclear many-body physics and to lattice gauge theories. Prerequisites: PHYS 408 and 412 or equivalents;knowledge of any programming language.624. Quantum Mechanics. (4-0). Credit 4.Continuation of PHYS 606. Scattering theory, second quantization, angular momentum theory, approximation methods,application to atomic and nuclear systems, semi-classical radiation theory. Prerequisite: PHYS 606.625. Nuclear Physics. (3-0). Credit 3.Nuclear models, nuclear spectroscopy, nuclear reactions, electromagnetic properties of nuclei; topics of current interest.Prerequisite: PHYS 606.627. Elementary Particle Physics. (3-0). Credit 3.Fundamentals of elementary particle physics; particle classification, symmetry principles, relativistic kinematics and quarkmodels; basics of strong, electromagnetic and weak interactions. Prerequisite: PHYS 606.628. Particle Physics II. (3-0). Credit 3.Continuation of PHYS 627; introduction to gauge theories; the Standard Model. Prerequisite: PHYS 627.631. Quantum Theory of Solids. (3-0). Credit 3.Second quantization, and topics such as plasmons; many-body effects for electrons; electron-phonon interaction; magnetism andmagnons; other elementary excitations in solids; BCS theory of superconductivity; interactions of radiation with matter;transport theory in solids. Prerequisites: PHYS 617 and 624.632. Condensed Matter Theory. (3-0). Credit 3.Continuation of PHYS 631. Recent topics in condensed matter theory. Peierl’s Instability, Metal-Insulator transition in onedimensionalconductors, solitons, fractionally charged excitations, topological excitations, Normal and Anomalous QuantumHall Effect, Fractional Statistics, Anyons, Theory of High Temperature Superconductors, Deterministic Chaos. Prerequisites:PHYS 601, 617 and 624.633. Advanced Quantum Mechanics. (3-0). Credit 3.Many-body theory; second quantization; Fermi systems; Bose systems; interaction of radiation with matter; quantum theory ofradiation; spontaneous emission; relativistic quantum mechanics; Dirac equation; Klein-Gordon equation; covariant perturbationtheory. Prerequisite: PHYS 624.634. Relativistic Quantum Field Theory. (3-0). Credit 3.Classical scalar, vector and Dirac fields; second quantization; scattering matrix and perturbation theory; dispersion relations.Renormalization. Prerequisite: PHYS 624.638. Quantum Field Theory II. (3-0). Credit 3.Functional integrals; divergences, regularization and renormalization; non-abelian gauge theories; other topics of current interest.Prerequisite: PHYS 634.648. Quantum Optics and Laser Physics. (3-0). Credit 3.Line widths of spectral lines; laser spectroscopy; optical cooling; trapping of atoms and ions; coherence; pico- and femto-secondspectroscopy; spectroscopic instrumentation. Prerequisite: Approval of instructor.25

659. The Evolution of Physics. (3-0). Credit 3.Traces the evolution of classical physics from early Greek times through the end of the 19th century; feedback between ideas inphysics and the surrounding culture; laboratory techniques for teaching classical physical concepts. For physics teachers.Prerequisite: Approval of instructor.660. Evolution of Physics. (3-0). Credit 3.Continuation of PHYS 659. Evolution of physics in the 20th century; birth and development of quantum physics, relativity andnuclear physics; laboratory techniques for teaching modern physical concepts. For physics teachers. Prerequisite: Approval ofinstructor.665. Concepts of Modern Physics. (3-0). Credit 3.Physical phenomena of contemporary interest; physical concepts; cosmology and astrophysics, elementary particles, lasers andtheir applications, atomic and nuclear phenomena, and the application of physical principles in recent technology; laboratorytechniques for presenting the concepts in inquiry-oriented physical science courses. For physics teachers. Prerequisite: Approvalof instructor.666. Scientific Instrument Making. (2-2). Credit 3.Theory and techniques for designing and constructing advanced scientific instruments such as spectrometers, cryostats, vacuumsystems, etc.; mechanical and electronic shop procedures utilizing the lathe and mill; welding and soldering; drafting and printreading; circuit design. Prerequisite: Approval of instructor.667. Physics for Advanced Placement Teachers. Credit 1 to 4.Review of the fundamental concepts and techniques of physics and their use in the solution of physical problems; topics includedin Advanced Placement Physics Courses B and C; mechanics, electricity and magnetism, kinetic theory and thermodynamics,waves, optics and modern physics. Prerequisite: Approval of instructor.674. Introduction to Quantum Computing. (3-0). Credit 3.Introduces the quantum mechanics, quantum gates, quantum circuits and quantum hardware of potential quantum computers;algorithms, potential uses, complexity classes, and evaluation of coherence of these devices. Prerequisites: MATH 304, PHYS208. Cross-listed with ECEN 674.681. Seminar. (1-0). Credit 1.Subjects of current importance; normally required of all graduate students in physics.685. Directed Studies. Credit 1 to 9.Individual problems not related to thesis. Prerequisite: Approval of instructor.689. Special Topics in... Credit 1 to 4.Selected topics in an identified area of physics. May be repeated for credit. Prerequisite: Approval of instructor.691. Research. Credit 1 or more each semester.Research toward thesis or dissertation. Prerequisite: Baccalaureate degree in physics or equivalent.697. Seminar in the Teaching of Physics. (1-0). Credit 1.Methods and mechanics of teaching introductory physics and physics laboratories. Required of all TAs during their firstsemester of teaching. Graded satisfactory/unsatisfactory. May not be repeated for credit. Prerequisite: Teaching assistant in thePhysics Department.26

Table IV.3 Five-Year History of Enrollment in Advanced Graduate Courses2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PHYS 616 9 5 12 6 6Methods of Theoretical Physics IIPHYS 617 6 9 15 12 9Physics of the Solid StatePHYS 619 -- 5 5 -- --Modern Computational PhysicsPHYS 625 14 -- 14 11 9Nuclear PhysicsPHYS 627 -- -- 15 26 7Elementary Particle PhysicsPHYS 628 -- -- -- -- --Particle Physics IIPHYS 631 9 -- 14 -- 8Quantum Theory of SolidsPHYS 632 -- -- -- 11 --Condensed Matter TheoryPHYS 633 5 6 -- -- --Advanced Quantum MechanicsPHYS 634 -- -- 10 -- 9Relativistic Quantum Field TheoryPHYS 638 5 -- -- -- --Quantum Field Theory IIPHYS 648 -- 8 7 7 9Quantum Optics and Laser PhysicsPHYS 666 36 35 28 32 36Scientific Instrument MakingPHYS 674 -- 8 10 1 --Intro to Quantum Computing27

Specialized courses that are offered only as faculty and student interest dictates, and newcourses not yet in the graduate catalog, are taught as sections of PHYS 689 Special Topics in ….A 5-year history of PHYS 689 courses taught in the department is given in Table IV.4.Table IV.4 Five-Year History of Enrollment In PHYS 689 Special Topics in…….02/03 03/04 04/05 05/06 06/07Intro Math Physics -- 5 9 -- --Laser Spectroscopy & Molecular Structure -- 5 -- -- --E&M Responses of Matter -- -- -- 5 --Kinetics of Electronic Processes -- -- -- 5 --Kinetics of Electronic Processes II -- -- -- -- 5Materials Science Engineering 8 7 -- -- --Phase Transitions & Critical Phenomena -- 6 -- -- --Condensed Matter Physics -- -- -- 9 9Physical Principles of Magnetism -- -- -- -- 6Optoelectronic Devices -- -- -- -- 8Methods Modern Cosmology -- -- -- -- --String Theory II 7 -- -- -- --Supersymmetry and Supergravity 8 -- -- -- --String Phenomenology -- 6 -- -- --Intro to Modern Cosmology -- 9 -- -- --Modern Cosmology II -- -- 7 -- --Beyond the Standard Model -- -- 8 -- --Beyond the Standard Model II -- -- -- 7 --D-brane Physics and Cosmology -- -- -- 9 --Physics and Cosmology -- -- -- -- 7String Thry: Intro Modern Developments I -- -- -- -- 5String Thry: Intro Modern Developments II -- -- -- -- 7D-brane Models and Phenomology -- -- -- -- 8Weak Scale Supersymmetry -- -- -- -- 728

The courses normally taken for a thesis M.S. degree are listed in Table IV.5, those for anonthesis M.S. in Table IV.6 and for a Ph.D. in Table IV.7.Table IV.5 Course Requirements of the Thesis-Option Master of Science Degree inPhysicsPHYS 601 Classical Mechanics(3 credit hours)PHYS 603 Electromagnetic Theory (3 credit hours)PHYS 606 Quantum Mechanics I(4 credit hours)PHYS 607 Statistical Mechanics(4 credit hours)PHYS 615 Methods of Theoretical Physics I (4 credit hours)18 credit hours totalOther coursework, including Research, to make a total of 32 credit hours. An advancedundergraduate course or Math 601 Methods of Applied Mathematics I and MATH 602 Methodsand Applications of Partial Differential Equations, with a grade of B or better in each, may besubstituted for one of the graduate courses 601, 603, 606, 607 or 615. If this is done, the studentmust take one additional graduate level course in physics.Table IV.6 Course Requirements of the Nonthesis-Option M.S. in PhysicsPHYS 601 Classical MechanicsPHYS 603 Electromagnetic TheoryPHYS 606 Quantum Mechanics IPHYS 607 Statistical MechanicsPHYS 615 Methods of Theoretical Physics I(3 credit hours)(3 credit hours)(4 credit hours)(4 credit hours)(4 credit hours)18 credit hours totalA minimum of 6 hours (8 hours maximum) of advanced laboratory work or equivalentlaboratory experience. The student normally satisfies this latter requirement by taking 6 hours ofPHYS 685 Directed Studies and completing an experimental project supervised by anexperimentalist on the faculty. The written project report is normally reviewed by the student’scommittee at the oral exam.A sufficient number of credit hours in other elective courses must be added to the DegreePlan to make a total of 36 credit hours. Note that PHYS691 Research cannot be used for thisdegree.Table IV.7 Course Requirements of the PhD in Physics DegreePHYS 601 Classical Mechanics(3 credit hours)PHYS 603 Electromagnetic Theory I (3 credit hours)PHYS 606 Quantum Mechanics I(4 credit hours)PHYS 607 Statistical Mechanics(4 credit hours)PHYS 615 Methods of Theoretical Physics I (4 credit hours)PHYS 624 Quantum Mechanics II(4 credit hours)PHYS 611 Electromagnetic Theory II (4 credit hours)One graduate-level course in either Particle Physics or Nuclear PhysicsOne graduate-level course in either Atomic Physics/Quantum Physics or Solid State Physics29

For the thesis M.S. degree a minimum of 32 semester credit hours is required. For thenonthesis M.S., 36 hours is required and PHYS 691 Research cannot be used. The Ph.D. degreerequired a minimum of 64 hours for a student with a M.S. degree and 96 hours for a studentwithout an M.S. The way the credit hour requirement is to be met by a particular student isstipulated on a degree plan submitted by the student after the approval of their committee and thedepartment head. The degree plan typically contains the required courses, other formalcoursework taken by the student and research hours. Usually the student accumulated many morehours of research while completing their thesis or dissertation than is on the degree plan.Each degree requires a final oral exam, administered by the student’s committee. This exam isa defense of the thesis or dissertation, or the summary of the lab work done in the case of thenonthesis M.S. For the Ph.D. degree there is preliminary exam, normally taken after most of theformal coursework is completed and at the time of submission of the research proposal. Inpractice, student typically take their prelims rather late in their graduate career, after most of thedissertation research has been completed.Currently Ph.D. qualification is through grades in a set of qualification courses. In the past wehave used a Qualifying Exam where a student must pass an exam in each of four areas: classicalmechanics, quantum mechanics, electromagnetism and thermodynamics/statistical mechanics.The current set of Ph.D. qualification courses is: PHYS 601, 606, 624, 603, 607, and 615. Thisset of courses consists of one semester in each of the subjects classical mechanics, statisticalmechanics, E&M and math methods, and two semesters of quantum mechanics. To be qualifiedfor the Ph.D. a student must take all six of these courses and achieve a grade of B or better ineach.To receive a graduate degree a student must have a GPR of at least 3.0 (on a 4.0 scale) for allcourses listed on their degree plan and a GPR of at least 3.0 on all graduate and advancedundergraduate courses taken while in the graduate program. If a course is repeated, only the mostrecent grade is used in the GPR calculation.To be a full-time student a student must be registered for at least 9 hours in the Fall and Springsemesters and for 6 hours in the summer. These hours can be either formal courses or research,or combination of these.The current set of Graduate Student Policies is in Appendix V. These policies and otherinformation for graduate students is on the graduate advisor’s web site, atgraduateadvisor.physics.tamu.eduStudentsTable IV.8 gives a 5-year history, by academic year, of the number of new students admitted,the graduate student headcount in the fall of each year and the number of graduate degreesawarded. Table IV.9 breaks the yearly headcount down by gender, ethnicity and whether they areTexas residents (in-state), from other parts of the U.S. (out-of-state) or international students.Table IV.10 lists by subfield and research advisor the students receiving graduate degrees duringthe past 5 years. The bar graphs in Tables IV.11 and IV.12 shows the number of years in thegraduate program for students receiving each type of degree (M.S. or Ph.D.) during the past 5years.30

Table IV.8 Five-Year History of Number New Students, Headcount and Number ofDegrees AwardedYear New Students Headcount MS Recipients Ph.D. Recipients2002-2003 30 114 2 42003-2004 28 129 5 92004-2005 23 132 18 62005-2006 34 149 14 152006-2007 33 150 9 122007-2008 29 149Table IV.9 Demographics of Graduate Students2002 2003 2004 2005 2006 2007total 114 129 132 149 150 149male 102 119 119 129 129 125female 12 (11%) 10 (8%) 13 (10%) 20 (13%) 21 (14%) 24 (16%)White (non-Hispanic) 21 28 30 39 45 46Back (non-Hispanic) 2 1 1 3 1 1Hispanic 3 4 4 8 9 8Asian/Pacific Islander 1 1 2 6 8 10American Indian 0 0 0 2 2 2in-state 13 18 18 30 31 32out-of-state 16 17 19 29 34 36international 85 (75%) 94 (73%) 95 (72%) 90 (60%) 85 (57%) 81 (54%)Table IV.10 Five-Year History of Graduate Degree RecipientsYear Name Degree Advisor Subfield2003 Giuoco, Frank Joseph M.S. Fry, Edward S. experimental AMO2006 Lu, Zheng Ph.D. Fry, Edward S. experimental AMO2006 Musser, Joseph Alan Ph.D. Fry, Edward S. experimental AMO2005 Feng, Ke M.S. Paulus, Gerhard G. experimental AMO2006 Li, Yunfeng M.S. Paulus, Gerhard G. experimental AMO2003 Ryjkov, Vladimir Leonidovich Ph.D. Schuessler, Hans A. experimental AMO2005 Xu, Xudong M.S. Schuessler, Hans A. experimental AMO2005 Zhu, Feng M.S. Schuessler, Hans A. experimental AMO2007 Jerebtsov, Serguei Ph.D. Schuessler, Hans A. experimental AMO2004 Wang, Lei M.S. Sokolov, Alexei V. experimental AMO2005 Burzo, Andrea Mihaela Ph.D. Sokolov, Alexei V. experimental AMO2005 Peng, Jiahui M.S. Sokolov, Alexei V. experimental AMO2007 Zhi, Miaochan Ph.D. Sokolov, Alexei V. experimental AMO2003 Mikhailov, Eugeniy Ph.D. Welch, George R. experimental AMO31

2003 Novikova, Irina Borisovna Ph.D. Welch, George R. experimental AMO2006 Tweedale, Geoffrey M.S. Walther, Thomas/Fry, Edward S. experimental AMO2005 Chang, Yong M.S. Agnolet, Glenn experimental condensed matter2006 Anatska, Maryna Petrovna M.S. Agnolet, Glenn experimental condensed matter2005 Lee, Han Gil M.S. Naugle, Donald G. experimental condensed matter2002 Sandu, Titus Ph.D. Ross, Joe/Kirk, Wiley experimental condensed matter2003 Chi, Ji M.S. Ross, Joe experimental condensed matter2003 Gou, Weiping M.S. Ross, Joseph H., Jr. experimental condensed matter2005 Bai, Bing M.S. Teizer, Winfried experimental condensed matter2005 Ford, Arlene Celeste M.S. Teizer, Winfried experimental condensed matter2005 Peng, Luohan M.S. Teizer, Winfried experimental condensed matter2005 Seo, Dongmin M.S. Teizer, Winfried experimental condensed matter2005 Srivastava, Raj Vibhuti Anand M.S. Teizer, Winfried experimental condensed matter2007 Kim, Kyongwan Ph.D. Teizer, Winfried experimental condensed matter2007 Lee, Kyoungjin M.S. Teizer, Winfried experimental condensed matter2007 Means, Joel Lewis Ph.D. Teizer, Winfried experimental condensed matter2007 Seo, Dongmin Ph.D. Teizer, Winfried experimental condensed matter2007 Xu, Huachun Ph.D. Teizer, Winfried experimental condensed matter2005 Zhong, Ming M.S. Weimer, Michael B. experimental condensed matter2006 Zhang, Hong M.S. Wu, Wenhao experimental condensed matter2005 Krutelyov, Vyacheslav Ph.D. Kamon, Teruki experimental high energy2005 Hirose, Eiichi M.S. McIntyre, Peter M. experimental high energy2005 Pogue, Nathaniel Johnston M.S. McIntyre, Peter M. experimental high energy2007 Noyes, Patrick Daniel M.S. McIntyre, Peter M. experimental high energy2005 Lee, Eun Sin M.S. Toback, David experimental high energy2006 Cervantes, Matthew C. M.S. Toback, David experimental high energy2007 Asaadi, Jonathan Abraham M.S. Toback, David experimental high energy2007 Aurisano, Adam Jude M.S. Toback, David experimental high energy2007 Wagner, Peter Ph.D. Toback, David experimental high energy2005 Watabe, Masaki M.S. Webb, Robert C. experimental high energy2006 Maffei, David Aaron M.S. Webb, Robert C. experimental high energy2005 Musser, James Raymond Ph.D. Gagliardi, Carl experimental nuclear2006 Henry, Thomas William Ph.D. Gagliardi, Carl experimental nuclear2007 Al-Abdullah, Tariq Ph.D. Gagliardi, Carl experimental nuclear2007 Li, Yun M.S. Gagliardi, Carl experimental nuclear2005 Pirlepesov, Fakhriddin Ph.D. Tribble, Robert E. experimental nuclear2006 Brinkley, Joseph Franklin M.S. Tribble, Robert E. experimental nuclear2007 Fu, Changbo Ph.D. Tribble, Robert E. experimental nuclear2007 Zhai, Yongjun Ph.D. Tribble, Robert E. experimental nuclear2005 Liu, Debin M.S. Belyanin, Alexey theoretical AMO2007 Sinha, Indrani Ph.D. Ford, Albert L. / Lucchese, Robert theoretical AMO2003 Gray, Deric Jon Ph.D. Kattawar, George W. theoretical AMO2006 Li, Changhui Ph.D. Kattawar, George W. theoretical AMO2007 Slanker, Julie Marie M.S. Kattawar, George W. theoretical AMO2006 Zhai, Pengwang Ph.D. Kattawar, George W. / Yang, Ping theoretical AMO2004 Kolesov, Roman L'Vovich Ph.D. Kocharovskaya, Olga theoretical AMO2005 Kuznetsova, Yelena Ph.D. Kocharovskaya, Olga theoretical AMO2004 Fu, Jun Ph.D. Reading, John theoretical AMO32

2002 Kapale, Kishor T Ph.D. Scully, Marlan O. theoretical AMO2002 Sariyianni, Zoe Elizabeth M.S. Scully, Marlan O. theoretical AMO2004 Chen, Hui M.S. Scully, Marlan O. theoretical AMO2006 Chen, Hui Ph.D. Scully, Marlan O. theoretical AMO2006 Sariyanni, Zoe-Elizabeth Ph.D. Scully, Marlan O. theoretical AMO2006 Urtekin, Kerim Ph.D. Scully, Marlan O. theoretical AMO2006 Xiong, Han Ph.D. Scully, Marlan O. theoretical AMO2006 Cizmeci, Osman M.S. Zubairy, M. Suhail theoretical AMO2006 Di, Tiegang Ph.D. Zubairy, M. Suhail theoretical AMO2006 Seiichirou Yokoo Ph.D. Allen, Roland theoretical condensed matter2007 Mondragon, Antonio Richard Ph.D. Allen, Roland theoretical condensed matter2007 Resil, Kevin M.S. Allen, Roland theoretical condensed matter2003 Wang, Qian Ph.D. Hu, Chia-Ren theoretical condensed matter2005 Zhao, Hongwei M.S. Hu, Chia-Ren theoretical condensed matter2007 Lu, Jianxu M.S. Hu, Chia-Ren theoretical condensed matter2007 Xu, Rong Guang M.S. Hu, Chia-Ren theoretical condensed matter2004 Kayali, Mohammad (Amin) Ph.D. Pokrovsky, Valery theoretical condensed matter2004 Sinitsyn, Nikolai Ph.D. Pokrovsky, Valery theoretical condensed matter2006 Dobrescu, Bogdan Eugen M.S. Pokrovsky, Valery theoretical condensed matter2006 Wei, Hongduo Ph.D. Pokrovsky, Valery theoretical condensed matter2005 Jolad, Shivakumar M.S. Saslow, Wayne M. theoretical condensed matter2004 Hu, Bo Ph.D. Arnowitt, Richard theoretical high energy2006 Gunturk, Kamil Serkan Ph.D. Fulling, Stephen theoretical high energy2006 Liu, Zhonghai M.S. Fulling, Stephen theoretical high energy2007 Zapata, Todd Austin M.S. Fulling, Stephen theoretical high energy2003 Mershin, Andreas Ph.D. Nanopoulos, Dimitri V. theoretical high energy2005 Walker, Joel Wesley Ph.D. Nanopoulos, Dimitri V. theoretical high energy2006 Chen, Ching-Ming Ph.D. Nanopoulos, Dimitri V. theoretical high energy2006 Zhao, Gang Ph.D. Nanopoulos, Dimitri V. theoretical high energy2007 Mayes, Van (Eric) Ph.D. Nanopoulos, Dimitri V. theoretical high energy2007 Zhang, Feng M.S. Nanopoulos, Dimitri V. theoretical high energy2005 Dent, James Blackman Ph.D. Pope, Christopher N. theoretical high energy2005 Kerimo, Johannes Ph.D. Pope, Christopher N. theoretical high energy2006 Chong, Zhiwei Ph.D. Pope, Christopher N. theoretical high energy2006 Peppas, Anastasios M.S. Pope, Christopher N. theoretical high energy2007 Chen, Wei Ph.D. Pope, Christopher N. theoretical high energy2007 Jong, Der-Chyn Ph.D. Sezgin, Ergin theoretical high energy2002 Di, Tiegang M.S. Ko, Che-Ming theoretical nuclear2004 Liu, Wei Ph.D. Ko, Che-Ming theoretical nuclear2006 Sun, Deqiang M.S. Rapp, Ralph theoretical nuclear2006 Pochivalov, Oleksiy Ph.D. Shlomo, Shalom theoretical nuclear2007 Vuong, Au Kim Ph.D. Shlomo, Shalom theoretical nuclear33

Recruitment and AdmissionsThe department has a Graduate Admissions Committee, currently chaired by GeorgeKattawar, that is responsible for graduate student recruitment and admissions. The departmentalweb site is a primary recruitment and application tool. Faculty make graduate recruiting trips toother schools; this has received varying amounts of emphasis in recent years. Prospectivestudents are also invited for campus visits. Admission decisions are based primarily on GREscores, including the Advanced Physics Exam, undergraduate grades, undergraduate institutionand letters of recommendation. The number of students admitted is determined largely by thesupport available.34

Table IV.11 Years to M.S.30# of students25201510500thru24thru68thru10years in program____________________________________________________________________________Table IV.12 Years to Ph.D2520# of students1510500thru22thru44thru66thru88thru1010 +years in program35

Graduate Student SupportGraduate students are typically supported on teaching assistantships (TA), researchassistantships (RA) and fellowships. The number of students with each type of support in Fall2007 is listed in Table IV.13.Table IV.13 Graduate Student Support for Fall 2007Type of support Number (FTE) Percent of Total Number of StudentsRA 59.5 (39%)TA 76.5 (51%)fellowship 8 (5%)other 7 (5%)Some fellowships are from A&M funds and are administered through the Office of GraduateStudies. Four of the fellowship holders have TAMU Diversity Fellowships that are supplementedby a partial TA or RA. The “other category” includes students who do not have support andthose who have jobs elsewhere while they are finishing their dissertation. The department hasrecently been awarded a grant for GANN fellowships and students will first receive thosefellowships in Spring 2008.Most first-year students are supported on teaching assistantships. The TA support numberincludes thirteen first-year international students who are not English language certified by theuniversity and therefore cannot be the instructor for lab or recitation sections. These students areused in teaching support roles, such as grading, help desk and assisting in lab sections.Assistantship stipends are typically $1750/month and in addition the student’s tuition is paid,by the university for teaching assistantships and by research funds for research assistantships.First-year students usually receive a fellowship from the department that covers required fees thatare charged in addition to tuition. Research assistantships are paid from the faculty member’sresearch grants.The standard teaching load for a TA is three 3-hour sections per week. Each section hasbetween 24 to 28 students. The 3-hour period is broken up into one hour of recitation and twohours of lab. In their first semester, new students are assigned two sections. Other TAassignments include Help Desk, grading and advanced labs for majors. It is generally expectedthat a student spends an average of 15 hours a week on their TA assignment. Internationalstudents must be certified in English (through English coursework or a proficiency exam) beforethey can teach lab/recitation. Students not yet certified can still be supported on a TA and beassigned to be on Help Desk, to grade or to assist another TA in a lab section.Graduate student advising is done by a staff person, Sandi Smith, and a faculty GraduateAdvisor (currently Teruki Kamon). Once a student has chosen a research advisor, that personplays a primary role in advising and mentoring the student. There is a Graduate CurriculumCommittee (currently chaired by Michael Weimer) that oversees the curriculum and ensures thatdegree plans follow departmental policy. There is a Graduate Student Credentials Committee,currently chaired by Lewis Ford, that allocates TAs. This committee looks at academicperformance, past performance as a TA, progress towards the degree and number of prior36

semesters support as a TA. There are no rigid rules about the numbers of semesters of TAsupport, but a students priority for a TA goes down the more semesters they are on a TA.Currently, in the Fall and Spring the number of TAs available closely matches the number ofstudents requesting a TA. In the summer the number of TAs available is much less. Students aresupported on a TA for at most 6 weeks, and sometimes students with lower priority do not receivea TA at all.Applied Physics ProgramInformation about the Applied PhD Degree Program is given in Appendix VI. This degreeprogram was approved in December 1999 and students were accepted into it beginning in Fall2000. To date, there have been no recipients of this degree. Ten students are currently workingtowards the Applied Physics PhD; these students and their advisors are listed in the appendix.The course requirements for the applied physics degree are listed in the appendix.Qualification is the same as for the PhD in Physics degree, except that for applied physics PHYS624 Quantum II is not included as a required qualification course. The course requirements forthe Applied Physics PhD allow flexibility and the opportunity to take courses in areas of scienceand engineering other than physics. The Research chapter of this Self Study includes a section onApplied Physics.There is a steering/oversight committee for the program. The current committee wasappointed by the department head in 2002 and the membership of that committee is listed in theappendix.MSEN ProgramIn 2003 a graduate-only interdisciplinary degree in Materials Science and Engineering (MSEN)was approved. Several physics faculty participate in this program and supervise students whoare working on a MS or PhD degree in MSEN. Students can be admitted into the graduateprogram in physics and then select the MSEN degree, or they can be admitted directly into theMSEN program. The MSEN program and the participation of the physics department in it aredescribed in Appendix VII.CommentsOur graduate program is generally healthy. The annual number of PhD degree recipientsfluctuates but has shown a general increase over the past five years. The steady increase ingraduate student headcount we have experienced should produce further numbers of degreerecipients in future years. There is good balance among the degrees given in each subfield. Moststudents receiving a PhD do so within 8 years of entering our graduate program and nearly half ofthese finish within 6 years. Most of the students who take longer than 8 years have finished theirdegree after taking a job and leaving the department.The percentage of our graduate students who are female has increased somewhat but remainsaround 15%. Ethnic minorities remain underrepresented, although the number of Hispanics hasincreased somewhat. We currently have two graduate students whose ethnicity is AmericanIndian. In recent years there has been a substantial increase in the number and quality ofdomestic students that we have been able to recruit into our program. Currently, U.S. studentscomprise nearly half of our total number. Attrition from the graduate program has improved.37

Currently about 50% of our graduate students are supported on teaching assistantships. Thenumber on fellowships and research assistantships must increase if the number of graduatestudents is to increase. With the recent growth in the number of faculty, our graduate programshould be able to accommodate at least twice the current number of students, if there is financialsupport for these students.The recent initiative on the part of the university to have tuition paid for students onassistantships (teaching and research) greatly improved the competitiveness of our support level.But paying tuition is a heavy burden on research grants and other approaches, such as tuitionremission for supported graduate students or differential tuition among academic colleges, areneeded. And even with tuition paid, stipends levels are beginning to fall behind other universitiesand we need a TA budget increase that will allow stipends to increase. Also, the current TA loadof 3 recitation/lab sections is excessive. Currently we are able to make the teaching load in astudent’s first semester 2 sections, but we need increased TA funding so the teaching load can bedecreased for all students. There is need for additional graduate fellowships in the department.Summer support of students is a particular problem, since our summer teaching program is smalland there are few TA positions in summer. The high cost of health insurance for students withfamilies is a big problem for these students and must be addressed.International students cannot teach labs or recitations until they are certified in English by theuniversity and typically this takes two semesters. Supporting these students for their first year isa heavy financial burden for the department. And to become certified, many of these studentstake English courses from the university’s English Language Institute and they are charged feesfor these courses.There is some dissatisfaction with our PhD qualification procedure, which is currently throughgrades in certain courses. There are concerns about consistency in grading and course contentbetween different instructors for the same course. There is also concern about the time it takesstudents with previous graduate work to achieve qualification.Advanced graduate and special topics courses are typically offered when there is student orfaculty interest in a particular course and the offering of these courses tends to be sporadic. Thehistory of PHYS 689 special topics courses shows a large number of courses, especially intheoretical high energy physics, that are related in content but that don’t become part of thecourse inventory in the graduate catalog. Few students from outside the department take ourgraduate courses. A problem in the past has been that core graduate courses were offered onlyonce a year but with the increase in the number of students and faculty we are starting to makesome progress toward offering the core courses both fall and spring. And the section size for ourcore courses has often been excessive (greater than 20 students) but now we are starting to offersome multiple sections in a given semester.Thus far, the applied physics program has not been very heavily utilized, especially forgraduate student recruitment.38

V. Service CoursesOverviewWe have the following service courses and course sequences, where the students are almostexclusively not physics majors. A few non-majors also take the courses discussed in Section IIthat are primarily for physics majors. The catalog course descriptions for our entireundergraduate course inventory were presented in Table III.2.PHYS 201/202 College Physics. This is an algebra/trig based sequence taken primarily by lifescience majors.PHYS 218 Mechanics and PHYS 208 Electricity and Optics. This is our calculus-basedintroductory sequence. These courses are taken by physics majors, math majors and physicalscience majors, including chemistry and geosciences, but the enrollment in these two courses ispredominately students in engineering. First semester calculus is a co-requisite with PHYS 218and the second semester of calculus is a co-requisite with PHYS 208.PHYS 205 Concepts of Physics. This is a one-semester non-technical course for K-8 preserviceteachers.PHYS 221 Optics and Thermal Physics. We currently have a designated section for physicsmajors and other sections for nonmajors, predominantly students from geoscience.PHYS 222 Modern Physics for Engineers. This course is taken primarily by electrical andaerospace engineering majors. It covers relativity and quantum physics, with emphasis on solidstate physics.PHYS 306 Basic Astronomy. This is an introductory astronomy course. It can be taken inconjunction with the observational course PHYS 307. PHYS 306/307 satisfies part of the CoreCurriculum Science Requirement and has a general student audience.PHYS 307 Observational Astronomy. This course is taught in the evening at the PhysicsObservatory. The Observatory is discussed in more detail in Section VII.PHYS 314 Survey of Astronomy. This is an introductory astronomy course that assumes twosemesters of physics (mechanics and E&M). It is taken primarily by physics majors andengineers, as an elective.The five-year history of the academic year enrollment in each of these service courses ispresented in Table V.1. The typical lecture size for PHYS 218/208 is 100 to 120 students. In thefall the lecture size for PHYS 201 is 200 to 260 students. For 202 and for 201 in the spring, thelecture size is about 100 students. The summer undergraduate program typically consists ofsingle lecture sections of PHYS 201, 202, 218, 208, 306, 307 and 222. All but 306 and 307 aretaught as full summer (10-week) courses. 306 and 307 are taught as 5-week courses. Summerenrollments are much smaller than fall and spring enrollments. Increasing summer courseenrollments would make better use of our classroom facilities and would provide more summersupport for graduate students.39

Table V.1 Five-Year History of Enrollment in Physics Service Courses2002/2003 2003/2004 2004/2005 2005/2006 2006/2007PHYS 201 1217 1218 1170 1352 1322College PhysicsPHYS 202 655 632 619 791 809College PhysicsPHYS 205 81 112 119 107 109Concepts of PhysicsPHYS 208 1502 1371 1272 1461 1513Electricity and OpticsPHYS 218 1864 1701 1789 2083 2273MechanicsPHYS 222 173 204 189 173 134Modern Physics for EngineersPHYS 306 662 714 420 461 408Basic AstronomyPHYS 307 341 392 336 349 318Observational AstronomyTOTAL 6495 6344 5914 6777 6886All lecture sections are taught by people with faculty-level appointments. We currently havetwo Lecturers in the department. Each semester we typically have a few (less than 5) people withvisiting faculty appointments, but this number should dwindle as we continue to hire new faculty.Visiting faculty are typically faculty on leave from other universities who are here for researchcollaboration, or postdocs in the department who wish to gain some teaching experience. Visitingfaculty are usually paid 50% from teaching funds and 50% from research money.LabsThe large enrollment sequences (218/208 and 201/202) have a 3-hour lab period once a week.The first hour is recitation, where the instructor, in some fashion, answers student questions. Thenext two hours is lab, where an experiment is done and written up in a lab report. Therecitation/lab sections are usually taught by graduate assistants. All the labs use locally authoredlab manuals. Our teaching lab supervisor, Tony Ramirez, supervises the labs and with the help ofstudent workers manages the equipment. He also supervises the TAs. His shop also maintainsand places in the classrooms lecture demonstration equipment. A serious defect of our presentfacilities is the building for our teaching labs is a 10-minute walk from our faculty offices. As aresult, there is, in general, little faculty oversight of the lab and recitations for the service courses.Also, our lecture classes are in several buildings; this makes use of demonstration equipmentdifficult.40

CoordinationEach multisection course (PHYS201, 202, 218, 208) has one of the faculty members who isteaching the course appointed as course coordinator. Each course has a common textbook,syllabus and set of assigned homework problems. An exception is the STEPS sections of PHYS218 and 208, which have a separate organization from the other sections of these courses. Thedepartment makes limited use of common evening exams, except for STEPS sections. Mostexams are given during the regular class period and each instructor prepares his or her ownexams.Use of Instructional TechnologyMany classrooms are equipped with data projection systems but some are not. Very fewclassrooms available to physics have any advanced classroom technology, such as smartboards.There has been some limited use of clickers. Most sections of the introductory service coursesuse an online homework grading system, such as WebCT or Mastering Physics. A member of thedepartment (Dave Toback) has implemented math quizzes, practice exams etc on WebCT.In the recent past a few faculty have used CPR (Calibrated Peer Review) in their courses,using assignments they have authored themselves.IE/EFThe department is allowed to collect an Instructional Enhancement/Instructional Equipmentfee. The department does collect this fee, for all courses that have a lab component. The fee iscurrently about $85 per student per course and the department received about $450,000 from thisfee last academic year. This money pays salaries (lab supervisor, graduate assistants who doteaching support such as help desk, etc.) but some is available for lab equipment, replacement anddevelopment of new labs and lecture demos.New Courses/New InitiativesThe physics department has been a partner in a large STEPS grant at the university. One goalof the grant was to increase freshman retention in engineering by establishing more connectionbetween freshman physics and engineering courses. For physics it has especially affected what isdone in the labs. About 50% of the 218/208 students are in the STEPS program. STEPS isdiscussed in more detail in Appendix VIII.Peter McIntyre and Teruki Kamon have developed a lab and recitation program for PHYS 218that they call Visual Physics. The labs are based on video analysis of motion. The recitation usesa peer instruction, context-rich problem approach. In Fall 2007, fifteen of the fifty-sixlab/recitation sections of 218 are using Visual Physics for the labs and recitations.Dave Toback is introducing an introductory course on cosmology that is based on StephenHawking’s book A Brief History f Time and that is intended for the non-scientist. In Spring 2007it was taught with 20 students and in Fall 2007 it was taught with 25. We are in the process ofgetting the course into the Undergraduate Catalog.Comments41

Service courses comprise a major portion of our teaching. For example, this spring there are34 lecture sections of physics service courses. The total enrollment in our service courses hasremained fairly stable over the past five years. A major initiative is to attempt to increase theenrollment in our basic astronomy course.The lecture size for the courses 201, 202, 208 and 218 is typically 100 to 120 students. Anexception is PHYS 201 in the fall, where the lecture size is between 200 to 270 students. Eitherthe lecture size needs to be decreased in all these courses, or we need to find more innovativeways of teaching such large numbers of students.The STEPS and visual physics initiatives are exploring new ways of doing the labs for 218and 208. There is no corresponding initiative underway for the 201/202 sequence. The physicsdemonstrations developed for our annual public physics festivals need to find wider use in ourcourses.We need more interaction with engineering about the content and instruction for 218 and 208.We need ways to assess how effective the instruction is for all our service courses.The problem of our teaching being spread over several buildings has been discussed. The newphysics buildings should bring a big improvement and it is very important for this problem to beaddressed.Our service courses are limited in number and in scope. As our number of faculty increaseswe need to develop additional courses to serve the interest and needs of other students and degreeprograms. We also need to play a greater role in pre-service teacher education.42

VI. FacultyWe currently have 58 tenured/tenure-track faculty. Of these, 50 are tenured and 8 are not yettenured. The current breakdown by rank are 6 Distinguished Professors, 36 Professors, 12Associate Professors and 4 Assistant professors. We also currently have three Lecturers(Erukhimova, Krisciunas, and Musser). Of the current tenured/tenure-track faculty, 54 are maleand 4 are female. The current faculty roster, with rank, year of first appointment at A&M, andbrief description of research specialties, is given in Table VI.1.Table VI.1 Current Facultyfaculty member rankdateappointedat TAMU research area(s)Artem Abanov associate professor 2006 theoretical condensedmatterThomas Adair III professor 1966 experimental condensedmatterGlenn Agnolet professor 1985 experimental condensedmatterRoland Allen professor 1970 theoretical condensedmatter, high energy, AMORichard Arnowitt distinguished professor emeritus 1986 high energy theoryWilliam Bassichis professor 1967 physics educationKatrin Becker professor 2005 string theoryMelanie Becker professor 2005 string theoryAlexey Belyanin associate professor 2003 theoretical AMO,condensed matter,nanoscienceRon Bryan professor 1969 theoretical high energySiu Chin professor 1990 theoretical nuclearDavid Church professor 1975 experimental AMONelsonn Duller professor 1953 experimental condensedmatter, nuclearBhaskar Dutta associate professor 2005 theoretical high energyTatiana Erukhimova lecturer 2006 physics educationAlexander Finkel’stein professor 2008 theoretical condensedmatterLewis Ford professor 1973 theoretical AMO43

faculty member rankdateappointedat TAMU research area(s)Rainer Fries assistant professor 2006 theoretical nuclearEdward Fry professor 1969 experimental atomicphysicsCarl Gagliardi professor 1982 experimental nuclearJohn Hardy distinguished professor 1997 experimental nuclearDudley Herschbach professor 2005 theoretical chemicalphysicsChia-Ren Hu professor 1977 theoretical condensedmatterTeruki Kamon professor 1988 experimental high energyGeorge Kattawar professor 1968 theoretical AMOLeonid Keldysh professor 2006 theoretical condensedmatterChe-Ming Ko professor 1980 theoretical nuclearOlga Kocharovskaya distinguished professor 1997 theoretical AMOVitaly Kocharovsky professor 2002 theoretical AMO,condensed matter,nanoscience, astronomyKevin Krisciunas lecturer 2006 experimental astronomyIgor Lyuksyutov associate professor 2005 theoretical condensedmatter, nanosciencePeter McIntyre professor 1980 experimental acceleratorphysicsDan Melconian assistant professor 2008 experimental nuclearSaskia Mioduszewski assistant professor 2005 experimental nuclearJoseph Musser lecturer 2007 experimental AMODimitri Nanopoulos distinguished professor 1989 theoretical high energyDonald Naugle professor 1969 experimental condensedmatter, nanoscienceGerhard Paulus associate professor 2003 experimental quantumopticsValery Pokrovsky distinguished professor 1992 theoretical condensedmatterChristopher Pope distinguished professor 1988 theoretical high energy44

faculty member rankdateappointedat TAMU research area(s)Ralf Rapp associate professor 2003 theoretical nuclearJohn Reading professor 1971 theoretical AMOJoseph Ross professor 1988 experimental condensedmatter, nanoscienceAlexei Safonov assistant professor 2006 experimental high energyWayne Saslow professor 1971 theoretical condensedmatterHans Schuessler professor 1969 experimental AMOMarlan Scully distinguished professor 1992 theoretical quantum opticsErgin Sezgin professor 1990 theoretical high energyJairo Sinova associate professor 2003 theoretical condensedmatter, nanoscienceAlexei Sokolov associate professor 2002 experimental AMONicholas Suntzeff professor 2006 experimental astronomyWinfried Teizer associate professor 2001 experimental condensedmatter, nanoscienceDavid Toback associate professor 2000 high energy experimentalRobert Tribble professor 1975 experimental nuclearLifan Wang associate professor 2006 astronomyRobert Webb professor 1980 experimental high energyMichael Weimer professor 1989 experimental condensedmatter, nanoscience,applied physicsGeorge Welch professor 1992 experimental quantumopticsJames White professor 1989 experimental high energyWenhao Wu associate professor 2005 experimental condensedmatterDave Youngblood professor 1967 experimental nuclearSuhail Zubairy professor 2002 theoretical quantum optics45

In addition, we have 5 new hires who have accepted faculty offers and who will join thefaculty during the coming 12 months. These new faculty are listed in Table VI.2.Table VI.2 Faculty who will join TAMU in the near futurefaculty member rankdateappointedat TAMU research area(s)Darren DePoy professor 2008 astronomy instrumentationHelmut Katzgraber assistant professor 2009 theoretical condensedmatterLucas Macri assistant professor 2008 observational astronomyCasey Papovich assistant professor 2008 observational astronomyIgor Roshchin assistant professor 2008 experimental nanoscienceVy Tran assistant professor 2009 observational astronomyA ten-year history of faculty hires and losses is given in Tables VII.3 and VII.4. The dramaticeffect of the recent TAMU faculty reinvestment program is clearly evident.Table VI.3 Ten-Year History of Faculty Hiresfaculty member rankdateappointedat TAMU research area(s)John Hardy distinguished professor 1997 experimental nuclearOlga Kocharovskaya distinguished professor 1998 theoretical AMODavid Toback associate professor 2000 high energy experimentalWinfried Teizer associate professor 2001 experimental condensedmatter, nanoscienceVitaly Kocharovsky professor 2002 theoretical AMO,condensed matter,nanoscience, astronomyAlexei Sokolov associate professor 2002 experimental AMOSuhail Zubairy professor 2002 theoretical quantum opticsAlexey Belyanin associate professor 2003 theoretical AMO,condensed matter,nanoscience46

faculty member rankdateappointedat TAMU research area(s)Gerhard Paulus associate professor 2003 experimental quantumopticsRalf Rapp associate professor 2003 theoretical nuclearJairo Sinova associate professor 2003 theoretical condensedmatter, nanoscienceKatrin Becker professor 2005 string theoryMelanie Becker professor 2005 string theoryBhaskar Dutta associate professor 2005 theoretical high energyDudley Herschbach professor 2005 theoretical chemicalphysicsIgor Lyuksyutov associate professor 2005 theoretical condensedmatter, nanoscienceSaskia Mioduszewski assistant professor 2005 experimental nuclearWenhao Wu associate professor 2005 experimental condensedmatterArtem Abanov associate professor 2006 theoretical condensedmatterTatiana Erukhimova lecturer 2006 physics educationRainer Fries assistant professor 2006 theoretical nuclearLeonid Keldysh professor 2006 theoretical condensedmatterKevin Krisciunas lecturer 2006 experimental astronomyAlexei Safonov assistant professor 2006 experimental high energyNicholas Suntzeff professor 2006 experimental astronomyLifan Wang associate professor 2006 astronomyJoseph Musser lecturer 2007 experimental AMOAlexander Finkel’stein professor 2008 theoretical condensedmatterDan Melconian assistant professor 2008 experimental nuclear47

faculty member rankdateappointedat TAMU research area(s)Darren DePoy professor 2008 astronomy instrumentationLucas Macri assistant professor 2008 observational astronomyCasey Papovich assistant professor 2008 observational astronomyIgor Roshchin assistant professor 2008 experimental nanoscienceVy Tran assistant professor 2009 observational astronomyHelmut Katzgraber assistant professor 2009 theoretical condensedmatterTable VI.4 Ten-Year History of Faculty Lossesfaculty member rank reasonyear ofdepartureresearch areasMarko Jaric professor deceased 1997 theoretical condensed matterEckhard Krotscheck professor resigned 1997 theoretical condensed matterWiley Kirk professor resigned 1999 experimental condensedmatterRobert Clark professor retired 2000 educationMichael Duff professor resigned 2000 theoretical high energyJohn Hiebert professor retired 2001 educationThomas WaltherRichard Arnowittassistantprofessordistinguishedprofessorresigned 2002 atomic experimentalretired 2004 theoretical high energyRobert Kenefick professor retired 2007 experimental atomicJanice Guikema lecturer resigned 2007 experimental condensedmatterJoel Bryan lecturer resigned 2007 physics educationFaculty searches are typically carried out for particular research areas. Decisions aboutallocation of new faculty positions and authorization of faculty searches are made by the StrategicPlanning Committee. We were initially allotted sixteen faculty positions in the reinvestmentprogram. New faculty positions can also arise due to retirements or to take advantage of targetsof opportunity. In a few cases we have been allowed by the Dean to make hires in anticipation offuture retirements, to take advantage of special hiring opportunities. When a retirement happens,48

the replacement is not automatically allocated to the research group of the retiree. If that groupwishes to have the replacement be in their research area, a case for doing so must be made to theStrategic Planning Committee. Once a position has been allocated to an area, a search committeeis formed. Search committees usually form themselves and typically contain most of the facultyin the research area of the search. Search committees must have at least one member fromoutside the research area. The search committee and its membership must be approved by thedepartment head.The search committee seeks out and reviews applicants. A short list is developed andapproved by the Dean and candidates on the short list are brought in for an interview. If thesearch committee thereby finds someone to whom they think an offer should be made, they makesuch a recommendation to the department head. This recommendation is sent to the department’sPTA (Promotions, Tenure, Appointments) committee. The PTA Committee reviews therecommendation and votes on it. A faculty meeting is held to discuss the candidate and a formalemail vote of all tenured/tenure-track faculty is held on whether or not to make a faculty offer tothe candidate.At the time of the writing of this self-study, there are two faculty searches underway in AMOphysics and one in experimental high-energy physics. There is also a search for a nuclearexperimentalist at the Cyclotron; this position will be at the College level.The typical faculty teaching load is one classroom course each fall and spring semester.Teaching assignments are coordinated by a faculty member who has been given this task by thedepartment head. A faculty member generally teaches a course three times and then it is passedto someone else. Every attempt is made to allow faculty to teach the course they wish to teach.A few faculty who are not research active teach two courses each semester rather than one.Faculty appointments are generally for 9 months, with summer salary coming from researchgrants. A few faculty holding special administrative positions within the department receivesome summer salary from the department. There is limited summer teaching available to faculty,but in recent years there has been a close match between faculty wanting to teach in the summerand the number of summer teaching positions available. Most summer courses (201, 202, 218,208, 222) are taught as 10-week courses. Teaching one 10-week summer course generates twomonths of salary and this is usually split between two faculty. Note that a faculty member getsonly 2 months of salary for teaching a course in the summer but gets 4.5 months of salary forteaching the same course in a fall or spring semester.It is typical to have several “visiting faculty” teaching each semester. These are normallypeople who are involved in a research program, either as a postdoc, research scientist or who ison sabbatical from another university. They usually are supported partially on teaching funds, ata rate that depends on their time since Ph.D., and partially on research funds. These appointmentshelp supplement research funds and give postdocs a chance to gain teaching experience. There isneed for the visiting faculty in the teaching program when the regular faculty aren’t sufficient tomeet the teaching needs. This can happen because of unfilled faculty positions or because facultyare away or are in an administrative position (Department Head, Director of the CyclotronInstitute, Director of the Office of Graduate Studies, to name a few current examples) andtherefore don’t teach. There typically are more applicants for visiting positions than the numberof positions. Allocation of positions is made by the Advisory Committee and the need to spreadthis resource equally among the faculty is a primary basis for their decisions.49

It is possible for a faculty member to “double teach”, to teach two courses one semester andnot to have a classroom teaching assignment the other semester of the academic year. Typicallyfour or five faculty are double-teaching each semester. Many faculty find this to be moreefficient for them and it is also helpful when there is a semester of heavier than usual researchcommitment. A faculty member is expected to be here the majority of the time in the semesterthey are not teaching and to carry out their committee assignments and other duties.The age distribution of the current faculty is given in Table VI.5. The large number of recenthires has helped considerably, but the large number of faculty is notable. We can expect anumber of replacement hires in the next several years, as faculty retire or are otherwise lost. Oneconcern is the loss of senior faculty who play important leadership roles in the research groups.The anticipation of these losses must be included in our strategic planning. One strategy, that wehave already used to a limited extent, is to hire now against anticipated future retirements, so thatnew researchers can already be in place when the retirements occur.A history of tenure decisions during the past five years is given in Table VI.6. The table givesthe name of the faculty member who was granted tenure, their rank at the time the decision wasmade and the number of years they had been on the faculty at TAMU at the time tenure wasgranted. During this time period, no one has been denied tenure in their mandatory decision year.Table VI.6 Recent Tenure Historyyear oftenure faculty member rank when considered for tenureyears on facultybefore tenure2004 Suhail Zubairy associate professor 22005 Katrin Becker professor (tenure on arrival) 02005 Melanie Becker professor (tenure on arrival) 02005 Leonid Keldysh professor (tenure on arrival) 02005 Vitaly Kocharovsky associate professor 32005 Igor Lyuksyutov associate professor (tenure on arrival) 02005 David Toback assistant professor 52006 Ralf Rapp assistant professor 32006 Alexei Sokolov assistant professor 42006 Nicholas Suntzeff professor (tenure on arrival) 02006 Winfried Teizer assistant professor 52007 Alexey Belyanin assistant professor 42007 Gerhard Paulus associate professor 42007 Jairo Sinova assistant professor 42008 Alexander Finkel’stein professor (tenure on arrival) 050

There are several faculty who reside in another department at Texas A&M but who have ajoint appointment in physics. A joint appointment allows the faculty member to chair physicsgraduate student research committees and promotes research collaboration. There also are twoscientists from outside A&M who hold adjunct faculty appointments. Such appointmentsfacilitate joint research and research proposals. A list of current faculty with joint appointmentsand adjunct appointments is given in Table VI.7.Table VI.7 Joint Appointments and Adjunct FacultyFaculty with joint appointment in physicsSteve Fulling (Math)David Hyland (Aerospace Engineering)Jaan Laane (Chemistry)Faculty at other institutions with adjunct appointments in our departmentPaul Corkum (AMO; National Research Council of Canada)Ian Towner (nuclear; Queen’s University, Ontario)Table VI.5 Distribution of Current Faculty Age51

VII. The DepartmentThe departmental web pages are located at http://physics.tamu.edu/.The current bylaws of the department are in Appendix IX. Texas A&M has a department headsystem. The current head, Ed Fry, was appointed head in January, 2002 as a result of an internalsearch that came after a failed external search. Appointment of a new head is often accompaniedby a search that includes external candidates. The Head represents the department to the Deanand to the rest of the university, but the faculty has a strong voice in departmental decisions.Department heads typically serve four-year terms, with the possibility of reappointment.Appointment of the Head is done by the Dean, but based on the recommendation from thedepartment faculty.The department has one Associate Head, who is appointed by the Head and performs thoseduties asked of him by the Head. There is an Advisory Committee, currently consisting of fourmembers elected to staggered three-year terms. The Advisory Committee members eachrepresent one of the four research groups AMO, high energy, nuclear and condensed matter. Asthe newly hired astronomy faculty arrive, the Advisory Committee will need to be expanded toinclude an astronomy representative. When terms on the Advisory Committee expire the groupwith a vacancy nominates at least two people and the representative is elected by a vote of theentire faculty.The degree to which decisions are delegated to the Advisory Committee or the degree towhich the Advisory Committee serves to give advice to the Head has depended on the leadershipand management style of the Head. Some items that require taking and reporting a full facultyvote include: recommendation of a Head appointment, faculty offers, election to committees,appointment of current faculty to Chairs and other endowments, promotion (vote of faculty at thenew rank and above) and tenure (vote of tenured faculty).Elected committees, in addition to the Advisory Committee, include the Promotions, Tenureand Appointments Committee (6 members with staggered 3-year terms, one elected at large andone appointed by the Head each year). The Performance Evaluation Committee makesrecommendations to the Head on salary increases for faculty. This committee has four memberswith one-year terms; one member is from each of the four research groups. The faculty electsfrom a slate of at least two nominees presented by each group for their representative. An openquestion is the extent to which the current emphasis on group structure is serving the departmentwell. Some provisions of the bylaws, such as alternating group representation on the AdvisoryCommittee and Performance Evaluation Committee between theory and experiment, are currentlybeing ignored. A revision of the bylaws is currently underway.A number of committees oversee features of the department’s missions and operations. Thereis a graduate and an undergraduate curriculum committee, that oversee the degree requirements.One faculty member is designated as graduate advisor and another as undergraduate advisor. Afaculty member is assigned to coordinate faculty teaching assignments and another coordinatedTA assignments. There is a committee that handles graduate admissions and recruiting and acommittee that allocates TA positions.Department staff include office staff led by Heather Walker, business/financial staff let byMinnette Bilbo, and an IT staff consisting of Chris Barnes and student workers and graduateassistants. Cheryl Picone manages our physical inventory and buildings and Sandi Smith is the52

academic advisor for both graduate and undergraduate programs. Tony Ramirez oversees theundergraduate teaching labs in Heldenfels, and Don Carona manages the Physics Observatory.The department has an electronic shop with four staff and a mechanical shop, also with fourstaff. The mechanical shop includes a student shop area. The PHYS 666 graduate course servesas an introduction to the use of the student shop. The shops charge for materials and labor but areheavily subsidized by the department budget, through shop staff salaries.There are several institutes associated with the department. The Cyclotron Institute has itsown administrative structure and includes several physics faculty (Tribble, Hardy, Youngblood,Gagliardi, Ko, Rapp, Fries, Mioduszewski, and Melconian). It has its own funding lines from theState. The current director of the Cyclotron is Bob Tribble. The Cyclotron Institute and itsprograms are described in more detail in Appendix X.The Mitchell Institute for Fundamental Physics is housed in the physics building. Its directoris Chris Pope. It is funded by an endowment from George Mitchell. A description of theMitchell Institute and its programs is given in Appendix XI.The Institute for Quantum Studies is directed by Marlan Scully. It includes physics faculty,postdocs, research scientists and graduate students. It is described in moiré detail in AppendixXII.Tatiana Erukhimova holds a Lecturer appointment that is assigned half-time in the fall andspring and full-time in the summer to physics outreach activities and physics festivals. Outreachactivities of the department are discussed in Section XI.There is a branch campus of Texas A&M at Qatar (TAMUQ). The Qatar campus offersundergraduate degrees in several fields of engineering. Currently three physics service coursesare taught in Qatar: PHYS 218, 208 and 222. There is some interest in instituting a minor inphysics and perhaps undergraduate and graduate physics degrees. There is a push to establish andstrengthen research programs in physics at Qatar, and for faculty to have access to researchfunding from the Qatar Foundation. There are currently two physics faculty at Qatar who workexclusively at Qatar: Milivoj Belic and Hyunchui Nha. This Spring TAMU physics facultymember Suhail Zubairy is completing his third semester at Qatar and will return to CollegeStation this summer. Bill Bassichis has spent one semester teaching at Qatar. We hope tomaintain the model of some “permanent” faculty at Qatar supplemented by one or more regularA&M faculty spending a semester or more there.FinancesFaculty and staff salaries are line items in the departmental budget. The department receivesan annual budget allocation of $94,500 for salaries of faculty teaching summer term courses.This amount hasn’t changed in many years and is about $25,000 less than typically spent forsummer teaching. The shortfall is made up by teaching supplements received from the Dean. Apriority is to get the full amount needed for summer to be added to our budget allocation.At the start of each academic year we are given other budget allocations: departmental ops,wages (student workers in the office and shops, graders etc.) and for GAT/GANTS (TAs). Thewage allocation is currently about $50,000 less than what is needed. Prior to the current year ourdepartmental ops allocation had remained unchanged for a number of years. We did receive anincrease this year, from additional ops money that came to the College, but our ops allocation still53

has not kept pace with inflation and with the additional cost due to expanded operations of thedepartment and the increase in the number of faculty due to the Faculty Reinvestment Program.We are also seriously understaffed in regard to support staff; there has not been an increase instaff positions to support the large increase in the number of faculty. The Head has negotiatedsome increase in GAT/GANT money and the College has obtained additional funds. Theallocation we receive for GAT/GANTs is barely sufficient to maintain the teaching program, butwe are still limited in the amount of grading and other instructional support the department canprovide to faculty. And a portion of our TA money comes as supplements received during theyear. Receiving teaching supplements is always uncertain and the funds often come to us verylate in the fiscal year; these monies need to be included in our budget allocation.The department gets approximately $60,000 a year in Graduate Enhancement money. In thepast this money was needed to offset shortfall in the TA allocation and to provide 100-hour captuition penalty offset fellowships. Since these situations have improved, more of this money isavailable for cost sharing on grants through RA support, for fellowships for first-year graduatestudents (to cover fees and to help with recruiting), to support graduate student recruiting and topay for graduate student travel to conferences.A portion of the indirect cost collected by the university is returned to the university and afraction of that is returned to the department. The department currently keeps 60% and returns40% to the PI whose grants paid the indirect. The department’s share of the indirect cost return isused for cost-sharing on grants and as a general contingency fund.We collect an Instructional Equipment/Instructional Enhancement (IE/EF) fee ofapproximately $80 from each student each in a physics course that has a laboratory component.The College keeps a fraction of what is collected and the rest comes to the department. This feeprovides an income of about $450,000 a year to the department. These funds must be used forinstructional equipment, instructional enhancement and instructional support in the courses thatcollect the fee. The funds can be allocated at the program level rather than directly to the coursesthat collect each amount. The IE/EF money is used to pay the salary of the teaching labcoordinator (Tony Ramirez) and his assistants and the stipends of the graduate students who staffthe Physics Help Desk and grade in IE/EF fee courses. Part of the funds are available forinstructional equipment, such as lecture demo equipment, and equipment for the teaching labs.The department has had a phenomenal growth in endowments in recent years, under theleadership of Ed Fry. A current listing of endowments is given in Appendix XIII. Theseendowments support Chairs and Professorships, fund the Mitchell Institute, support thedevelopment of the astronomy program and provide for graduate and undergraduate scholarships.A graph of monthly salary versus time since Ph.D. is given in Appendix XIV. There is a cleartrend line. A priority of the department in recent years has been to address salary discrepancies.54

VIII. Astronomy InitiativeIn October 2003, the Department of Physics convened an External Advisory Committee tomake recommendations on how an astronomy program should be initiated if it is to be successfulin attracting outstanding senior and young research astronomers. The committee, headed by Dr.Wendy Freedman (Panel Chair), included Tod Lauer (NOAO), Charles Townes (UC Berkeley),David Cline (UCLA), Craig Wheeler (UT, Austin), and Rocky Kolb (U Chicago). Therecommendations of the Freeman Report are given in Apendix XXII.As of 2003, TAMU had no formal astronomy program. The astronomy classes were taught byprofessors working in general areas of physics, but not necessarily astrophysics. The departmentdoes do research in astrophysical related fields. The faculty Kattawar, Belyanin, White, andKovalevsky all have done, or are doing, research in subjects related to astrophysics. In addition,the string theory program of the Mitchell Institute is directly relevant to the findings ofobservational cosmology. The department has an especially strong department in AMO and inparticular optics, which is very relevant to astrophysics instrumentation.The Astronomy Initiative is based in the recommendations of the Freeman committee. Thebasic goal is given in item (1) of that report:Texas A&M currently has no program in the area of astronomy, cosmology, andastrophysics. It is unimaginable that Texas A&M will become a “top ten” public university[the goal for Plan 2020 of President Gates] without such a program. In the strategic plan forTexas &M University, the proposed program in observational cosmology and astronomyshould therefore be one of the top prioritiesThe goals and milestones that were established were:(1) Within the next year, recruit at least one outstanding faculty member to initiate theprogram. (2) Within the next two years, recruit a total of four faculty in the PhysicsDepartment, and two more in Aerospace Engineering. (3) Beyond that period, continue toexpand the program with further faculty recruitment on a longer time scale. (4) Within thecoming years, expand the graduate and undergraduate course offerings in the broad areas ofastronomy and space science. (5) Expand the involvement with the Giant MagellanTelescope, existing observatories, and NASA programs and the future plans for astronomyand other aspects of space science. (6) Increase our already extensive public outreachactivities.In 2004 we began an international search to find an astronomer consistent with the following:The successful candidate will be an observationalist who has demonstrated a capability forscientific leadership success in forefront research.After two years of search and negotiation, we hired Dr. Nicholas Suntzeff, the AssociateDirector for Science at the National Astronomy Optical Observatory of the US. He came to usafter having served 20 years as a staff astronomer at the Cerro Tololo Inter-AmericanObservatory in Chile. He is an internationally known expert in supernovae, and co-founded (withDr. Brian Schmidt) the High-Z Supernova Team, which discovered dark energy in 1998 (alsoindependently discovered by the LBNL Supernova Cosmology Project) and is one of the most55

cited astronomers in Space Sciences. He came in March 2006 and was given the endowedMitchel/Heep/Munnerlyn Chair in Observational Astronomy. He began two hiring searches. Thefirst search hired Dr. Lifan Wang, also a well-known astronomer working in supernovae, as anAssociate Professor (tenure-track) who was given the Mitchell/Heep/Munnerlyn CareerEnhancement Chair in Physics or Astronomy, and Dr. Kevin Krisciunas, who will lead the effortto expand the undergraduate curriculum. Both were hired in 2007. In that year, a second round ofhires were made – Dr. Casey Papovich (Steward Observatory, Univ. Arizona), Dr. Kim-Vy Tran(ETH, Zurich), Dr. Lucas Macri (Kitt Peak National Observatory), and Dr. Darren Depoy (OhioState University). All these faculty will be here by the end of 2008, giving the AstronomyProgram 7 faculty.The hiring was done with the following goals: (1) Hire the best faculty in the general area ofobservational cosmology and extra-galactic astronomy. (2) Hire only faculty that will beexcellent teachers. (3) Hire at least one faculty member to start a major instrumental program.The first goal was meant to create a group that was broad in expertise in astronomy, but not sobroad so as to limit collaborations within the group. The second point was motivated by the desireto grow the astronomy undergraduate enrollment from around 300 to 2000, a number consistentwith a university of the size of TAMU.The third goal was to establish an instrumental group to build major astronomicalinstrumentation, consistent with the Freeman Report recommendation (7). A&M is a universitystrong in engineering and an instrumental group will be able to grow and prosper here.Astronomical instrumentation is not widely done in astronomy departments and by creating aninstrumental group, A&M can leapfrog to prominence in this field. This is particularly importantgiven our membership in the GMT. The GMT expects to spend over $100M in instrumentation,and by having an instrumental group; we can capture some of that money back to TAMU. Aninstrumental group can also build instruments for other observatories to get access to telescopetime. We were very lucky in enticing Dr. Darren Depoy, an internationally known instrumentbuilder and head of the instrumentation program at OSU to come to TAMU. In addition, Dr.Casey Papovich is also experienced in instrumentation. The university through a donation fromDr. Munnerlyn will provide 20,000 sq-ft of lab space for the new instrumental group in theMunnerlyn building.Out of the seven hires, one is a Spitzer Fellow, one is a Hubble fellow, and one holds a majorpostdoctoral position in Switzerland. From this group, we were able to hire one woman and oneHispanic astronomer. At the end of 2008, we will have an astronomy group strong in cosmology,astronomical instrumentation, and committed to increasing the undergraduate and graduateenrollment.Present challenges for the Astronomy Group.The Astronomy Group faces a number of exciting challenges at this point.1. Participation in the Giant Magellan Project. TAMU is committed to supporting theGMT, and we consider this vital to create and maintain a world class astronomyprogram. George Mitchell has donated $1.75 million and TAMU has presently raisedmore money than any partner, except Carnegie. The Astronomy group must becommitted to pushing for this project, and a goal of $50M is a minimum for adequateaccess to the GMT.56

2. Increase the enrollment in undergraduate classes, especially “ASTR 101.” Adocument prepared by Dr. Krisciunas is given as Appendix XXIII. The goal shouldbe 2000 undergraduates in astronomy in 5 years. Given the size of TAMU, this is areasonable goal. A specific challenge is to expand the excellent astronomy lab courseat the TAMU Observatory (see Appendix XV) to handle more than 50 students asemester3. Create a graduate curriculum in astrophysics, to change the department formally intothe “Department of Physics and Astronomy.” As part of this challenge, we need toattract first rate graduate students. A reasonable goal is to have roughly 3 students ingraduate astrophysics for every faculty member.4. Improve our partnership with the University of Texas. UT has been incrediblysupportive of the astronomy initiative at TAMU. Between the two universities, 80%of the Texas Legislature has degrees from one of these university systems. If we unitewith UT in projects, we can build something “Texas size.” Presently we arecollaborating with UT on the GMT, and the HETDEX instrument. We are notmembers, however, of McDonald Observatory or the HET telescope at Mt. Locke.5. Integration of all space sciences at TAMU. A number of A&M faculty outside ofphysics are doing astrophysical research. For instance, Mark Lemmon of theAtmospheric Science Department is a Co-I on the Mars Rover project. Anoverarching program, perhaps as part of the Mitchell Institute, should bring togetherall faculty doing research in astronomy. As part of this effort, we need to explore howto collaborate with the NASA Johnson Space Flight Center in projects of mutualinterest.6. Improve public outreach. The new faculty must organize public outreach events tothe local community. Three of the seven new faculty are fluent in Spanish and atargeted outreach into the Hispanic community would be important.7. Strategic alliances. The astronomy group should consider alliances with othertelescope projects such as the Large Synoptic Survey Telescope, the Dark EnergySurvey, and Pan-STARRS, for instance. In addition, we should explore formalrelationships with international astronomy departments, especially in Chile, to allowfor exchange of students and faculty. We should consider expanding the successfulCambridge-TAMU program to include astronomy faculty with the CambridgeInstitute for Astronomy.8. Observational facilities. This is the biggest problem. We are a department without aresearch telescope. We need to identify some near and mid term projects to join togrant access to observatories. At the end of February 2008, all 7 astronomy facultywill attend a retreat to discuss our strategy for gaining access to extant facilities.There are many possibilities, but perhaps the most promising are the AntarcticTelescope project, and building instrumentation for other observatories. The lack oftelescope facilities is the greatest hindrance to the success of the astronomy programat TAMU.In summary, we have achieved a significant number of goals outlined in the Freeman report:the hiring of a senior astronomer to lead the program, the hiring of a total of 7 facultyconcentrated in cosmology by the end of 2008, the beginning of an instrumentation program forthe Munnerlyn facility, the initial reorganization of the undergraduate astronomy curriculum, thehiring of minority and women astronomers, and continued activity to make the GMT a success.57

IX. FacilitiesThe physics department is currently spread over several buildings. Most faculty offices areon the 3 rd and 4 th floors of the Engineering/Physics building (ENPH). Faculty members of theCyclotron Institute (Tribble, Hardy, Gagliardi, Youngblood, Ko , Fries, Rapp, Mioduszewski andMelconian) have their offices in the Cyclotron building. Some members of the Institute forQuantum Studies (Scully, Zubairy, Welch, Kocharovskaya) have their faculty offices in Doherty,a building adjacent to ENPH.There are graduate student and postdoc offices in both wings of ENPH, in Doherty and inBlocker (Blocker is a short walk from ENPH). The Munnerlyn building is a 5-minute walk fromENPH. It has just recently been remodeled and we share space there with AerospaceEngineering. We will use this building for our developing instrumentation program but in thenear term it is also being used for graduate student offices.Our undergraduate teaching labs and recitations are conducted in Heldenfels, a full 10-minutewalk from ENPH. We have one 120 seat classroom in ENPH and access to three smallerclassrooms. Several lectures are taught in Heldenfels and in buildings scattered across campus.The quality of the classrooms for teaching physics is uneven. Many are equipped withcomputer projection equipment, document projectors and sound systems. But some are not.Whiteboards or blackboards in many classrooms to which our courses are assigned areinadequate for a physics class. The small classrooms in ENPH are particularly unsuitable. Inthese classrooms there are no ceiling mounted computer projectors and there is not spacebetween the first row of desks and the front of the room for good use of overhead projectors.And the soundproofing is quite poor; noise from adjacent classes comes through the walls.We have built a small undergraduate lounge/study room in what had been public space.However, there is no corresponding room for the graduate students. We have converted aclassroom to a computer room with about 12 workstations to which graduate and undergraduatephysics students have access. (The necessity of a computer room was not accounted for in theoriginal design.) There are two small conference rooms in ENPH and a seminar room in theMitchell Institute (5 th floor of ENPH) that seats at most 50 people.Current faculty offices are too small and in particular don’t have adequate space fordiscussions with students and colleagues. Many of our graduate students do not have officespace or even desk space. All our available space is totally utilized and we struggle to find spacefor new faculty and postdoctoral fellows. We currently face the possibility of having to placenew and distinguished senior faculty members in offices with no windows. Support staff spaceis very cramped.The lack of space and the fact that the department is spread over several buildings is a seriousproblem. Particularly serious is the separation between faculty offices and the teaching labs inHeldenfels. This greatly inhibits faculty involvement in the oversight of the teaching of the labsand recitations. The physical separation between faculty offices, graduate student offices andpostdoc offices is also a serious concern.The new Department and Institute buildings are expected to ameliorate the space situation58

significantly, assuming that all of the essential elements of the original design are realized.In terms of teaching, the Department Building will have a three-part auditorium to permitlarge lecture sections (150+), as well as two smaller and one intermediate-sized classroom(nevertheless, one of the smaller classrooms will double as an undergraduate laboratory). TheDepartment Building also will house all of the undergraduate laboratories, thus freeingconsiderable space in Heldenfels and eliminating the time-costly and morale-depressing tenminutewalk of both faculty and graduate students to teach in Heldenfels.In terms of faculty offices, with the enormous growth of the department in the past sevenyears, from about 40 to about 65, it is not clear that we will succeed in our original goal ofproviding an adequate office for all faculty members (including the Cyclotron). However, withjudicious assignment of space (including placement of emeritus and junior faculty in smalleroffices), between the Department Building, the Institute Building, and the Munnerlyn Building,all should be provided for. In terms of graduate offices, because of space considerations and thelarge number of graduate students who are housed elsewhere, the new buildings may notcompletely solve the need to provide each graduate student an office, so that many graduatestudents will have desks only in the research labs.In terms of public space, both undergraduates and graduates will have their own large loungesin the Department Building. In addition, the Department Building will house two smallConference rooms, a QTS Director's conference room and a QTS library, and a Family room.The Institute Building will have a large Faculty lounge and four ample Discussion Areas, as wellas the 200+ seat Hawking auditorium for public lectures and conferences, a medium-sized and amoderate-sized seminar room, and a moderate-sized conference breakout room. In addition, theground level of the Department Building will have enough space for Physics exhibits, and theground level of the Institute Buildingwill house a Foucault pendulum and associated exhibits, including science-related and scienceinspiredart.In terms of research laboratories, the Department Building will house seven new laboratories,which is necessary given the recent expansion of the Physics faculty. This includes threeCondensed Matter laboratories and a state-of-the-art Laser "Factory", whose light source will beshared by four individual laboratories.59

X. Research ProgramsThis sections briefly describes the research programs of the department. The discussion isorganized by research area. The present and developing research programs in astronomy aredescribed in a separate section, Section VIII.Applied PhysicsThe Department has created a Ph.D. in Applied Physics, to provide curriculum and researchopportunities for students who wish to use physics in the development of new technology. Thisdegree program is described in Section IV and Appendix VI. A number of the faculty conductprojects in applied physics that are related to their basic research interests, including those listedbelow.High-Field Superconducting MagnetsProf. P. McIntyre group who are developing a new generation of superconducting magnets forfuture hadron colliders. As Europe builds its Large Hadron Collider, Dr. McIntyre's group isdeveloping magnets that can double the field strength that will be used in its magnets. The new15 Tesla technology uses a new superconductor, Nb 3 Sn, and a new magnetic design -- stressmanagement and conductor optimization.Tevatron Tripler, LHC Doubler, Ultimate Energy Hadron Collider:The new dipole technology will be key to the future of hadron colliding beams, making itpossible to triple the energy of Fermilab's Tevatron (to 6 TeV), double the energy of CERN'sLHC (to 28 TeV), and someday to build an ultimate-energy collider (~100 TeV).High-Temperature SuperconductorsProf. P. McIntyre also leads a small group who are developing a new structured cable usingthe high-temperature superconductor Bi-2212. Six strands of multifilament Bi-2212 wire arecabled around a hollow spring core, then jacketed in an Inconel sheath. The 3 mm diameter cablecarries ~ 1,000 A of current at very high magnetic field. The structured cable provides structuralsupport for the brittle strands, and makes it possible to react it into the superconducting state inlarge coils. The group plans to use the cable to extend the high-field frontier for magneticresonance spectroscopy -- a key tool used in structural biology to measure the 3-D structure ofproteins and other oligomolecules of life. It also has potential for applications in electric powertransmission, energy storage, and transportation.Silicon Microdevices for BiotechnologyProf. P. McIntyre is additionally developing a family of silicon microdevices for use in solidphaseDNA sequencing. Graduate students Mark Volpi and Sabas Abuabara worked on thedevelopment of a process in which dense patterns of columnar pores are etched completelythrough a silicon wafer. Each pore is only 2 mm in diameter, and 10,000 pores are etched in each1 mm 2 patch on the wafer. The group has succeeded in attaching single-strand DNA probes tothe side walls of the pores; the attached population and the speed of attachment are much greaterthan has been possible with planar arrays. For use in sequencing by hybridization, alibrary of ~ 100 different sequences of interest are loaded in the patches of a 160

cm 2 device. A solution of denatured sample DNA is then washed over the surface. The sampleDNA hybridizes wherever there is a complementary sequence, enabling rapid, accuratedetection of gene expression and mutations.Pulse Techniques in NMR SpectroscopyProf. N. Duller is developing novel techniques for CW and pulsed nuclear magneticresonance. He is working with his graduate student on a method for displaying and recording thedispersion component of RF susceptibility of nuclei in liquids and solids. Theproject involves a number of interesting signal processing methods, includingfrequency-to-voltage conversion, rf and audio mixers, and synchronous demodulators.Ocean Remote SensingProf. E. Fry (experimental) and Prof. G. Kattawar (theoretical) are developing a major newadvance for remote sensing of the oceans. The concept provides the first highly accurate remotesensed profiles of sound speed and temperature in the ocean. In a simplified version, mines andother submerged objects can be located with dramatically improved visibility; it is completelyindependent of their structure or composition.The technique is based on a lidar in which thetransmitted laser beam has a very narrow bandwidth (50 MHz). Essentially all backscattered lightis Brillouin shifted by approximately 17.5 GHz, and is thus well separated from thelaser frequency. Sound speed is proportional to this optical (Brillouin) frequencyshift; the high spectral resolution required to determine it is achieved using theedges of absorption lines of molecular iodine.Materials Physics of Quantum Semiconductor StructuresProf M. Weimer's group is working together with colleagues around the country to push thefrontiers of materials science and perfect new semiconductor structures that are important for abroad range of civilian and military applications. The improved materials are key to a new lasertechnology that is in widespread demand because it operates at wavelengths in the mid-infrared(the 3-5 micron range) where the earth s atmosphere is essentially transparent. Absorption of lightby molecules in the atmosphere has previously limited free-space optical communication andremote chemical sensing, but at these wavelengths illumination of objects for night vision as wellas the optical monitoring of greenhouse gases and other industrial pollutants becomes practical.The laser materials are fabricated at a variety of government (MIT Lincoln Labs, Air ForceResearch Laboratory), academic (University of Iowa), and commercial (HRL Labs) laboratoriesusing molecular beam epitaxy (MBE), and their atomic arrangements are analyzed at Texas A&Mwith scanning tunneling microscopy (STM). These joint efforts are sponsored by grants from theNational Science Foundation and the Air Force Research Laboratory.MBE permits the creation of new classes of materials not ordinarily found in nature. Thesematerials are designed through an appropriate choice and sequence of atoms that is controlled ona layer-by-layer basis. This new degree of freedom allows one to tailor the electronic and opticalproperties of the resulting composite to suit specific purposes. Artificially structuredsemiconductors, for example, display many useful characteristics, including the tuned emissionand absorption of light at selected frequencies throughout the electromagnetic spectrum, aphenomenon commonly referred to as 'bandgap engineering'.STM is an extremely powerful technique for surveying the relationship between atomicgeometry and electronic properties in both naturally occurring and artificially structured61

semiconductors. It has revolutionized our approach to materials science and, in the words ofNobelist Gerd Binnig, changed our emotional relationship with atoms. The scanning tunnelingmicroscope provides a two-dimensional map of the arrangement of atoms at a conductingsurface that, for the particular compound semiconductors employed in the growth ofmid-infrared lasers, allows one to visualize where individual atoms are, as well as their chemicalidentity. STM is therefore an ideal tool for correlating MBE growth parameters such ascomposition, temperature, and growth rate, with the atomic-scale characteristics of thesemiconductor interfaces that are crucial to device performance.Novel quantum semiconductor devices:Prof. A. Belyanin’s group is working in collaboration with a number of research groups fromthe US, Europe, and Japan on the development of novel sources of the infrared and terahertzradiation that are based on a giant optical nonlinearity of quantum well nanostructuresmonolithically integrated with high-power quantum cascade lasers. Novel devices improve stateof the art infrared semiconductor lasers and enable new functionalities and applications.Nanostructures Semiconductor PhotovoltaicProf. Wenhao Wu’s group uses a template-based electrochemical and electroless approached tofabricate various nanowires and nanotubes for potential technical applications. In one project, anorganized array of TiO 2 nanotubes is fabricated using an electroless process. Polymers andorganic semiconductor materials are then infiltrated into the array of TiO 2 nanotubes to formnanostructures semiconductor interfaces for investigating the photovoltaic effects.AstronomyThe newly formed Astronomy Group presently has 3 faculty. In 2008, when we have all sevenfaculty, we will discuss our future strategy for large scale research programs and facilities.Presently, we are associated with the following programs:Giant Magellan TelescopeThe GMT project is the key project to the future of the astronomy program. This telescope, whichseeks to be built by 2015, will be one of the largest telescopes in the world. Both Fry and Suntzeffsit on the GMT Board, and are actively trying to raise money for the project, with a target amountof at least $50M.HETDEXHETDEX is a project headed by Professor Karl Gebhardt at the University of Texas, Austin. Thisis an ambitious experiment to equip the Hobby Ebberly Telescope at Mt. Locke, Texas with 125multifiber spectrographs to map out the local Universe at redshifts of 2-3. The galaxy redshiftsand positions will be used to measure the “Baryonic Acoustical Oscillation” signal in the galaxylarge scale structure, which will measure the curvature of the Universe to higher precision thanany other planned experiment. TAMU is a formal partner in this $35M project, and we are inconversation with the UT group to fabricate the 125 “VIRUS” spectrographs in our newastronomical instrumentation lab, under the direction of Dr. Darren Depoy.Large Synoptic Survey TelescopeBoth Wang and Suntzeff have been part of the LSST project since its inception and are interestedin using the telescope for supernova research. It is likely that we will have TAMU formally join62

this project in 2008. The telescope should be built by 2015. TAMU is also part of the Universityof California contract to run the Lawrence Livermore National Labs, and in particular, thefunding coming to TAMU contains $300K for “data simulation” for LLNL projects. This moneyis controlled by the Computer Science department who are collaborating with us on a datasimulation project for the LSST.Antarctic TelescopeLed by Dr. Wang, TAMU is a partner with China in building three 0.5m Schmidt telescopesto be put at Dome A (the highest point in the ice plain) in Antarctica.Kevin Krisciunas is working on two principal areas of observational astronomy that arerelated. He a member of the ESSENCE Project, a supernova search carried out on the CTIO 4-mtelescope. At present he is working on the photometric calibration for the observations of highredshift supernovae using appropriately deep images taken with the CTIO 0.9-m telescope. Sincethe ESSENCE Project seeks to quantify the sources of systematic error in the calibration ofsupernova distances, the calibration of the field stars using the imagery from the smaller telescopeis a fundamental foundation stone of the project. He is also working on the reduction of lightcurves of more nearby supernovae observed at the Cerro Tololo Observatory and the LasCampanas Observatory. The optical and infrared data will allow us to eliminate a prime source ofsystematic error – the effects of interstellar dust. Krisciunas is a world authority on the infraredproperties of supernovae and the effects of dust on the observed supernova fluxes. He iscollaborating with Mario Hamuy and Mark Phillips for the Carnegie Supernova Project.Lifan Wang is working on supernova studies, and the construction of an astronomicalobservatory at Dome A, Antarctica. The explosion of supernovae involves complicated physicalprocesses which are poorly understood. Of the two types of supernovae, the Type Ia events areimportant for cosmological applications, and the other types are important for understandinggamma-ray bursts and chemical enrichment. To probe the physical processes involved in a TypeIa supernova explosion, we need to develop a grid of theoretical models that cover the most likelyparameter space. These models should be compared to extensive observations that are beingcollected today by many different observing groups. However, the models usually involve a largedegree of uncertainty, and the observational data are usually taken in non-uniform fashion.Numerical tools need to be developed to compare them objectively. These tools involvemathematical techniques such as wavelet transformation and advanced component decompositionalgorithms. These same tools are useful for cosmological applications of Type Ia supernovae.Prof Lifan Wang is also a member of the supernova working group of LSST and SNAP.The Antarctic Plateau is likely to be the best site for ground-based astronomy. Prof. Lifan Wangis leading an international team to survey the site for astronomical applications. A suite ofinstruments for site testing and astronomical observations is being installed at Dome A,Antarctica during the year 2007-2008. In succeeding traverses, three 0.5m Schmidt telescopeswill be installed. These instruments open new windows to the discovery of exoplanets, down tothe size of Earth-like planets, and the studies of the dark matter and dark energy in the Universe.Nicholas Suntzeff is continuing his research on supernovae and stellar populations. He is amember of the Carnegie Supernova Program, which is a 5 year program to make a “gold sample”of nearby supernova data which can be used to anchor the high-redshift supernova data used inmeasuring dark energy. He is the PI in charge of the observing program for the ESSENCE highredshiftsupernova search. The final year in the 6-year project was just completed and the group isin the process of reducing and writing up the final data. At this point, the equation of state63

parameter is -1.0 with a statistical and systematic error of about 0.1, consistent with a simplecosmological constant. He is also collaborating on the measurement of the stellar populations ofnearby galaxies to probe the stellar population evolution of normal galaxies. Along withKrisciunas and Wang, he is participating in the Khokhlov 5-year project to model supernovaexplosions and compare them with observations. He is also an advisor to the LSST project andthe proposed JDEM satellite DESTINY. He has not spent much time on science in the last yearhowever, due to the work required in organizing and building the Astronomy Group at A&M.The new faculty will be (1) Casey Papovich, who studies the general properties of clusters ofgalaxies and their formation over time; (2) Kim-Vy Tran, who studies the evolution of galaxytypes in clusters of galaxies; (3) Lucas Macri who uses Cepheid variables observed with HST tomeasure the Hubble constant and detailed stellar populations in nearby galaxies; and (4) DarrenDepoy, an senior astronomer who builds instruments for ground-based telescopes. He is also theproject scientist for the Fermilab instrument, the Dark Energy Camera, which will be installed atCerro Tololo in Chile in two years. His science has been focused on micro-lensing observationsin the search for dark matter and planets.Atomic PhysicsAtomic Physics at Texas A&M encompasses an unusually rich variety of topics. A strongprogram in theoretical atomic physics (Kattawar) is complemented by equally strong efforts onthe experimental side (Kenefick, Church, Schuessler). The members of the atomic physics grouphave close collaborations with a variety of national and international research labs, such as theLawrence Livermore and Oak Ridge National Laboratories, Universities of Nevada, and ofMainz, CERN, Max-Planck-Institute for Quantum Optics and the Japan Atomic Energy ResearchInstitute. There are also very extensive cross-interactions between Atomic Physics and QuantumOptics.The theoretical investigations (Kattawar) concentrate on the development of Monte-Carlotechniques to calculate the Mueller Matrix for a coupled atmosphere-ocean system; simulations ofthe imaging of objects embedded in highly turbid media using polarimetry; first principlescalculations of the Mueller matrix for dielectric and metallic surfaces; and the use of atmosphericrefraction and solar imagery to extract unique temperature profiles in the marine boundary layer;the use of Mueller matrix imaging for pre-cancerous lesion detection.The experimental programs demonstrate the strong link between atomic physics andquantum optics at Texas A&M, including the fruitful collaboration on the realization of anEinstein-Podolsky-Rosen experiment (Kenefick and Fry). Other experimental programsemphasize the trapping and investigation of collisions and precision spectroscopy of highlycharged ions (Church). The properties of cold ions, with charges as high as 80 + and of collisionphenomena have been studied. Cooled-ion crystals are being considered as gates in futurequantum computers. In addition, the properties of mixed, non-neutral plasmas are investigatedusing synchrotron radiation. Other research topics are the sensitive detection of rare isotopes,with the help of fast-ion beam spectroscopy; the investigation of coherent phenomena inmetallofullerene complexes; the in-vivo observation of bio-structures with a bio-sensor based onsurface plasmon resonances; and material characterization with laser-generated non-linear surfaceacoustic wave pulses (Schuessler).Major research equipment includes: Narrow bandwidth ring dye laser systems, excimerand Nd:YAG pumped tunable dye laser systems, injection locked high-power ND:YAG lasers,femtosecond dye lasers, and a 100-kV ion accelerator.64

Quantum OpticsThe basis of the extremely successful research of the quantum optics group is the closecollaboration between theory (A. Belyanin, G. Kattawar, O. Kocharovskaya, V. Kocharovsky,Yuri Rostovtsev, M. O. Scully, Anatoly Svidzinsky, and M. S. Zubairy) on the one hand andexperiment (E. S. Fry, Philip Hemmer, V. Sautenkov, M. Scully, A. Sokolov, G. R. Welch, andHui Xia [Princeton]) on the other hand. This unique situation has enabled the faculty members tobuild a very visible, well funded research program. The quantum optics group has establishedlong-term research collaborations with other departments of the university (Chemistry,Mathematics, Computer Science, Chemical and Electrical Engineering) and with leading researchcenters around the world both in the US (such as NIST, Boulder; Harvard, Princeton, and RiceUniversities) and abroad (Lebedev Physical Institute, Moscow, and Max-Planck Institute forQuantum Optics, Munich). Due to this international climate in a highly productive environment,our graduate and post-doctoral students are extremely successful. They hold positions in theoptical, semiconductor, and photonics industries, in management and consulting, in R&Dlaboratories, and as faculty at national and international universities (e.g., full Professor ofPhysics at Harvard). Most recent examples of the highly productive synergism are lasing withoutinversion, slow light, non-linear spectroscopy in atomic vapors, and nonlinear optics of quantumcascade lasers, as well as experiments on the foundations of quantum mechanics, and newextensions of laser spectroscopy to detect, e.g., anthrax.Among recently emerging research directions of our group is the nonlinear and quantum opticsof semiconductor heterostructures (Belyanin, Kocharovsky, Scully). This research has a strongexternal funding support: seven current grants from NSF and DoD, including two long-termmulti-university research centers. In collaboration with research groups from Harvard, Princeton,and Rice Universities, this activity has led to the observation of new physical phenomena insemiconductor nanostructures, such as superfluorescence and Raman lasing, and to thedemonstration of novel sources of mid-infrared and terahertz radiation. The success of our workspearheaded a fast developing effort in this field by other groups in the US and Europe.Additionally the research efforts directed toward the development of a real-time anthrax detectorhave garnered over ten million DoD dollars as national security concerns have become paramountin these days of grave terroristic activities. Synergistic work on this very important project existsbetween Scully’s Princeton Lab and his TAMU Lab as each assists the other to achieve a higherlevel of research excellence.Over the past five years, atomic interference phenomena in radiation-matter interactions(such as lasing without inversion, electromagnetically induced transparency, resonantenhancement of the index of refraction, slow light, and the detection of anthrax) have beenanother focus of the investigations of the quantum optics group. A key role in these phenomena isplayed by the interference of different absorption channels in atomic systems. It leads to theunique physical characteristics of a phase coherent medium, which can be considered to be a newstate of matter called phaseonium. These investigations, pioneered by the Texas A&M quantumoptics group form a fast developing field of theoretical and experimental research worldwide.Other research interests of our group are molecular dynamics and coherent control ofmolecular reactions, laser control of nuclear transitions, fundamental tests of quantum mechanics,quantum computation, and trapping of neutral atoms and molecules. The long standing debate onlocal hidden variable theories and the completeness of quantum mechanics is addressed in aunique atom-based test of the Bell inequalities that is capable of closing the loopholes associatedwith previous photon-based experiments.65

We annually organize two conferences, the Winter Colloquium on the Physics of QuantumEletronics and the Summer Quantum Optics Workshop. These conferences attract about twohundred of the most active scientists from all over the world and provide the opportunity todiscuss twice per year the most recent advances in quantum optics and laser physics. A. Belyaninchairs annual international conferences on semiconductor lasers (within the SPIE Symposium“Photonics West”) and on mid/far-infrared technologies.The quantum optics group has provided the nucleus of the Institute for Quantum Studieswhich has added three members of the National Academy of Sciences to the TAMU roster andgenerated more than 20 million$ of support over the last five years.Research within the Quantum Optics GroupSince its inception, the Institute for Quantum Optics group/Institute for Quantum Studies hasbeen fortunate in making many new theoretical and experimental discoveries, a select list of such“firsts” (grouped by subject) including relevant research papers and their impact follow. A morecomplete (partial) listing will be made available. The numbers associated with the publications(e.g., “1a” in [1a) PRL `95]) refer to the reference list of the more complete listing.Quantum CoherenceResearch: “Experimental demonstration of lasing without inversion” [1a) PRL `95]Laser oscillation without population inversion is demonstrated experimentally in a V-typeatomic configuration within the D 1 andD 2 lines of Rb vapor. It is shown that the effect is due tothe atomic interference. The experimental results, as first predicted by careful theoretical analysis,are in a good agreement with detailed calculations.Impact: “Researchers build novel laser by putting a lock on atoms” [1b) Science `95]Look up “lasers” in any standard physics textbook, and you’ll find one unvarying rule: Mostof the atoms in the lasing medium must be in an excited state . . . . In one paper published in the21 August Physical Review Letters and another paper submitted to the journal, the groups reportthe first demonstration of lasers that work without a so-called population inversion—the state inwhich the number of excited atoms exceeds those in the ground state. . . Understanding how thisworks, however, is something Narducci describes as “walking on thin ice of difficult concepts.”Research: “Theory and experiment demonstrating ultra slow light in hot gases” [2a) PRL `99]We report the observation of small group velocities of order 90 m/s and large group delays ofgreater than 0.26 ms, in an optically dense hot rubidium gas (≈360 K). Media of this kind yieldstrong nonlinear interactions between very weak optical fields and very sharp spectral features.The result is in agreement with previous studies on nonlinear spectroscopy of dense coherentmedia.Impact: “Ultraslow light pulse propagation observed in atoms—both cold and hot” [2b) PhysicsToday `99]66

The high density and extremely slow motion of atoms at nanokelvin temperatures can beexploited to alter radically the optical properties of the atoms. Clever tricks at room temperatureand above can work, too.Quantum Foundations and InformaticsResearch: “Time and the Quantum: Erasing the Past and Impacting the Future” [8a) Science `05]As Aharonov and Zubairy explain: The quantum eraser effect of Scully and Drühldramatically underscores the difference between our classical conceptions of time and howquantum processes can unfold in time. Such eyebrow-raising features of time in quantummechanics have been labeled ‘‘the fallacy of delayed choice and quantum eraser’’ on the onehand and described ‘‘as one of the most intriguing effects in quantum mechanics’’ on the other.The quantum eraser concept has been studied and extended in many different experiments andscenarios, for example, the entanglement quantum eraser, the kaon quantum eraser, and the use ofquantum eraser entanglement to improve microscopic resolution.Impact: “An End to Uncertainty” [8b) New Scientist `99]For half a century, physicists have memorized, repeated and regurgitated this story of how theuncertainty principle acts as the invincible defender of quantum theory. Learning it is virtually arite of initiation for aspiring physicists. Not surprisingly, then, that when Rempe and hiscolleagues reported the results of their experiment, there was consternation in the ranks. Bohr’sreasoning, their results proved, is based on a fallacy. . . the essence of the new experiment wasproposed by Marlan Scully, Berthold-Georg, and Herbert Walther of the Max Planck Institute forQuantum Optics in Garching, Germany.Research: “Quantum Lithography with classical light” [9a) PRL `06]We show how to achieve subwavelength diffraction and imaging with classical light,previously thought to require entangled quantum fields. We show how to achieve arbitrary focaland image plane patterning with classical laser light at submultiples of the Rayleigh limit, withhigh efficiency, visibility, and spatial coherence.Impact: “A New Way to Beat the Limits on Shrinking Transitors?” [9b) Science `06]Physicists know that, in theory, they can beat the diffraction limit through quantumweirdness. . . such “quantum lithography” has yet to find its way into production lines, however,largely because it’s hard to produce the entangled photons. Now, electrical engineer PhilipHemmer and physicist Suhail Zubairy of Texas A&M University in College Station andcolleagues have concocted a scheme that they say can produce the same result with ordinaryunentangled laser light.67

Quantum Statistics and ThermodynamicsResearch: “Condensate Statistics in Interacting and Ideal Dilute Bose Gases” [16a) PRL `99; PRL`00; PRL `06]It is surprising that the statistical (fluctuation) properties of the Bose condensate have resistedanalysis. To that end we have obtained analytical formulas for the statistics of the Bose-Einsteincondensate in dilute weakly interacting and ideal equilibrium gases in the canonical ensemble.The present analysis has much in common with the quantum theory of the laser, and with thelaser phase transition analogy. It is applicable both for ideal and interacting Bogoliubov BEC andyields remarkable accuracy at all temperatures.Impact: Resolution of long standing Bose condensate problem [16b): Phys. Report `77; Ann PhyNY `98]:Uhlenbeck notes that there is a problem with the usual treatment of fluctuations. He says:“[When] the grand canonical properties for the ideal Bose gas are derived, itturns out that some of them differ from the corresponding canonical properties—even in the bulk limit! . . . The grand canonical ensemble . . . loses its validity forthe ideal Bose gas in the condensed region.”In this context, Holthaus et al. say:“This grand canonical fluctuation catastrophe has been discussed bygenerations of physicists . . .”This is the problem solved by the TAMU group in reference (16a).Research: “Extracting Work from a Single Heat Bath via Vanishing Quantum Coherence” [17a)Science `03]We present here a quantum Carnot engine in which the atoms in the heat bath are given asmall bit of quantum coherence. The induced quantum coherence becomes vanishingly small inthe high-temperature limit at which we operate and the heat bath is essentially thermal. Thisprovides a new control parameter that can be varied to increase the temperature of the radiationfield and to extract work from a single heat bath. The deep physics behind the second law ofthermodynamics is not violated; nevertheless, the quantum Carnot engine has certain features thatare not possible in a classical engine.Impact: “Photon Steam Engines” [17b) Physics World `03]The “steam in the new quantum Carnot engine considered by Scully and colleagues comes inthe form of photons. The radiation pressure from the photons drives a piston in an optical cavity .. . The point is that atoms with quantum coherence [which generate the photon working fluid]constitute a substance that is fundamentally different from conventional working fluids such assteam or Freon, which allows us to extend our understanding of thermodynamics at the interfaceof classical and quantum physics68

Quantum OpticsResearch: “Spectral Line Elimination and Spontaneous Emission Cancellation via QuantumInterference” [21a) PRL `96]Quantum interference in spontaneous emission from a four-level atom is investigated. Theatom has two upper levels coupled by the same vacuum modes to a common lower level and isdriven by a coherent field to an auxiliary level. Interference can lead to the elimination of aspectral line in the spontaneous emission spectrum and spontaneous emission cancellation insteady state.Impact: “Advanced Information on the Nobel Prize in Physics” [21b) The Royal SwedishAcademy of Sciences, `05]This year’s Nobel Prize in Physics falls in the realm of these aspects of light: The first partgoes to Roy J. Glauber, who showed how quantum theory has to be formulated in order todescribe the detection process . . . Glauber himself summarizes his theory and its applications in[his] lectures. A generation of theoreticians have utilized and developed these results; amongthem are D.F. Walls and M.O. Scully, who have laid a solid foundation for the experimentalactivities.Research: “Backaction Cancellation in Quantum Nondemolition Measurement of OpticalSolitons” [22a) PRL `99]We present a new scheme for quantum nondemolition measurement, where the backactionnoise due to self-phase modulation in an optical fiber is canceled by passing a probe solitonthrough a near-resonant two-level system with negative χ (3) nonlinearity.Impact: “New technical conference probes quantum noise for new physics” [22b) Laser FocusWorld `03]The first plenary address by Marlan Scully, co-author of the Scully-Lamb quantum lasertheory and director of theoretical physics and quantum studies programs at Texas A&M, seemedto set a theme for the entire symposium with the proposition that “noise is news.” . . .Revolutionary growth in the physical sciences has almost always accompanied more preciseinvestigation into the measurement limits posed by noise.Laser Spectroscopy and Chemical PhysicsResearch: “A simple and surprisingly accurate approach to the chemical bond via a combinationof Bohr’s picture of the molecule and dimensional scaling as developed in QCD” [29a)PRL `05]We present a new dimensional scaling transformation of the Schrödinger equation for thetwo electron bond. This yields, for the first time, a good description of the bond via D scaling.There also emerges, in the large-D limit, an intuitively appealing semiclassical picture, akin to amolecular model proposed by Bohr in 1913. In this limit, the electrons are confined to specificorbits in the scaled space, yet the uncertainty principle is maintained. A first-order perturbationcorrection, proportional to 1/D, substantially improves the agreement with the exact ground69

state potential energy curve. The present treatment is very simple mathematically, yet provides astrikingly accurate description of the potential curves for the lowest singlet, triplet, and excitedstates of H 2 . We find the modified D-scaling method also gives good results for othermolecules. It can be combined advantageously with Hartree-Fock and other conventionalmethods.Impact: “’Bohr’n Again” [29b) Nature Physics `05]A look back at Bohr's molecular model offers a fresh perspective on the formation of chemicalbonds between atoms in hydrogen and other molecules.Although it is possible to model the electronic structure of molecules with great accuracy, suchnumerical methods provide little intuitive insight into electron–electron interactions. In twopapers, in Physical Review Letters and Proceedings of the National Academy of Sciences,Anatoly Svidzinsky and colleagues have taken a trip down memory lane to uncover an intriguingapproach to understanding the chemical bonds within molecules, and at the same time take a freshperspective on the "old quantum theory" developed by Niels Bohr in 1913. . . Furthermore, theauthors show that, in the large-D limit, dimensional scaling can reproduce the Bohr model —notably by bringing in quantum mechanical concepts that were completely unknown to Bohr atthe time.Research: “FAST CARS: Engineering a laser spectroscopic technique for rapid identification ofbacterial spores” [30a) PNAS `02]The present approach derives from recent experiments in which atoms and molecules areprepared by one (or more) coherent laser(s) and probed by another set of lasers. However,generating and using maximally coherent oscillation in macromolecules having an enormousnumber of degrees of freedom is challenging. In particular, the short dephasing times and rapidinternal conversion rates are major obstacles. However, adiabatic fast passage techniques and theability to generate combs of phase-coherent femtosecond pulses provide tools for the generationand utilization of maximal quantum coherence in large molecules and biopolymers. We call thistechnique FAST CARS (femtosecond adaptive spectroscopic techniques for coherent anti-StokesRaman spectroscopy), and the present article proposes and analyses ways in which it could beused to rapidly identify preselected molecules in real time.Impact: National Academy of Sciences [30b) PNAS Letter re: PNAS article #02-2908 `02]Dear Marlan Scully, Enclosed are news clips referring to your article published 8/13/02 inPNAS, “Engineering a laser spectroscopic technique for rapid identification of bacterial spores.”Since publication, the PDF of your article has been downloaded 382 times from the PNASwebsite. Congratulations on the media attention, and thank you for submitting your paper toPNAS. Best regards, Jill Locantore, PNAS Communications SpecialistResearch: Using maximal quantum coherence to detect anthrax [31a) Science `07]We introduce a hybrid technique that combines the robustness of frequency-resolved coherentanti-Stokes Raman scattering (CARS) with the advantages of time-resolved CARS spectroscopy.Instantaneous coherent broadband excitation of several characteristic molecular vibrations and thesubsequent probing of these vibrations by an optimally shaped time-delayed narrowband laserpulse help to suppress the nonresonant background and to retrieve the species-specific signal. Weused this technique for coherent Raman spectroscopy of sodium dipicolinate powder, which is70

similar to calcium dipicolinate (a marker molecule for bacterial endospores, such as Bacillussubtilis and Bacillus anthracis), and we demonstrated a rapid and highly specific detectionscheme that works even in the presence of multiple scattering.Impact: “Femto second Lasers for Molecular Measurements” [31b) Science `07]On page 265 of this issue, Pestov et al. (5) report the detection of Bacillus subtilis spores (asurrogate for anthrax). In doing so, the authors have not only targeted a substance of vital interestbut have advanced the wider use of femtosecond spectroscopy for rapid and selective detection.The impressive work of Pestov et al. illustrates the continued rapid development of femtosecondCARS techniques. . . Unlike two-photon absorption experiments with nanosecond laser systems,entire vibrational bands of molecules will be excited when femtosecond-laser systems are used.Condensed MatterCondensed matter physics is one of the most diverse areas of physics, with many practicalapplications exemplified by those in electronics: microprocessors, memory, display, and magneticimaging. The condensed matter group at Texas A&M currently consists of seven experimentalists(G. Agnolet, I. F. Lyuksyutov, D. G. Naugle, J. H. Ross, W. Teizer, M. Weimer, W. Wu) andseven theorists (A. Abanov, R. E. Allen, A. Belyanin, C. R. Hu, V. Pokrovsky, W. M. Saslow,J. Sinova). These faculty lead individual research groups, and are also involved in a number ofcollaborative projects. Additional condensed matter and materials-related research is describedunder the Applied Physics program description. Many members of the condensed matter groupalso belong to the interdisciplinary Materials Science and Engineering Program (MSEN) at TexasA&M.Major research equipment includes: A pulsed laser deposition facility, superconductingsolenoids ranging to 14 T, a two-axis split-coil superconducting magnet with 9 T vertical and 3 Thorizontal fields, one helium-3 refrigerator for studies down to 0.3 K, four dilution refrigeratorsfor studies down to 0.003K, SQUID and extraction magnetometers, Nanomagnetics Inc. ScanningHall Probe with STM, AFM, cryogenic and room-temperature scan system, Quantum Design 9Tmultifunctional PPMS system, ultra high-vacuum thin-film e-beam evaporation facility, a class1000 clean room facility, to be replaced by a 1200 s.f. class 100 facility in the new building,,JEOL JSM 6460 SEM with Nabitz NPGS e-Beam Lithography, UHV scanning tunnelingmicroscope, atomic force microscopy, magnetic force microscopy, and a 9 T solid-state NMRfacility. Additional instrumentation utilized by this group is available in user facilities includingthe Materials Characterization Facility, Microscopy and Imaging Center, MSEN MaterialsCharacterization Laboratory. These facilities have been supported by TAMU and by competitivefederal funding awards (in Physics and in other departments) allowing a significant expansion ofthe available instrumentation.Prof. Glenn Agnolet’s focus is on experimental low-temperature physics. He has studied theuniversal scaling of the two-dimensional superfluid phase transition of 4 He films and the effectsof impurities on the growth dynamics of the 4 He solid-liquid interface using crystallization waves.One of his current projects is investigating the potential of a new configuration for inelasticelectron tunneling spectroscopy (IETS) and the development of a low temperature scanning probemicroscope capable of performing IETS.Prof. Roland E. Allen has made many contributions in various areas of condensed matterphysics. The current emphasis is on the response of biological molecules and materials to light,71

and on mechanisms for laser control of chemical reactions. The response of matter to ultrafastlaser pulses, which is one of the issues investigated in this work, is a current frontier of physics,chemistry, and biology.Prof. Chia-Ren Hu's main research interest has been on space- and time-dependent propertiesof superconductivity and superfluidity, but he has also worked on light scattering and itssymmetry theorems as well as on fractional statistics and anyons. His current research is onanisotropy and pairing-symmetry related properties of high-T c superconductors, with a strong sideinterest on quantum optics, and Bose-Einstein condensation of trapped atoms.Prof. Donald G. Naugle focuses on 1) electron transport and superconductivity in amorphousmetals, 2) the influence of lattice disorder on electron transport, magnetic ordering and colossalmagnetoresistance in perovskite conducting oxides (particularly doped lanthanum manganites)and 3) transport, magnetic andsuperconducting properties of new layered compounds (rare-earthnickel-borocarbides)which exhibit a wide range of unusual phenomena (superconductivity,magnetic ordering, coexistence of superconductivity and magnetism and heavy fermionbehavior). Experimental techniques include electron transport (resistivity, thermopower,magnetoresistance, Hall effect, thermal conductivity), electron tunneling, and magnetization andmagnetic susceptibility (both SQUID and conventional) measurements. Materials preparationtechniques include pulsed laser deposition, ultra high vacuum physical vapor deposition, andrapid quenching by melt-spinning or splat-quenching.Prof. Valery Pokrovsky is formerly a section head and currently still a Principal Scientist ofthe Landau Institute of Theoretical Physics. He and A. Z. Patashinsky shared the 1984 LandauPrize for their work on phase transitions. His research areas include scattering theory, statisticalmechanics, two-dimensional systems, magnetism, superconductivity, andthe quantum Hall effect. His group is currently working on the quantum behavior of singlemoleculenano-scale magnets, and a new class of phenomena based on the strong interactionbetween magnetic superstructures, either structural (magnetic nano-dots) or topological, andvortices in superconductors.Prof. Joseph H. Ross, Jr. studies magnetic and electronic materials using NMR, magnetization,specific heat, scanning force microscopy, and other measurements. His recent work has includeddesign of new magnetic silicon and germanium clathrates and study of the superconducting andmagnetic properties of these cage-type materials. The expanded frameworks and loosely-heldions in these materials lead to interesting electronic and vibrational behavior. Further work in hisgroup is focused on hybridization-gap alloys and related intermetallics, and on magneticproperties of new ordered rare-earth alloys. He has also been using computational techniques tostudy these systems, and he directs the IGERT interdisciplinary graduate curriculum for newcomputational techniques in materials science.Prof. Wayne M. Saslow studies the properties of superfluids, magnets, semiconductors andother multicarrier systems (including mixed ionics for high Tc superconductors and the lead-acidcell for automobile batteries). He is increasingly working in spintronics, where magnetism andsemiconductors overlap, but he has also worked on Casimir drag, supersolids, thin films of liquidand solid helium 4He, the properties of magnets with random anisotropy and random exchange,and the electro-dynamic response of matter. He is presently studying the static and dynamicproperties of thin magnetic films, and the nature of the transition from the Neel to the Bloch wallin such thin films.72

Prof. Jairo Sinova's group focuses on spintronics and strongly correlated systems. Spintronicsis the subfield of condensed matter physics in which the charge and spin degrees of freedom ofthe electrons are treated in an equal footing to generate novel and unexpected phenomena. Hiswork on semiconductor spintronics, such as the proposal of intrinsic spin-Hall effect and histheory work on diluted magnetic semiconductors, has been highly cited and sprang much interestin the field. Most of his theoretical research is strongly coupled with many experimental effortsand his group collaborates strongly with the University of Nottingham, the Institute of Physics ofthe Czech Republic, and Wurzburg University. His group uses multiple computational andanalytical models of spintronic based materials such as non-equilibriums Green's functiontechniques, effective Hamiltonian models, exact diagonalization and Monte-Carlo algorithms,mean fieldcalculations, and linear response Kubo formalism techniques. His prior work has been on coldatom systems, spin-glasses, organic semiconductors, and the quantum Hall effect.Prof. Michael B. Weimer and his group focus on developing a comprehensive experimentalpicture of the structure and electronic properties at III-V semiconductor surfaces and interfaceswith scanning tunneling microscopy (STM). Recent work has taken advantage of the nanometerscalespatial resolution afforded by STM to advance our understanding of two especiallysignificant problems in III-V epitaxial growth: the precise structure of the interfaces in type-IIsemiconductor superlattices and quantum wells, and the onset of atomic ordering in III-Vsemiconductor alloys.Prof. Wenhao Wu leads a group investigating the electronic properties of low-dimensionalsystems at low temperatures inside a dilution refrigerator. His research is directed in two areas.One is to investigate the mechanism for the suppression of superconductivity in highly disorderedultrathin films in a phenomenon known as the superconductor-insulator transition, which is amodel system for investigating quantum phase transitions. In another area, his group uses atemplate-based electrochemical approach to fabricate various metallic, magnetic, andsemiconducting nanowires and nanotubes, and investigate these nanowires in a broad range oftemperatures and magnetic fields. For example, in one project, the proximity effect of boundarieson long superconducting wires is investigated. In another, superconducting films are fabricated inclose proximity of a perpendicular array of magnetic nanowires in a hybrid system to investigatethe magnetic nanowire array enhances vortex pinning.High EnergyOur faculty in high energy physics (HEP) are Allen, Arnowitt, Katrine Becker, MelanieBecker, Bryan, Dutta, Nanopoulos, Pope, and Sezgin in the theory program, and Kamon,McIntyre, Safonov, Toback, Webb, and White in the experimental program. They are playing amajor role in current and future efforts to understand the new fields, particles, and principles ofnature that await discovery during the coming decade.The discovery of the Higgs boson at either the Tevatron or the Large Hadron Collider (LHC)is clearly the highest priority in the HEP program, which completes the Standard Model (SM).However, it may further lead to new physics. One of their central themes is to understand theearly universe in terms of the laws of the interaction of particles. Supersymmetry (SUSY) wouldgive rise to a new menagerie of particles beyond the SM. It uniquely opens the possibility todirectly connect the SM with the unification of the fundamental interactions near the Planck scale(~ 10 19 GeV). It also makes a connection between particle physics and cosmology by explainingthe dark matter which makes about 23% of the universe. Neutrino oscillations would signal a73

mixing of leptonic flavors and again require new physics beyond the SM. String theory has apotential to become the theory of everything (TOE).High Energy Experiment:We seek signals of these new phenomena wherever there is best sensitivity: in the highestenergy colliding beams -- Collider Detector at Fermilab (CDF) and Compact Muon Solenoid(CMS) at the LHC at CERN, in long-baseline neutrino oscillations -- MINOS at Fermilab andSoudan, in muons from supernovae and magnetic monopoles from the Big Bang -- MACRO atGran Sasso, in the feeble interactions of Milky Way WIMPS as they pass through a cryogenicargon WIMP detector.Collider Program (Kamon, McIntyre, Safonov, Toback)The Texas A&M group has exhaustive SUSY and Higgs programs at two energy-frontiercollider experiments: CMS and CDF. The SUSY program is focused on searches (and its massmeasurements once discovered) for signals of SUSY models providing a candidate for the colddark matter (CDM) consistent with the astronomical measurements of cosmic microwavebackground (e.g., WMAP) in the universe. The Higgs program aims at the Higgs discovery in theH → ττ channel and the measurements of Higgs mass and couplings both in the framework ofStandard Model (SM) and SUSY. The di-tau channel is indispensable in understanding the natureof Higgs. The verification of important V hff ~m f prediction can only be made by comparing Higgscross-section measurements in bb and ττ channels. The group has taken responsibility in anumber of tasks aiming at completion and successful commissioning of the CMS experiment aswell as building tools for physics analyses. These projects, both in hardware and software realms,are closely related to our physics goals in SUSY and Higgs sectors.One of a few SUSY regions favored by cosmological observations is the stau-neutralino coannihilationregion. If that’s what the nature chose, SUSY can be discovered by an observation ofa pair of two tau leptons along with high-energy jets plus large missing transverse energy. Thesignature is very similar to that of the H → ττ search making both activities highly synergetic.Both searches critically depend on ability to detect hadronically decaying taus with visible p T aslow as 20 GeV/c making efficient triggering on soft taus a high priority. At CMS, the group hasmade significant contributions to the improvement of tau triggers; involved in commissioning ofthe hadronic calorimeter and its online monitoring, which is critical to understanding jets andmissing energy; involved in commissioning the muon system; and led an important task ofalignment of the muon system using real data muons. The alignment project is especiallyimportant for searches for Z’→μμ, which is another physics topic in their physics goal. Thehardware and software projects on the muon detector system will provide high-quality muonobjects that are crucial for measurement of Z → ττ in the muon+tau channel. This measurementis one of a few standard candles for calibration of tau lepton identification for the SUSY andHiggs discovery programs. The group has joined the CMS upgrade projects of developingcalorimeter, tracker and muon triggers for higher luminosity at the LHC (SuperLHC) to ensurerobust operations of the CMS detector.At CDF, they are continuously improving a technique to search for rare B s → μμ decay whichis a very powerful tool for SUSY searches at the Tevatron. With 4-8 fb -1 of data, the sensitivitywill be comparable with a direct SUSY search for 1 TeV gluino at the LHC. So far they have setthe world’s stringent limits on the branching ratio for the B s decay with 2 fb -1 of data. In parallel,another high priority of the group is the H → ττ search at CDF with 4-8 fb -1 of data. The group74

maintains their novel trigger for events with two tau leptons and is working on a significantimprovement of the energy measurement for hadronically-decaying tau leptons. The group hasbuilt a timing readout system to the electromagnetic calorimeter to measure the photon arrivaltime with a remarkable resolution of 600 ps. With this system, they are at a center of the CDFphoton physics and carry out a unique search for long-lived heavy neutral object decaying tophotons to test another class of SUSY models. Other hardware and software projects involved inthe past 10 years are a fiber-optic data acquisition system (DAQ) of the silicon microvertexdetector (SVX), TDC upgrade, online monitoring program of reconstructed particle objects todetect anomaly in the detector, and muon reconstruction code for the offline production.Long-Baseline Neutrino Oscillations (Webb)The MINOS Collaboration proposes to conduct a search for n m goes to n t and n m goes to n eoscillations using a new n m beam from the Fermilab Main Injector with neutrino energies wellabove the t production threshold. Oscillations will be detected by the comparison of signals in anear detector at Fermilab and a far detector situated 730 km away in the Soudan undergroundlaboratory. The experiment will require self-consistency among several tests for oscillations tobuild a compelling case for any discovery. A new 10 kton far detector will be built at Soudan toexplore oscillation parameters down to Δm 2 ~ 0.002 eV 2 and sin 2 2θ ~ 0.01. At this time, the fardetector is over half complete (~2.2 ktons)and taking cosmic ray data. We expect to begin datatakingwith the NuMI beam sometime in 2004. Until that time, the collaboration will be usingatmospheric neutrinos to debug the detector and search for any evidence of differences betweenthe oscillation behavior for neutrinos and anti-neutrinos.Cryogenic Argon Detection of WIMPS (White)Dr. James White and his students are developing a new type of particle detector to search forthe cold dark matter (CDM) that appears to make up over 90% of the mass in the universe. It isbelieved that dark matter consists of weakly interacting, massive subatomic particles (WIMPs)that were produced during the big bang. Detection and identification of these particles is one ofthe fundamental problems in physics today. The active region of the detector consists of a largemass of solid or liquid argon. Each collision between a WIMP and an argon nucleus results in asmall cluster of ions which can be extracted and imaged with single ion quantum sensitivity. Sucha detector, with a very large mass (tons) and a very low energy threshold (keV), will becompetitive with the most sensitive existing detectors. We plan to stage the detector in the WIPPunderground laboratory near Carlsbad, New Mexico.New Technology for Detectors and Accelerators (McIntyre)Prof. Peter McIntyre, in conjuction with the parallel Applied Physics program is involved inthe development of new superconducting dipole magnet technology to extend the collision energyin the next generation of hadron colliders. These magnets will triple the energy of the Tevatron,and double that of LHC. He is also developing silicon carbide as a radiation-hard replacement forsilicon in particle tracking.High Energy Theory:Prof. R. A. Arnowitt has made major contributions to general relativity (ADM canonicalformulation), quantum field theory, supergravity, and supersymmetry. Over the next five yearsnew accelerator and non-accelerator experiments in high energy physics, as well as satelliteastronomy experiments, will bring forth a wealth of new data that will shed light on new laws75

of particle physics. He is calculating phenomena that might be expected in these newexperiments. This research centers around supersymmetric (SUSY) theories of particleinteractions as currently the most likely candidate for new physics. His recent research isconcerned with detection of SUSY particles at Fermilab and other accelerators, analysis ofpredictions of supergravity grand unified models on CP violation and proton decay, analysis ofsuperstring D-brane models, heterotic M-Theory, and predictions concerning the detection ofdark matter in the Milky Way.Prof. D. Nanopoulos is working on problems that arise in the effort to construct a Theory ofEverything (TOE). He has done work on the Standard Model, Grand Unified Theories,supersymmetry, supergravity, string/M-theory, and astroparticle physics. His contributions coververy different aspects of high energy physics, from phenomenology (e.g., how to detect theHiggs particle and supersymmetric particles) to model building (e.g. flipped SU(5), one of theleading string candidates for a TOE) to more theoretical issues (such as the discovery of no-scalesupergravity, which provides the effective, low-energy limit of string/M-theory) to fundamentalissues (e.g. modifications of quantum mechanics due to space-time foam, as expressed by M-theory D-brane dynamics). Of topical importance, he has shown supersymmetry brings thecoupling constants of the Standard Model to a single value at GUT-energy scales, a prerequisitefor a TOE, and has put strong limits on sparticle masses and couplings. He has suggested theneutralino, the lightest supersymmetric particle, as the main component of Dark Matter and it isconsidered today the leading candidate for Dark Matter. Currently he is involved in theconstruction of string/M-theory models that are nonperturbatively compliant, and he is trying tounderstand the nature of quantum space-time foam, i.e. how space-time looks at Planckiandistances (~ 10 -33 cm). The synthesis of quantum theory and gravity has already led, at least insome theoretical approaches, to rather drastic modifications of the conventional picture ofphysics, e.g. dependence, in vacuo, of the velocity of light on its frequency, that can be testedusing gamma ray bursters, or Active Galactic Nuclei (AGN). Actually, in a recent announcement(August 2007), the Magic Telescope Collaboration has discovered that photons with Energiesranging from 150 GeV → 12 TeV arrived with time differences of 4 minutes, the highest energyonce arriving last, as has been exactly predicted by Prof. D. Nanopoulos and his group, 10 yearsago.Prof. C. Pope is working on quantum gravity, and the unification of the fundamental forces ofnature. It seems that string theory is the only plausible candidate that avoids the uncontrollableinfinities that plague all attempts to include gravity in the framework of a more traditional fieldtheoretic approach to quantisation. In string theory, the point-like interactions of particle fieldtheories are replaced by the de-localised interactions of fundamental strings, thereby avoiding theinfinities. The theory is partially understood in a weakly-coupled perturbative regime, but thereare many indications of fascinating deeper underlying structures, associated with thenon-perturbative strong-coupling regime. A picture seems to be emerging of a yet morefundamental theory in eleven dimensions, known as M-Theory, which would describe stringtheory in certain regimes but which has a wider and richer applicability that would take over inregimes where string theory itself became an inappropriate description. Our current state ofunderstanding has been likened to that in quantum physics before the discovery of quantummechanics. We can expect that uncovering the mysteries of string theory and M-theory will bevery difficult, but correspondingly it promises rewards of immense significance for fundamentalphysics.Dr. Pope has worked extensively on Kaluza-Klein dimensional reductions, which canexplain how these ten or eleven-dimensional theories can describe our observedfour-dimensional world. He has also been studying solitonic string solutions and76

is currently focused principally on trying to gain insights into the non-perturbativestrong-coupling regime of string- and M-theory. Remarkable duality symmetries havebeen discovered, which allow the strong-coupling limit of one formulation of stringtheory to be probed via a weak-coupling perturbative analysis in another. For example,microscopic black holes and their Hawking radiation can be viewed also as arising fromthe states of a string theory. This has provided many new insights into suchfundamental questions as the apparent paradox of information loss in black holeevaporation. Ultimately, it is hoped that advances in string theory will be ofrelevance not only for understanding the microscopic structure of the fundamentalinteractions, but also for understanding the physics of the Big Bang, and the originsand fate of the universe itself.Prof. E. Sezgin is an expert on supersymmetry, supergravity, and superbranes. Several of hispapers on supergravity can be found in the two reprint volumes with commentaries entitled:Supergravities in Diverse Dimensions (eds. A. Salam and E. Sezgin, World Scientific, 1989). Heis the co-discoverer of the eleven dimensional supermembrane theory which is an importantingredient of M-theory, which, in turn, is a revolutionary step towards the Theory of Everything.In recent years, Prof. Sezgin's work has focused on the development of superembedding theory,which provides a supergeometrical framework and a powerful tool for studying the dynamics ofall superbranes. He has also been working on the theory of massless higher spin theories, which isexpected to play an important role in the description of a new phase of M-theory which isdrastically different than any other phase seen so far, thus opening a whole new arena of researchfor a fuller understanding of the ultimate unified theory.Dr. Dutta’s research involvements include supersymmetry models, string phenomenology andcosmology, dark matter, CP violation, fermion masses and mixings, grand unified theory models,rare decays, collider physics and B physics. With the finding that the universe is made out of 23per cent dark matter, he has explained the origin of dark matter in the context of particle physicsmodels that requires supersymmetry. The upcoming Large Hadron Collider (LHC) at CERN[Geneva] will have the great opportunity to establish these models. He is trying to determine thepossible routes to establish these models from the signals at the LHC. At present he is makingattempts to explain inflation in the context of these particle physics models.Dr. Dutta’s expertise also involves grand unified theory models. His main emphasis in thisdirection involves SO(10) models which accommodates neutrinos. In the context of SO(10)models, he has constructed a minimal model which satisfies proton decay constraint, maintainsgrand unification of couplings and explains all the fermion masses and mixing. The predictions ofthis minimal model will be tested soon in the neutrino experiments and lepton flavor violatingdecays. In string phenomenology, his emphasis is intersecting D brane models. He is trying tounderstand fermion mass hierarchies and inflation in the context of these models.Prof. R. E. Allen is investigating the implications of a new form of supersymmetry in highenergyphysics and astrophysics.Prof. R. A. Bryan made an important contribution to nuclear and particle theory early in hiscareer with the initial prediction of a hadronic scalar meson responsible for the bulk of nuclearbinding. The particle has recently been discovered, after an interlude of decades, throughreanalysis of old data. Currently he is modeling quarks and leptons with a soliton-inspiredpotential in four higher dimensions.77

Prof. S. A. Fulling (Professor of Mathematics with joint appointment in Physics) during thefirst two decades of his career made significant contributions to quantum field theory in curvedspace-time. His research concentrates on the interplay of asymptotics and spectral theory, withapplications to semiclassical approximation in quantum mechanics and to renormalization inquantum field theory models involving boundaries, curved backgrounds, etc. Topics of currenteffort are (1) quantum graphs, (2) vacuum energy (Casimir effects). He directs theses anddissertations of Physics students and teaches a course in the Mathematics department on "generalrelativity and tensors" that serves as a senior elective for physics majors.Accelerator Physics and Technology: Enabling Discovery in High Energy PhysicsThe field of high energy physics is at a moment of extreme challenge. Every decade the fieldmust re-invent itself, finding a way to achieve ~2-4 times higher energy reach and ~10 timesmore luminosity than its current facilities, at the same cost as the last generation. Just as withcomputers, this seeming oxymoron has been achieved over and over for three generations; just aswith computers, it happens only be someone devising new technology – in this case the ways thatparticle beams are accelerated and collided.Prof. McIntyre has made his career in this game: he invented proton-antiproton colliding beamswith which the weak bosons and the top quark were discovered; he invented the superferricdipole which would have been the making of the SuperCollider had it been chosen as itstechnology basis.Today Prof. McIntyre leads a 10-person team who are developing new technology for highfielddipoles that can triple the energy of LHC, and polyhedral superconducting cavities that candouble the energy and quadruple the luminosity of ILC. The research is funded at a level of$775,000/year. He has proposed to the faculty to create a new faculty position in acceleratorphysics and technology (the proposal was endorsed by the Long-Range Planning Committee).Superconducting magnet R&DProfs. McInturff and McIntyre lead a program of superconducting magnet R&D aimed tomature the use of Nb 3 Sn and Bi-2212 in pushing magnetic field to its maximum for future hadroncolliders. They have introduced a succession of innovations to make that possible, includingblock-coil geometry, stress management, bladder preload, and flux plate suppression ofmultipoles from persistent-current magnetization. The hallmark of the program is the proposedLHC-T, in which the ring of magnets of LHC would be replaced by a new ring operating at 25Tesla, tripling the energy for a next generation collider in the same tunnel 1 .Superconducting cavity R&DA recent innovation at Texas A&M has been the idea of a polyhedral superconducting cavityfor future linac colliders 2 . A 9-cell module of ellipsoidal cavities is fabricated in modules thatform a polyhedral structure rather than a figure of revolution. Each facet of the polyhedronconsists of a strip of superconductor bonded to a copper wedge; the facets are assembled to formthe polyhedron and the copper wedges are welded on their outside joints to form the module. Theadvantages of this approach are elimination of welds on the niobium foil, open access to the Nbsurface on the completed facets for cleaning and inspection before final assembly, intrinsicsuppression of deflecting modes, and provision for refrigeration using channels bored in the78

copper structure (eliminating the need for pool-boiling cryostats), and elimination of Lorentzdetuning.Accelerator-driven thorium-cycle nuclear fission powerProf. McIntyre invented a new way to generate the high-power beams of protons that would beneeded to drive thorium-cycle nuclear fission 3 . It consists of a flux-coupled stack of 7isochronous cyclotrons each producing ~2 mA of 800 MeV protons. The beams are targeted in a6-on-1 pattern of spallation zones within a thorium-fueled core in which molten Pb serves asspallation target, moderator, and convection heat transfer medium. The ADTC system has thepotential to usher in a new, safer approach to fission power, one that cannot melt down, eats itsown long-lived waste, does not produce bomb-capable isotopes, and operates well belowcriticality. It uses thorium as fuel – the most abundant element beyond lead in the periodic table.The group is designing a first embodiment of this concept, as an experimental core that could belocated at the injection beam dump of the Spallation Neutron Source (SNS) at ORNL. That beamdump (currently unused) delivers the highest intensity on Earth of 800 MeV protons to a watercooleddump. We hope to install an experimental core behind the dump, so that it can receiveintense beam for studies of the dynamics of the core design, neutronics, and heat transfer on amodest scale as a first step to the more ambitious parameters of a power station scale device.1 http://faculty.physics.tamu.edu/mcintyre/research/accelerator_physics/LHC_Tripler.pdf2 http://faculty.physics.tamu.edu/mcintyre/research/accelerator_physics/polyhedral_cavity.pdf3 http://faculty.physics.tamu.edu/mcintyre/research/accelerator_physics/ADTC_accelerator.pdfhttp://faculty.physics.tamu.edu/mcintyre/research/accelerator_physics/ADTC_neutronics.pdfNuclear PhysicsExperimental research is carried out at the on-campus Cyclotron Institute and at acceleratorsaround the world. Theoretical research encompasses low and high energy nuclear physics. Adescription of the cyclotron is included in Appendix X, which describes the Cyclotron Instituteand its research programs. In addition to a superconducting K500 cyclotron and a conventionalK150 cyclotron, the Institute also includes a number of major experimental facilities: The MDMhigh-resolution broad-range spectrometer; NIMROD, a 4π neutron and charged-particle detectionsystem; BIG SOL, a large-acceptance superconducting solenoid magnet; the FAUST forwardarray; MARS, a recoil mass spectrometer; a fast tape-transport and precision-decay facility; and aradiation-effects facility, which is available for commercial use. The facility currently provideslight and heavy-ion beams over a wide energy range, and also offers some low-intensity beams ofradioactive ions. The facility is currently being upgraded so that in future a wider variety of moreintense radioactive beams will become available.The experimental nuclear physics program includes work in the general areas of nuclearastrophysics (Gagliardi and Tribble), fundamental interactions (Gagliardi, Hardy, Melconian andTribble), giant resonances (Youngblood) and RHIC physics (Gagliardi, Mioduszewski andTribble). Outside facilities that are utilized by local faculty include ATLAS at Argonne NationalLaboratory, TRIUMF in Vancouver, British Columbia, The Jyvaskyla Cyclotron at the Universityof Jyvaskyla, Finland, and RHIC on Long Island.In the nuclear theory program, the main focus is in the area of strongly interacting matter,including transport models for heavy-ion collisions at low and high energies (Ko), hadrons inmedium (Rapp), perturbative QCD (Fries) and RHIC phenomenology (Ko, Rapp, Fries).79

Nuclear AstrophysicsIn 1994, Profs. Tribble and Gagliardi proposed the asymptotic normalization coefficient(ANC) technique as a new indirect method to determine radiative capture reaction rates atastrophysical energies. The group then performed several tests to verify the reliability of theANC technique. It can be applied in cases where direct measurements are impractical orimpossible, including reactions where one of the participants is a radioactive nucleus. Since then,the group has applied it to measure the rates of astrophysical reactions involving both stable andradioactive nuclei that play key roles in stellar hydrogen burning – including the production ofenergetic neutrinos by the sun, in the evolution of first-generation stars, and in explosivenucleosynthesis. Recently, the group’s focus has been on reactions that occur in O-Ne novaewhich are likely candidates for γ-ray astronomy. The Cyclotron Institute upgrade will facilitatefuture ANC measurements in heavier nuclear systems, including a number of important reactionsalong the rp-process path. In addition, the ANC technique is now being applied in many otherlaboratories world-wide to study nuclear reactions of astrophysical interest.Fundamental InteractionsProf J.C. Hardy, his students and collaborators use nuclear techniques, both experimental andtheoretical, to test the limits of the electroweak Standard Model. In recent years, they havefocused on a series of very precise measurements of Ft values for 0 + -to-0 + superallowed nuclear βtransitions, from which it is possible to test the Conservation of the Vector Current (CVC), setlimits on the presence of scalar currents and provide a key element in testing the unitarity of theCabibbo-Kobayashi-Maskawa (CKM) matrix. These tests have now reached the 0.1% precisionlevel thanks to even more precise experiments and to small theoretical correction terms forisospin symmetry breaking and radiative effects. Many of the recent advances in both theory andexperiment have originated with this group. The branching-ratio and half-life measurements havebeen performed at the TAMU cyclotron; the Q-value measurements were obtained as part ofexternal collaborations: one based on the Canadian Penning trap facility at Argonne National Laband the other on JYFLTRAP at the University of Jyvaskyla cyclotron in Finland. The theoreticalwork has been done in collaboration with I.S. Towner, an Adjunct Professor at Texas A&M.Giant resonances-Nuclear Compressibility and Symmetry EnergyProf. Youngblood discovered the giant monopole resonance in nuclei, and investigatesproperties of giant resonances which can provide much information about nuclei and nuclearinteractions. The properties of the giant monopole and isoscalar giant dipole resonances give usdirect information on the curvature of the nuclear equation of state which plays an important rolein neutron stars and supernovae. By measuring the giant monopole resonance as a function ofneutron number for different stable isotopes, some constraints on the symmetry energy at normalnuclear densities have been established which restrain appropriate nuclear interactions and helpreconcile relativistic and non-relativistic predictions. The group has recently proven the feasibilityof a new reaction to study these modes in unstable isotopes, and has designed and built a newdetector system for these studies which will use beams of unstable isotopes from the newlyexpanded cyclotron facility.80

External Experimental Nuclear Physics ResearchProfs. Gagliardi and Tribble joined the STAR Collaboration at the Brookhaven NationalLaboratory Relativistic Heavy-Ion Collider (RHIC) in 2000 in order to study the gluonpolarization in the nucleon and the modification of the gluon density in heavy nuclei. Previously,the group had been members of the Fermilab E866/NuSea Collaboration that measured the antiquarkdistributions in the nucleons and nuclei. The initial TAMU responsibility involvedparticipating in the design, construction, and assembly of the STAR Endcap ElectromagneticCalorimeter, which is a critical tool for the gluon polarization measurements. Prof. Gagliardiserved as co-convener of the STAR High-p T Physics Working Group during the period 2002-05,when he directed the STAR Collaboration measurements of jet quenching in ultra-relativisticAu+Au collisions. During the past two years, the group has carried a lead role in the STARmeasurement of the longitudinal double-spin analyzing power A LL for inclusive jet production todetermine the gluon polarization, based on data that were recorded during 2005 and 2006.Preliminary results for 2006, based on an analysis performed by TAMU post-doc M. Sarsour,were announced recently, and have been identified as a highlight of the past five years in the 2007NSAC Long-Range Plan for Nuclear Physics. In parallel, Prof. Gagliardi was named DeputySpokesperson of the Collaboration in Sept., 2005. His term will end in Feb., 2008.Prof. Mioduszewski joined the Physics Department faculty in 2005 and became a member ofthe STAR Collaboration at that time. Previously, she had been a member of the PHENIXCollaboration. While in PHENIX, she performed the analysis that led to the initial discovery ofjet quenching at RHIC, then served as co-convener of the PHENIX Photon Working Groupduring the period 2002-04. The 2007 NSAC Long-Range Plan for Nuclear Physics identifies jetquenching as one of the headline discoveries in nuclear physics over the past five years. TodayProf. Mioduszewki and her group are performing the STAR measurement of γ+jet coincidencesin Au+Au collisions at 200 GeV. The γ+jet channel is considered the “golden probe” for jetquenching. The photon tags the existence of a jet passing through the dense medium anddetermines the initial jet energy. This provides an opportunity to study the subsequentmodification of the jet by the medium with high precision. In parallel, Prof. Mioduszewski andher group are participating in the STAR measurement of the Υ yield in p+p and Au+Aucollisions. The relative Υ yield in Au+Au/p+p is a sensitive thermometer for the dense medium,and also provides critical information about color-screening and deconfinement in the plasmastate.Profs. Gagliardi and Tribble have been members of the TWIST (TRIUMF Weak InteractionSymmetry Test) Collaboration since its inception. The TWIST Collaboration includes ~40scientists from Canada, Russia, and the United States who have joined together to perform aprecision measurement of the Michel parameters ρ, δ, and P μ ξ in normal muon decay. The goal isto search for new physics beyond the Standard Model that can be revealed through order-ofmagnitudeimprovements in our knowledge of these parameters. During the past three years,TWIST published its initial measurements, which have provided factors of 2-3 improvements inall three parameters. Former TAMU graduate student, J.R. Musser, performed the ρmeasurement for his thesis research. Very recently, TWIST has announced a new set of resultsfor ρ and δ that provide an additional factor of two improvement. Data-taking completed this pastsummer for the final round of TWIST analyses, and the results are expected within the next twoyears.Theory81

Prof. Siu Chin has made fundamental contributions to high density nuclear matter theory(Walecka model), strange-quark droplets and the quark-gluon plasma phase transition. Hispredicted transition temperature of 190 MeV made nearly 30 years ago remains in excellentagreement with the latest lattice gauge results. His current interest is devising a new class offorward symplectic algorithms for solving diverse physical problems including that ofquantum Monte Carlo, Bose-Einstein condensate and classical lattice gauge theories.Prof. Rainer Fries is interested in collisions of hadrons and nuclei at high energies in order toinvestigate the properties of the underlying Strong Interaction (QCD). One direction of hisresearch focuses on the dynamics of relativistic heavy-ion collisions, beginning from the ColorGlass Condensate in nuclei, to the formation of a Quark-Gluon Plasma (QGP) phase in nuclearcollisions. Quark-Gluon Plasma is a primordial form of matter which existed a few microsecondsafter the big bang at temperatures larger than 10 12 Kelvin. He is also conducting research toeffectively use QCD jets and weakly interacting particles (photons, leptons) as tomographicprobes for both cold nuclei and Quark-Gluon Plasma. A related research goal is a consistenttreatment of multiple scattering in perturbative QCD computations. His recent researchaccomplishments include a phenomenologically very successful recombination model describinghow quarks in a cooling Quark-Gluon Plasma form hadrons, and fundamental work on propertiesof the proton wave function. Prof. Fries's theoretical work is connected to the large experimentalprograms at the Relativistic Heavy Ion Collider (RHIC), the upcoming Large Hadron Collider(LHC) at CERN and a future Electron Ion Collider (EIC) in the US.Prof. Che-Ming Ko's recent research includes theoretical work in both isospin physics andRHIC physics. Using an isospin-dependent transport model that includes different proton andneutron mean-field potentials and scattering cross sections, he and his collaborators have foundmany interesting phenomena in collisions of radioactive nuclei that are sensitive to the propertiesof nuclear symmetry energy. In particular, they have extracted from the experimental isospindiffusion data valuable information on the density dependence of the nuclear symmetry energy atsubnormal densities, which has further allowed them to put stringent constraints on theparameters in nuclear effective interactions. For relativistic heavy ion collisions, they havedeveloped a multi-phase transport model that includes interactions in both initial partonic andfinal hadronic matters as well as the transition between these two phases of matters. Using thismodel, they have obtained useful information on the properties of the quark-gluon plasmaproduced at RHIC from studying the abundance, collective dynamics, and correlations ofproduced hadrons of both light and heavy flavors. They are currently extending these studies tomake predictions for heavy ion collisions at future Facilities for Rare Isotope Beams and LargeHadron Collider.Prof. Ralf Rapp and his group conduct systematic theoretical studies of spectral properties ofhadrons in hadronic matter and in the Quark-Gluon Plasma (QGP), their relations to QCD phasetransitions and observable signatures in heavy-ion collisions. Most of the visible mass in theuniverse is believed to be generated by the spontaneous breaking of chiral symmetry in QCD,which, however, will be restored in the QGP. Employing hadronic many-body theory, Rapp andhis co-workers are evaluating spectral functions of the ρ meson (and its chiral partner, the a 1 ) inhot and dense matter. The calculations predict a strong broadening (even “melting”) of the ρresonance in hot and dense matter. Recent measurements of dilepton invariant-mass spectra inheavy-ion collisions at the CERN-SPS have confirmed these calculations. Employing heavyquarkpotentials from finite-temperature lattice QCD computations, Rapp's group is evaluatingthe properties of heavy-quark bound states in the QGP. The resulting quarkonium spectralfunctions are checked against Euclidean correlation functions computed in lattice QCD andapplied to charmonium and bottomonium observables at RHIC and LHC. Lattice QCD potentials82

are furthermore implemented to compute heavy-quark transport properties of the QGP. Largefriction and small diffusion coefficients support the notion of a strongly coupled QGP assuggested by experimental results from RHIC. Rapp and co-workers are also interested in colorsuperconducting cold dense quark matter and associated signatures in observables from compact(“neutron”) stars, including mechanisms for gamma ray bursters.83

XI. OutreachThe Physics Department is expanding vigorously its outreach program. In Fall 2006 we wereallocated a Lecturer position for which 50% of the effort is to oversee the outreach programs ofthe department, and Tatiana Erukhimova has been hired into that position. Other major outreachactivities are Saturday Morning Physics at the Cyclotron (organized by Ralf Rapp as part of hisNSF CAREER award) and observing events at the Physics Observatory (coordinated by DonCarona, manager of the observatory).There are two major outreach events organized by the Department: Physics Festival (eachspring) and Science Exploration gallery (each fall). These events include one or several days ofphysics demonstrations, public lectures by world renowned physicists, physics contests andquizzes. People of all ages participate. It is becoming more and more popular: over 3,000 peoplevisited our Physics Festival last spring. We contact schools in Bryan-College Station, Houston,and Dallas areas to advertise the events and attract a large number of students and their families.During the last years the geography of the participants greatly expanded; we hosted bright kids(Davidson Scholars) from all over the country. We have different kinds of physics contestscatering to different age groups and levels of preparations: from physics Olympiads with someserious problem solving to entertaining quizzes based on posters and demonstrations shown onthe exhibition floor. They encourage children to read the posters, ask the demonstrators and learnphysics behind our exhibits. For all contests and quizzes we give away a large amount of prizes(usually, physics toys). Another goal of the contests is to increase the involvement of high schoolstudents that are usually less eager to participate in outreach events than younger kids. During2007 Physics Festival we had 45 high-school students participating in the contest: among thewinners, 9 students were local, 3 students from Woodlands (Houston), two from Wisconsin andOhio.We are conducting numerous demonstrations and lectures in physics and Astronomythroughout the year. This activity includes lectures and demonstrations on low temperaturephysics, electricity, laws of motion, modern physics, astronomy, or any topic requested inadvance. It often includes lab tours. The activity is conducted on campus for organized groups:school classes, science camps etc., or in local schools upon a request from science teachers.Summer activities include Physics Show and lab tours for children from summer sciencecamps coming from all over the state.Our outreach program is active in promoting diversity in science and increasing therepresentation of minority groups. For example, we participate on a regular basis in the“Expanding Your Horizons” program for middle school girls, in the “Advancing Careers inEngineering” program organized by the Society of Hispanic Professional Engineers.Other regular events include Aggieland Saturday (a University-wide open house for studentrecruitment), Science/engineering shows in the Mall, College of Science Barbeque, etc.The outreach program is strongly supported by the department through machine andelectronics shops, special funding, and broad participation of faculty, staff, and students. Also, theSociety of Physics Students Chapter at TAMU is actively participating in all major outreachevents.84

There is an extensive outreach and educational program carried out at the TAMU PhysicsObservatory by the Observatory Manager, Don Carona, with the support of the Astronomycommittee, astronomy faculty, and the whole department. The Physics Observatory and itsprograms are described in more detail in Appendix XV.Saturday Morning Physics is another very successful regular outreach program in thedepartment. This program is organized by Ralf Rapp at the Cyclotron Institute as part of his NSFCAREER award. It targets high school students, to promote their curiosity and interest in physicsand physics research. This program is described in more detail in Appendix XVI.The physics department staff and faculty also participate in several university and College ofScience outreach programs that are held on campus each year, such as the Regional Science Fair,the Science Olympiad and the Science Bowl. The department provides space and staff eachsummer for a workshop for Advanced Placement physics teachers.Until his retirement in 2000, Prof. Robert Clark conducted a very active set of programs forhigh school and small college physics teachers. More recently, for four years TAMU was aregional site for the Rural Physics Teacher Resource Agents (RPTRA) program. In that program,administered locally by Lewis Ford, under-prepared high school physics teachers from ruralschools around the state came for an intensive week-long workshop in the summer and a two-dayfollow-up in the spring. The workshop dealt with physics content mastery and with teachingmethods. The workshops were led by master physics teachers (the Resource Agents) whoreceived special training from AAPT. The last RPTRA summer workshop at A&M was held inthe summer of 2006. There was no funding for a new cohort of teachers and no comparableprogram is currently active in the department.85

XII. Strategic PlanningThe most recent previous external review of the department was eleven years ago, in thespring of 1997. A copy of the report of that committee is Appendix XVII. This report had sixaction items. The first was to select a department head from within the department. This wasaccomplished with the appointment of Ed Fry as Head, effective January 1, 2002, and hissubsequent reappointment. The second action item was to create a strategic plan for faculty hiresand consideration of a program in astrophysics. We have made significant faculty hires andengaged in strategic planning for these hires. We are well on our way of establishing a researchprogram in astronomy. Action item 3 was to implement applied physics degrees. We now have aPh.D. program in applied physics. But the Ph.D. program in applied physics has not beenvigorously implemented and there have not been very many students in the program. We havenot implemented applied physics or engineering physics programs at the M.S. or B.S. level. Thefourth action item was to devote adequate resources to the undergraduate and graduate curricula.The current review committee should evaluate our progress in this area. The sixth action itemwas to address salary inequities. The graph in Appendix XIV gives salary information.Addressing salary inequities has been a priority. The graph shows some low salaries for older,less productive faculty and some large salaries for very outstanding faculty. And there iscontinued salary upward pressure as new faculty are hired at salaries near or above those offaculty who were hired in earlier years. But we feel the salary structure in the department is inreasonably good shape. The final action item was the need to improve departmentalinfrastructure, such as computing and the shops. Again, the present committee should evaluateour progress in these areas.In 1997 the university embarked on a major strategic planning exercise that in 1999culminated in a report entitled "Vision 2020: Creating a Culture of Excellence". This reportcontains 12 Imperatives. The report has influenced strategic planning at the College andDepartment level. But the imperatives are broad, and include "Elevate Our Faculty and TheirTeaching, Research and Scholarship", Strengthen Our Graduate Programs" and "enhance theUndergraduate Academic Experience". The priorities of the physics department fit easily intothese imperatives.A strategic plan for the Department of Physics, dated May, 2001 and for the period 2001-2004, in Appendix XVIII. It is tie closely to the first three Imperatives of Vision 2020.In October, 2003 the department's Long Range Planning Committee presented a report on theallocation of the 15 new faculty positions we were allocated in the Faculty ReinvestmentProgram. A copy of this report is in Appendix XIX. This plan has been followed closely in thehires we have made and the searches still underway.Finally, the Long Range Planning Committee, in view of the steady stream of replacementhires that the department can anticipate over the next several years, asked each research group(AMO, nuclear, high energy, condensed matter) to submit its own planning document for longrangefaculty needs. These four plans are collected in Appendix XX.86

XIII. Academic Program Goals and AssessmentProgram Goals/MissionThe Department of Physics offers training in physics leading to the degrees of Bachelor ofArts, Bachelor of Science, Master of Science and Doctor of Philosophy. The B.A. curriculumprovides the student with a firm foundation in physics but allows great flexibility in the choice ofa large number of elective courses. Thus, the person with a B.A. in physics will not have the fullcomplement of undergraduate physics courses but will be able to acquire an in-depth knowledgeof at least one other major academic area of his or her choice. A B.A. in Physics providesexcellent preparation for a career in physics teaching. The B.S. curriculum is designed primarilyfor students who intend to pursue graduate work in physics or other highly technical fields or whointend to go directly into industrial positions as professional physicists.The physics graduate curriculum provides classroom and research experience that prepares agraduate student for a career of either research and teaching at a university, or research anddevelopment at an industrial or government laboratory. The courses are well suited to graduatestudents in chemistry, mathematics, geosciences or engineering, as well as those seeking agraduate degree in physics.A PhD in Applied Physics is also offered. The Applied Physics program offers students theopportunity to receive a PhD while focusing on areas of research outside of those covered by thetraditional fundamental physics program. The interdisciplinary curriculum for this degreeincludes a core of foundation courses plus a selection of graduate courses in associated scienceand engineering fields relevant to a particular student’s area of research specialization.Furthermore, for students interested in materials research, the Physics department alsoparticipates in the Materials Science and Engineering (MSEN) degree program, allowing studentsto obtain interdisciplinary graduate degrees with a specialization in the physics of materials.AssessmentAt the end of each semester, course evaluations are administered in all of our courses. Forlecture sections these student evaluations consist of 11 questions about the course and theinstructor and students mark a response on a scale that runs between “strongly disagree” to“strongly agree”. There is also a comments section where students are invited to write responsesto specific questions, such as “What do you consider to be the strengths and weaknesses of thelecturer?”, and to add any other comments they wish about the course and the instruction theyhave received. There are also questions and comment sections on the evaluation that relate to therecitation and lab, where appropriate. The results of the evaluation can be reviewed by the Headand Associate Head, are referenced in tenure and promotion recommendations, are available forreview by the Performance Evaluation Committee and eventually each faculty member receives acopy of his student evaluation.During the 2006/2007 academic year we participated in the 2006 National Research Council(NRC) Assessment of Research Doctoral Programs. The results of this important nationalassessment have not yet been released, Our doctoral program was ranked 56 th in the nation in the1995 ranking.87

One assessment of our program is awards received by our faculty and students. A list ofawards received by faculty graduate students and undergraduate majors during the past 5 yearsare listed in Appendix XXI. Collecting and compiling such information is difficult; thisinformation should be taken as representative and not comprehensive.There are two ongoing university initiatives that focus on assessment and that are tied to theuniversity’s accreditation from the Southern Association of College and Schools (SACS).One of the initiatives is the university’s Quality Enhancement Plan (QEP). QEP at TAMU hasevolved through two stages. In the first stage, individual departments and programs were invitedto submit proposals for funding of assessment activities. The focus was on four learning themestaken from the Vision 2020 report: Research, Internationalization, Diversity, and Technology.The current QEP activity focuses on inquire and research-based components of undergraduatecourses. The College of Science has established a project that will highlight and share among thefaculty clarifying examples of inquire/research-based experiences that are currently beingimplemented in courses in the College of Science. Two physics courses have been tentativelyidentified for inclusion in the first phase of this study: PHYS 221 for majors and PHYS 218STEPS for non-majors. During Fall 2007/Spring 2008 the use of inquiry-based instruction inthese two courses will be examined and a web presentation prepared for each. The goal of theproject is to encourage faculty to make greater use of inquiry based instruction in their courses.The other university initiative is Institutional Effectiveness. As part of the ongoing SACSaccreditation process, each college is being asked to submit during Spring 2008 an AssessmentPlan that includes (1) the purpose or mission of each degree program in the college, (2) adescription of what students will learn in each program (learning outcomes), and (3) a descriptionof how learning outcomes will be assessed. We are to use the results of the assessment toimprove our degree programs. Before the SACS accreditation visit in 2012 we are to have gonethrough three cycles of assessment/use of assessment to improve programs. A physics workinggroup has been designated and has begun work on creating and implementing the assessment planfor physics.88

Appendix I.Departmental Listing in 2008 AIPGraduate Programs in Physics, Astronomy, and Related Fields89

Appendix II. University Core CurriculumFrom 2007-08 Undergraduate CatalogUniversity Core CurriculumThe University Core Curriculum at Texas A&M University assures that all undergraduate programsprovide for breadth of understanding. The Core Curriculum emphasizes competence in the process oflearning, the capacity to engage in rigorous and analytical inquiry, and the ability to communicate clearlyand effectively. It supports the development of extensive knowledge about and appreciation for our culturalheritage, our social and moral responsibilities, and our interactions with the economies and cultures of theinternational community. The University Core Curriculum acts to enrich and broaden the University’stradition of providing thorough preparation in each student’s academic major.University Core Curriculum requirements are described in the sections that follow. These requirementsmust be met by every student pursuing a baccalaureate degree program at Texas A&M University,regardless of his or her major. Individual degree programs may require that specific courses from thegeneral University list be used to satisfy University Core Curriculum requirements. Please check withindividual program advisors for details (see notes 1, 2, 3 and 6).Specific RequirementsIn addition to the University Core Curriculum and degree specific requirements, Texas A&M has criteriathat must be met by all students in order to receive a degree, see Requirements for a Baccalaureate Degree.1. The ability to communicate through the use of the spoken or written word requires thedevelopment of speech and writing skills.Communication (6 hours)A course used to satisfy this requirement shall have as its primary focus the improvement ofstudent expression in communication. This focus on student expression should be demonstratedboth in course instruction and assessment. Acceptable forms of student expression may range fromcreative to technical. Acceptable courses may include those embedded in subject areas other thanwriting. This requirement must be satisfied by ENGL 104 (3 hours) and one of the following:AGJR 404 ENGL 210COMM 203 ENGL 235COMM 205 ENGL 236COMM 243 ENGL 241ENGL 203 ENGL 3012. Without knowledge of mathematics, the language of science; and logic, the art of critical inquiry;it is not possible to understand or participate in the development of knowledge.Mathematics (6 hours, at least 3 of which must be in mathematics)To be selected from any mathematics course except:94

MATH 102MATH 103MATH 150MATH 365MATH 366Also may select 3 hours from:PHIL 240PHIL 341PHIL 3423. Knowledge and appreciation of science as a significant human activity, rather than merely a listingof results or collection of data, is acquired only by engaging in the activities of science.Natural Sciences (8 hours)Two or more natural sciences courses which deal with fundamental principles and in which criticalevaluation and analysis of data and processes are required. A minimum of one course shall includea corresponding laboratory. Non-technical courses are specifically excluded.Four hours to be selected from:BIOL 111 CHEM 107BIOL 113/123 GEOL 101BIOL 101 PHYS 201CHEM 101 PHYS 218CHEM 103/113 BIOL 107Remaining hours to be selected from courses listed and/or:AGRO 105 CHEM 222/242 HORT 201/202AGRO 301 ENGR 101 OCNG 251/252AGRO 405 ENTO 322 PHYS 202ANTH 225 FRSC 304 PHYS 208ATMO 201/202 GENE 301 PHYS 219BESC 201 GENE 310 PHYS 306/307BIOL 112 GEOG 203/213 RENR 205/215CHEM 102 GEOL 106 BIOL 225CHEM 104/114 GEOL 307CHEM 106/116 GEOS 4104. Knowledge of our culture and its ideals makes possible both social integration and self-realization(see note 4).1. Humanities (3 hours)Courses used to satisfy this requirement shall address one of the following subject areas:history, philosophy, literature, the arts, culture or language (exclusive of courses devoted95

predominantly to acquiring language skills in a student’s native language). Acceptablecourses are:AMST 300 COMM 425 ENGL 330 ENGL 393 MUSC 200AMST 320 ENDS 149 ENGL 333 ENGL 394 MUSC 201ANTH 202 ENDS 150 ENGL 334 ENGL 396 MUSC 311ANTH 205 ENDS 250 ENGL 335 ENGL 401 MUSC 312ANTH 301 ENDS 329 ENGL 336 ENGL 412 MUSC 315ANTH 302 ENGL 203 ENGL 337 ENGL 414 MUSC 319ANTH 303 ENGL 204 ENGL 338 ENGL 415 MUSC 321ANTH 306 ENGL 205 ENGL 339 ENGL 431 MUSC 324ANTH 308 ENGL 212 ENGL 340 ENGL 474ANTH 313 ENGL 221 ENGL 345 ENGL 481ANTH 315 ENGL 222 ENGL 346 ENGR 482PHIL (anycourse except240, 341, 342)ANTH 316 ENGL 227 ENGL 347 GEOG 202 RELS 211ANTH 317 ENGL 228 ENGL 348 GEOG 301 RELS 213ANTH 318 ENGL 231 ENGL 350 GEOG 305 RELS 303ANTH 324 ENGL 232 ENGL 351 GEOG 323 RELS 304ANTH 350 ENGL 235 ENGL 352 HIST (any RELS 317ANTH 351 ENGL 236 ENGL 353 course) RELS 351ARCH 345 ENGL 251 ENGL 354 HORT 203 RELS 360ARCH 430 ENGL 308 ENGL 355 HUMA 211 RELS 392ARCH 434 ENGL 310 ENGL 356 HUMA 213 THAR 101ARTS 149 ENGL 312 ENGL 360 HUMA 303 THAR 155ARTS 150 ENGL 313 ENGL 361 HUMA 304 THAR 201ARTS 329 ENGL 314 ENGL 362 LAND 240 THAR 280ARTS 330 ENGL 315 ENGL 365 LAND 340 THAR 281ARTS 335 ENGL 316 ENGL 374 LBAR 203 WMST 200ARTS 349 ENGL 317 ENGL 375 LBAR 331 WMST 333ARTS 350 ENGL 319 ENGL 376 LBAR 332 WMST 374ARTS 445 ENGL 321 ENGL 377 LBAR 333 WMST 461CLAS 351 ENGL 322 ENGL 378 LING 307 WMST 473COMM 301 ENGL 323 ENGL 385 LING 310 WMST 474COMM 327 ENGL 329 ENGL 390 MODL* WMST 477ENGL 392* or any course in the Department of Hispanic Studies or the Department of Europeanand Classical Languages and Cultures (see note 5).2. Visual and Performing Arts (3 hours)Acceptable courses are:ANTH 324 CARC 335 ENGL 412 KINE 169 MUSC 319ARCH 430 CLAS 352 FILM 201 KINE 170 MUSC 32196

ARCH 434 ENDS 101 FILM 301 KINE 171 MUSC 324ARCH 437 ENDS 115 FILM 394 KINE 172 PERF 301ARTS 103 ENDS 149 FREN 425 KINE 173 PHIL 330ARTS 111 ENDS 150 GERM 334 KINE 174 PHIL 375ARTS 112 ENDS 250 GERM 432 KINE 311 SPAN 410ARTS 149 ENDS 311 HORT 203 LAND 240 SPAN 413ARTS 150 ENGL 212 KINE 160 MODL 352 THAR 101ARTS 305 ENGL 219 KINE 161 MUSC 200 THAR 110ARTS 312 ENGL 251 KINE 162 MUSC 201 THAR 155ARTS 329 ENGL 312 KINE 163 MUSC 280 THAR 201ARTS 330 ENGL 317 KINE 164 MUSC 302 THAR 210ARTS 335 ENGL 340 KINE 165 MUSC 311 THAR 280ARTS 349 ENGL 351 KINE 166 MUSC 312 THAR 281ARTS 350 ENGL 356 KINE 167 MUSC 315 THAR 407ARTS 445 ENGL 385 KINE 1685. As the human social environment becomes more complex, it is increasingly important forindividuals to understand the nature and function of their social, political and economicinstitutions (see note 4).1. Social and Behavioral Sciences (3 hours)Courses used to satisfy this requirement shall address one of the following subject areas:anthropology, economics, political science, geography, psychology, sociology orcommunication. Acceptable courses are:ADEV 340 ANTH 403 GEOG 201 JOUR 440 RELS 403ADEV 400 ANTH 404 GEOG 304 KINE 304ADEV 440 ANTH 410 GEOG 306 KINE 319AGEC 105 COMM 315 GEOG 311 KINE 336SOCI (anycourse except220, 420)AGEC 350 COMM 320 GEOG 330 KINE 337 VTPB 221AGEC 429 COMM 325 GEOG 401 LBAR 204 WMST 207AGEC 430 COMM 335 GEOG 440 LING 209 WMST 300AGEC 452 ECON HLTH 236 LING 311 WMST 316AGEC 453 (any course) HORT 335 LING 402 WMST 317ANTH 201 ENGL 209 INST 310 MGMT 475 WMST 404ANTH 210 ENGL 311 INST 322 POLS WMST 424ANTH 225 ENGR 400 JOUR 102 (any course) WMST 462ANTH 300 EPSY 320 JOUR 301 PSYC (any BIOL 225ANTH 314 EPSY 321 JOUR 401course except203, 204)2. U.S. History and Political Science (12 hours, 6 hours of history and 6 hours ofpolitical science)97

To be a responsible citizen of the world it is necessary, first, to be a responsible citizen ofone’s own country and community.POLS 206 and 207 and HIST 105 and 106 or other courses in American and Texashistory, except those courses pertaining solely to Texas history may not comprise morethan 3 hours.6. As individual and national destinies become progressively more interconnected, the ability tosurvive and succeed is increasingly linked to the development of a more pluralistic, diverse andglobally-aware populace. Two courses from the following list are to be taken by the student. If acourse listed below also satisfies another University Core Curriculum requirement, it can be usedto satisfy both requirements if the student wishes to do so. For example, a course that satisfies theSocial and Behavioral Sciences requirement may be used to satisfy the International and CulturalDiversity requirement if that course also appears on the list.International and Cultural Diversity (6 hours)Acceptable courses are:ACCT 445 ENGL 232 HIST 345 LING 307 SOCI 330ADEV 422 ENGL 251 HIST 346 LING 402 SOCI 340AGEC 452 ENGL 333 HIST 348 MGMT 430 SOCI 350AGEC 453 ENGL 336 HIST 352 MGMT 450 SOCI 403AGRO 489 ENGL 337 HIST 355 MGMT 452 SOCI 419ANTH 205 ENGL 338 HIST 356 MKTG 330 SOCI 423ANTH 210 ENGL 339 HIST 402 MKTG 401 SOCI 424ANTH 300 ENGL 340 HIST 405 MODL 222 SPAN 312ANTH 301 ENGL 352 HIST 407 MODL 352 SPAN 320ANTH 306 ENGL 362 HIST 412 MODL 362 SPAN 410ANTH 314 ENGL 374 HIST 439 MODL 363 SPAN 411ANTH 315 ENGL 378 HIST 440 MUSC 312 SPAN 412ANTH 319 ENGL 393 HIST 441 MUSC 315 SPAN 421ANTH 324 ENGL 474 HIST 449 MUSC 319 SPAN 450ANTH 403 EURO 223 HIST 451 MUSC 324 TEFB 271ANTH 404 EURO 323 HIST 455 PHIL 283 TEFB 273ANTH 426 FINC 445 HIST 460 PHIL 416 THAR 201ARCH 345 FREN 301 HIST 461 PHIL 419 THAR 281ARTS 150 FREN 322 HIST 464 PLAN 415 VTPB 221ARTS 350* FREN 336 HIST 473 POLS 317 WMST 200BUSN 289 FREN 418 HIST 477 POLS 322 WMST 300CARC 301 FREN 425 HLTH 236 POLS 323 WMST 316CARC 311 GEOG 202 HLTH 334 POLS 324 WMST 317CARC 321 GEOG 301 HORT 335 POLS 326 WMST 333CARC 331 GEOG 305 HUMA 303 POLS 328 WMST 374CARC 335 GEOG 306 HUMA 304 POLS 329 WMST 391COMM 327 GEOG 311 IBUS 401 POLS 331 WMST 404COMM 335 GEOG 320 IBUS 445 POLS 338 WMST 40798

COMM 407 GEOG 321 IBUS 446 POLS 365 WMST 424COMM 425 GEOG 323 IBUS 450 POLS 424 WMST 430COSC 484* GEOG 402 IBUS 452 POLS 432 WMST 461COSC 494* GERM 305 IBUS 455 POLS 462 WMST 462DCED 301 GERM 322 IBUS 456 PSYC 300 WMST 473ECON 312 HISP 489 IBUS 457 RELS 303 WMST 474ECON 319 HIST 210 IBUS 458 RELS 304 WMST 477ECON 320 HIST 214 IBUS 459 RELS 403ECON 324 HIST 258 IBUS 460 RLEM 314ECON 330 HIST 301 INST 310 RPTS 340EHRD 408 HIST 305 INST 322 SOCI 207ENDS 101 HIST 307 JOUR 406 SOCI 316ENDS 150 HIST 319 KINE 336 SOCI 317ENDS 484* HIST 324 KINE 337 SOCI 321ENDS 494* HIST 336 LAND 240 SOCI 323ENGL 204 HIST 339 LBAR 331 SOCI 324ENGL 205 HIST 342 LBAR 332 SOCI 325ENGL 222 HIST 343 LBAR 333 SOCI 329Notes:7. As the ancient scholars knew and as modern research has confirmed, the development of the bodyas well as the mind is an integral part of the educational process.Kinesiology requirements are to be fulfilled by completing KINE 198 Health and Fitness and anyother one KINE 199 course. KINE 199 used to fulfill University Core Curriculum requirementsmust be taken S/U. KINE 199 courses not included in the University Core Curriculum can betaken for a grade in accordance with the student’s college policy. Transfer students with fewerthan 2 hours of kinesiology credit must meet the KINE 198 requirement either by transfer of creditor by taking the course at Texas A&M.1. Individual degree programs may impose more restrictive requirements in any of these areas.Students should consult the degree listing in this catalog and their academic advisors to ensure thatthey are satisfying all requirements of their majors.2. With the exception of courses satisfying the International and Cultural Diversity requirement (seesection 6), no course shall be counted twice by the same student toward satisfaction of theUniversity Core Curriculum requirements. For example, if a student elects to use ARCH 349 tosatisfy the Visual and Performing Arts requirement, the student may not use the course to satisfythe Humanities requirement.3. Courses numbered 285 or 485 do not satisfy University Core Curriculum requirements. IndividualSpecial Topics (289 and 489) courses may be approved for use in the Core Curriculum.4. No student may satisfy all 12 hours of University Core Curriculum requirements in the categoriesof humanities, visual and performing arts, and social and behavioral Sciences by courses havingthe same prefix.5. If courses in MODL are used to fulfill the Humanities requirement, they must be in a differentlanguage than taken in high school or, if in the same language, at the 200-level or higher. Forexample, if the student took Spanish in high school, then the student may not use SPAN 101 or102 in satisfying the Humanities requirement.99

6. Students transferring course credit to satisfy the University Core Curriculum requirements shouldrefer to the Texas Common Course Numbering System (see Appendix B) and the Transfer CourseCredit Policies in this catalog.7. Courses taken abroad, which are conducted in another country by a TAMU faculty member,completed as reciprocal education exchange programs (REEP), or completed in another countrythrough direct enrollment in another institution, can be used to satisfy the Core Curriculumrequirement for International and Cultural Diversity. This includes credits earned through 285,291, 485, 484, and 491 courses conducted abroad for which grades are determined by a TAMUfaculty member.8. Courses approved as satisfying one or more areas of the University Core Curriculum becomeeffective the semester or summer session immediately following approval by the Faculty Senate.100

Appendix III. Paradigm Physics Program at Texas A&MThe Paradigms in Physics program, an overhaul of the upper undergraduate curriculum at thephysics department in Oregon State University, is an inquiry and peer-lead-learning style ofteaching upper undergraduate physics courses which has smoothed the transition from thesophomore to the junior level where students in sciences tend to drop out of the programs.Motivation: For the most part, all traditional science curriculum, and perhaps more specificallyPhysics, have followed a path of low level introductory courses in the freshman and sophomoreyears followed by a step wise quantum jump to the junior level where many professors believethat the students should by now know the more sophisticated mathematical skills and theconnections between these mathematical descriptions and the Physics behind them. There is littlerealization by the professors teaching these courses that the students have had no opportunity toacquire these skills and only a few self-taught students who know these connections will succeedduring this transition. As a result, many undergraduate Physics majors end up dropping from thePhysics program and switching to other disciplines where they become successful scientists. Theaim of the Paradigms in Physics program is to correct this trend.Main problem of current traditional Physics curriculum: In the traditional curriculum theburden has been placed on the students to learn, from the constantly new material that ispresented to them, to make the connections between the different paradigms and the newmathematical skills which are being acquired. The overriding motto seems to be “if I learn it thatway then it must be OK”; little thought is given to the possibility that most professors succeededin spite of the system which in many cases did not facilitate such opportunities to learn how to doscience as it is done at the professional level.Paradigms in Physics program: To remedy this problem we have implemented the Paradigmsstyle program in the 3 rd semester introductory to physics course (Physics 221) in which thestudents cover the concepts of thermodynamics, optics, waves, and other materials which willconnect with other more advance courses such as quantum mechanics and advance mechanics.This is a key course to set them up in the right track and comes at a time where the students areready for a new challenge different from their freshman physics course level.Strategies: (1) introduce a higher degree of mathematical sophistication without being tied updirectly to a specific book but to specific paradigms that cut across all the physics subfields, e.g.Fourier analysis (2) The other one is to emphasize from the beginning the type of interactions thatlead to a higher level of understanding at any level in one’s career: inquiry and peer-lead learningstyles.In many of the classes we use a small activity done in groups of threes which is, purposely, notdefined as a step by step cook-book style lab activity but which exhibits a particular phenomenathat the students are going to encounter within the theme being covered that day. After theactivity is done, the discussions ensues in the groups to analyze what has happened emphasizingat all times connections and conceptual leaps which connect the physics to previous learnedmaterial and which lead directly to the new concepts that they are going to encounter in the rest ofthe more traditional lecture style lesson. As a result, we believe, the retention of the concepts isenhanced and the internal discussions with their peers give them a wider perspective of thedifferent ways to view and/or attack a problem.101

Example of multi-connected inquire-based and peer-lead activity: A particular example is anactivity in which the students, after having covered the previous class that the specific heat of amaterial is defined as the ratio of the heat introduced to a material and the product of the massand the change in temperature,, are given a plastic bottle ¼ filled with lead shotbeads, a meter stick, and a thermometer. They are simply asked to measure the specific heatcapacity of lead as best they can. No instructions, simply figure it out. In the discussions of thegroup they begin to realize that they can measure the change in temperature but they have nomeans to measure the mass of the heat input so they try to figure out how to do so. After somediscussions some of the groups start realizing that perhaps heat can be induced mechanically buthow to measure it? The key is to realize that dropping the bottle from some height N times willtransfer, approximately (and they realize that it is approximate too), Nmgh amount of energy tothe system. If some of the groups do not catch on with the height connection (which was coveredin the first course) they are given the hint that gravity is 9.8 m/s 2 and after that they all quickly getit (also by watching their peers that have started dropping the bottle). Once they compute heatcapacity we go back into the classroom and cover the kinetic theory of specific heat in which wederive a specific value for the specific heat of a solid and then we compare it to the experimentwhich agrees within 20% error which is very good given the rudimentary of the approach.Student’s motivation and reaction: The students have realized from the start of these activitiesand the first few classes that connections to all the material they have learned before is fair gameand that their focus has to be in the physical problem at hand and they have to utilize everythinglearned before to reach its full understanding. The challenge that we offer them seems to motivatethem to do better and they have even requested more challenging sets of homework that containmore of those connections.Practical aspects of initial implementation at Texas A&M University, assessment andfeedback: Throughout the implementation of this course material and its rapid development wehave two people that we hired from Oregon helping us. One, Tracy Rossi, is in charge of theassessment and video taping, interviews, and serves as a liaison with the students so they can givefeedback anonymously to improve or change the course as it goes along. This gives them a senseof ownership of the course. Many of their suggestions are quite valid and we have implementedimmediately emphasizing the role of the feedback as positive and therefore encouraging largercommunication between the teaching team and the students in a way that the students do not feelany sort of pressure (since students usually are uncomfortable about criticizing due to fear of theirgrade). Tracy Rossi is also conducting hour long interviews with students as a group at severalintervals during the course to gain further feedback.Given the fact that we have a small pool of students and the limited resources, we have limitedthe scope of the research education component to one of a case study where we will presenteverything done and developed in a publicly available website with all the lesson plans, activities,and some podcast style short videos illustrating the material so as to make its use and teachingstyle clear to future implementers.102

Appendix IV. Visual Physics Program at Texas A&M UniversityA comprehensive reform of the first-year physics course for engineering and science majorswas proposed in March 2005 (URL: http://visual.physics.tamu.edu/Proposal/) to faculty after twoyears of development of Visual Physics (VP) program with a combination of highly visualizedexperiments and interactive engagement (IE) in the recitation. Although the faculty didn’t adoptthe proposed reform, Profs. Kamon and McIntyre believe that VP embraces a number ofinnovations [1] that build upon two decades of pedagogic research in how students learn physicsand how best to address their conceptual and problem-solving road-blocks. The reform alsooffers students the option to integrate instruction in technical writing (TW), for which thelaboratory reports are written in the genre of the short technical report, the most common mode ofwritten communication in all of the engineering and science disciplines.Highlights of the VP program are:oLaboratory experiments utilize appropriate technology to build skills of visualization andconnection of physical phenomena to mathematical modeling. In the first semester (PHYS218 - mechanics) experiments utilize a high-resolution video camera to record image streamsof experiments in kinematics and dynamics. The images are ported onto a PC withinLabView software that enables the students to measure the frame-to-frame motion of anobject within the experiment (Figure 1). The measurements of position and time are portedinto an EXCEL spreadsheet in which the students construct a physics analysis of the motion.Figure 1. VP lab: [left] 3-student teams taking data; [top-right] video image of experiment asrecorded on PC; [bottom-right] analysis of cursor-selected points from video frames in EXCELspreadsheet.103

ooooSimilarly in the second semester (PHYS 208 - electromagnetism) students perform asequence of experiments in which they observe individual point-like particles (electrons) andmeasure their charge and mass; measure action at a distance in classic experiments forgravity, electricity, and magnetism; observe the line emission of light by atoms and thephotoelectric effect in which photons liberate electrons from the surface of a metal; constructand analyze simple circuits using electric and magnetic fields.Students work in 3-person teams in both recitation and labs (Figure 2). The recitation led bya teaching assistant (TA) is based on IE. In the lab, they work in structured roles within ateam, but each student writes an individual lab report on a distinct topic for each experiment.Students areoffered theoption totake TWinstruction,for whichthe labreportswouldconstitutethe writingassignments. Figure 2. Interactive recitation being conducted by TA in the lab.They attendone hour/week lectures on composition and writing given by a professional Englishinstructor. Reports would be written in two alternating genres: a short technical paper in thestyle and organization appropriate for a typical professional journal; and a technical memo(TM), shorter and less formal, typical of how a scientist would communicate results tocolleagues or collaborators. Reports are graded according to a structured rubric by both thephysics TA (for physics content) and the technical writing team (for technical writing). Someof the reports will be graded using calibrated peer review (CPR), in which the studentsactually grade one another’s papers.Students who do not elect the TW option write all of their lab reports in the TM genre, andthe reports would be graded by the physics TA only. The only distinction comes inattendance at the TW lectures and the genre of reports written. (In the proposal to faculty, wepropose that we conduct further assessments to evaluate the impact of TW instruction uponlearning of the physics in the course, and impact upon performance in other courses taken inparallel, and outcomes analyses.)Assessment of VPVisual Physics was first offered to the Honors students in Fall 2002 for PHYS 218 and inSpring 2003 for PHYS 208. After working through the many issues of technical implementation,TA training, and documentation, the development was expanded to included six sections ofregular PHYS 218 in Fall 2003. The sections were taken from those taught by three lecturingprofessors; in each case two sections had lab and recitation under VP while two other sectionshad lab and recitation using the traditional approach. We thus had an effective treatment/controlstructure that could support valid assessment.Highlights from our assessment report [2] are as follows: (a) VP adds a third of a letter gradein the final grade in the course; (b) VP doubles the improvement in post- vs. pre- tests of104

conceptual learning (FCI); (c) TW of lab reports improves the students’ performance on theirphysics exams. When a student must articulate what he has learned, it drives the understanding;(d) The writing evaluation of the final lab reports was increased 50% for those students receivingwriting instruction compared to those who did not.Figure 3 shows the gains made bybringing interactive strategies into thelab and recitation, but not into thelecture classroom. The more dramaticgains at some other universitiesbenefited from the use of interactiveengagement strategies in the classroomas well.A remarkable impact of the VPapproach is that it ‘leaves nostudent behind.’ Figure 4 showsthe grade distributions on the finalexam for students under thetraditional approach and forstudents taking VP. The grades inthe traditional sections exhibit abi-modal distribution that is alltoo familiar in technical courses.In effect there is a contingent ofstudents who are basicallyengaged in the course andlearning, and another contingentwho are simply lost. In the VPFigure 3. Pre/post improvement in performanceon the Force Concept Inventory assessment: TexasA&M students are shown with + for VP sections andx for traditional sections. All other data give scoresat high schools, 4-year colleges, and universities fortraditional and interactive teaching methods.sections the grades are consistent with a single normal distribution – essentially all of thestudents are engaged and learning.Figure 4. Final exam grade distributions: [left] bi-modal distribution for non-VP; [right] unimodaldistribution for VP.Lessons that we learned and what we will do differently105

Our greatest challenge in maintaining the vigor of IE in recitations was the TA. We devotedfocused effort to the training and supervision of the TAs in the strategy and psychology ofinteractive engagement. We provided training in a one-week ‘boot camp’ before the semesterbegan, we observed the TAs in practice, and we gave constructive feedback and further trainingin weekly ‘family meetings’ of the course staff. Even so there was a wide variability in thesuccess of TAs in operating an interactive classroom. We propose to address this limitation bytaking the IE strategy into the classroom using the SCALE-UP design [3].A second thing that we learned concerns the pacing of TW instruction. For practical reasonswe concentrated instruction in TW entirely within PHYS 218, and for the follow-on PHYS 208we simply required students to write their reports in the genre that they had learned the previoussemester. This had two problems: the students were over-worked in writing 6 reports with thefull rigor required for a short technical paper; and many deteriorated significantly during thefollowing semester, indicating that they did not fully retain what they had learned about writing.We plan to remedy these problems by pacing the technical writing instruction and gradingthrough both courses, so that 4 reports will be rigorously graded by the writing team eachsemester and writing will be graded on the other reports using CPR.The proposed role of VP in building technical writing competenceBy integrating TW into first-year physics at TAMU we have the opportunity to build writingcompetence at the beginning of each student’s college years, and to provide a consistently highlevel of instruction to all students who take first-year physics within their degree program.Further, with the W-courses, in which upper-division undergraduates take a writing-intensivecourse in or allied to their major field, the TW builds an excellent foundation for the subsequentW-courses. The W-courses focus communications skills more specifically on modes ofcommunication particular to that discipline, once a student has gained a sufficient knowledgebase in his field to make that possible. We hope to demonstrate that this one-two punch offers anoptimum strategy by which to realistically teach our students to write well.One question that was asked as we demanded this increased effort is whether it would detractfrom students’ performance in their physics education, which is the primary objective of thecourse, or whether an increased effort would compromise their performance in other courses. Inour assessment we found that the added workload does increase the aggregate load on thestudents, but their performance in the physics course actually improved. The effort to articulatethe modeling of their physics experiments is a material benefit to their learning the physics –which is of course why we do experiments in the course, but this it is only in VP that this benefitis realized. We therefore deduce that they are not compromised in their ability to carry theaggregate academic workload of their first year.The importance of assessment, training, and pedagogic researchProfs. Kamon and McIntyre undertake to do systematic pedagogic research, to validassessment of the elements of an instructional program, and to training of teaching staff in thebest techniques for successful instruction. A look at the measures of success on the nationalscene in science education illustrates the central importance of these elements in building andsustaining an introductory science course that achieves in its students a high level of mastery ofconcepts and problem-solving skills.Provision is made in the requested budget for a science education professional who wouldwork with our faculty to implement VP, to undertake further improvements that could make it106

work better or address problems that may arise, to train our faculty in IE strategy pertinent to VP,and to train the TAs that are key to its success.ConclusionsThe VP program offers two immense benefits to all of the students who pass through PHYS218/208 (most of our engineering majors, ~20% of all Aggies!). It is markedly more successfulin teaching them the concepts and problem-solving skills that they will need to succeed in theirfollowing courses. It also builds their writing skills at the beginning of their college years so thatthose skills will help them in their follow-on courses and of course throughout their careers.References[1] K. Heller and M. Hollabaugh, “Teaching problem solving through cooperative grouping. Part 2:Designing problems and structuring groups,” American Journal of Physics 60(7), 637 (1992); see forexample http://groups.physics.umn.edu/physed/D. W. Johnson, R. T. Johnson, and K. A. Smith, “Active Learning: Cooperation in the CollegeClassroom.” Edina, MN: Interaction Book Company (1998). This includes a review of cooperative learningliterature which reports a student achievement gain of 0.88 standard deviation across many studies.Collaborative Learning is also described at URL: http://www.wcer.wisc.edu/nise/cl1/cl/R.R. Hake, “Interactive-engagement vs. traditional methods: A six-thousand-student survey ofmechanics test data for introductory physics courses,” American Journal of Physics 66, 64 (1998).[2] P. McIntyre et al., “Report on Visual Physics Program for Non-Physics Majors in Fall 2003Semester,” http://visual.physics.tamu.edu/Proposal/vp218_040831a.pdf.[3] http://www.ncsu.edu/per/scaleup.html107

Appendix V.Graduate Student PoliciesSummary of Physics DepartmentTexas A&M UniversityGRADUATE STUDENT POLICIEShttp://graduateadvisor.physics.tamu.edu/Fall 2007Table of ContentsPageI. Introduction ..................................................................................................................107II. Graduate Student Governance.....................................................................................108III. Ph.D. Degree Plan......................................................................................................108IV. Thesis Master’s Degree Plan .....................................................................................110V. Non-Thesis Master’s Degree Plan ..............................................................................111VI. Student’s Ph.D. or M.S. Advisory Committee ..........................................................112VII. Ph.D. Qualification...................................................................................................112VIII. Teaching Requirement ............................................................................................114IX. TA Appointments and Duties ....................................................................................114X. Affiliations with Research Groups..............................................................................117XI. Research Assistants ...................................................................................................118XII. Minimum Course Load ............................................................................................118XIII. Academic Standards................................................................................................119XIV. International Students English Language Requirement..........................................119XV. Current Graduate Committee Memberships ............................................................120A. Graduate Student Advisors ................................................................................120B. Graduate Student Admissions and Appointments Committee...........................120C. Graduate Curriculum Committee.......................................................................120D. Graduate Student Credentials and Records Committee.....................................120I. IntroductionIn addition to the general University policies published in the Graduate Catalog andUniversity Regulations and the graduate policies promulgated by the Office of GraduateStudies, there are special requirements and procedures established by the PhysicsDepartment which apply only to those students pursuing advanced degrees in Physics.This brochure summarizes these policies for the benefit of both graduate students andfaculty. Since this brochure does not collect all of the information on graduate studentpolicies necessary for the student or faculty member to be completely informed of theoverall policies, one must consult the Graduate Catalog, the appropriate Office ofGraduate Studies Regulations, and/or University Regulations.It is the responsibility of each GRADUATE STUDENT to insure that they have metall Departmental, Graduate, and University requirements for their degree.108

II. Graduate Student GovernanceThe graduate students shall elect a committee to represent them. This committee is toprovide a formal communication channel to the Department Head, through which theymay voice their complaints, frustrations, suggestions, or recommendations regarding allaspects of the graduate program.The committee consists of four elected student representatives, each serving a twoyearterm. Two members are to be elected each September.The active interest of students in the quality of our graduate program and in theaffairs of this committee in particular, is strongly encouraged. Students in the graduateprogram are also informed of significant departmental issues by their representatives tothe committee. The elected representatives are invited to attend regular faculty meetingsand to convey student views on matters under discussion.III. Ph.D. Degree PlanA. The Ph.D. Degree Plan will include the following nine basic courses totaling 32 credithours.1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalent; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (4 credit hours)4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS615(4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)6. 624 Quantum Mechanics. Prerequisite: PHYS 606 (4 credit hours)7. 611 Electromagnetic Theory. Prerequisite: PHYS 603 (4 credit hours)8. One graduate-level course in either Particle Physics, e.g., 627, 628, or NuclearPhysics,e.g., 625, 689 (with approval of Graduate Curriculum Committee)109

9. One graduate-level course in either Atomic Physics/Quantum Optics, e.g., 648, orSolid State Physics, e.g., 617, 631, 632, 689 (with approval of GraduateCurriculumCommittee)A grade of B or better on coursework 1 through 6, above, is required in order to bequalified as a Ph.D. candidate. See Section VII for details.PHYS 633 (Advanced Quantum Mechanics), PHYS 634 (Relativistic Quantum FieldTheory) and PHYS 616 (Methods of Theoretical Physics II) will not be required by theDepartment for all students, but will still be important and essential courses for manystudents.A student's advisory committee may require these courses on a student's Degree Plan.In addition to these nine required courses, the student and/or his committee may addother specialty courses appropriate to his research area.The Ph.D. Degree Plan for a student who has an M.S. degree normally includes all ofthe courses required for the Ph.D., except for any taken at Texas A&M University for theM.S. degree or any for which the student has taken and passed the Final Exam for thecourse at Texas A&M University, plus a sufficient number of credit hours in Physics 691and other courses, to make a total of 64 credit hours.The Ph.D. Degree Plan for a student who does not have an M.S. degree normallyincludes all courses recommended above for the Ph.D., plus a sufficient number of credithours in Physics 691 and other courses, to make a total of 96 credit hours.B. The Ph.D. Applied Physics Degree Plan will include the following ten basic coursestotaling 34 credit hours.1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalent; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (4 credit hours)4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS615 (4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)6. One course in Classical or Quantum Physics.See http://graduateadvisor.physics.tamu.edu/ for details.7. Four elective courses chosen in consultation with the student’s committee.110

A grade of B or better on coursework 1 through 5, above, is required in order to bequalified as a Ph.D. Applied Physics candidate. See Section VII for details.IV. Thesis Master’s Degree PlanThe Thesis M.S. Degree Plan normally includes the following graduate courses.1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalents; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and 412or equivalents; concurrent registration in PHYS 615 (4 credit hours)4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS 615(4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)Note that advanced undergraduate courses with a grade of B or better in each may besubstituted for one of the graduate courses 601 (PHYS 302), 603 (PHYS 304), 606(PHYS 412), 607 (PHYS 408), or 615 (MATH 601 and 602). If this is done, the studentmust take one additional graduate level course in physics.6. A sufficient number of credit hours in PHYS 685, 691, and other courses must beadded to the Degree Plan to make a total of 32 credit hours.A B average on all coursework and a B average on all courses on the Degree Plan arerequired in order to be qualified as an M.S. Physics candidate. If a student makes a gradeof C or lower in a basic course that is on his or her Degree Plan, it is recommended thatthe student repeat that course and attain a grade of A or B.Note that the Graduate Catalog puts specific limits on the number of 685, 691, etc.hours that may be included on a M.S. Degree Plan.In making out their Ph.D. or M.S. Degree Plan, the students should consult with theirCommittee Chair. The student will then submit the copy of the Degree Plan (with thestudent’s research advisor’s signature) to Ms. Sandi Smith for approval by the GraduateCurriculum Committee. When notified by Ms. Smith that the Degree Plan has beenapproved, the student will submit an original copy with their Committee’s signatures toMs. Smith for processing. She will secure the Department Head’s signature and GraduateAdvisor Chair’s approval before forwarding it to the Office of Graduate Studies.111

For detailed requirements of the Office of Graduate Studies, the student shouldconsult the Graduate Catalog. Assistance in preparing the Degree Plan may be obtainedfrom Ms. Sandi Smith or your Departmental Graduate Student Advisor (see Section XIVA).V. Non-Thesis Master’s Degree PlanThe faculty of the Physics Department has adopted the following guidelines tosupplement the basic requirements as specified in the Graduate Catalog for the nonthesisMaster’sDegree Plan. The physics courses for the Degree Plan usually include thefollowing.1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalent; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and 412or equivalents; concurrent registration in PHYS 615 (4 credit hours)4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS 615(4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)Note that advanced undergraduate courses with a grade of B or better in each may besubstituted for one of the graduate courses 601 (PHYS 302), 603 (PHYS 304), 606(PHYS 412), 607 (PHYS 408), or 615 (MATH 601 and 602). If this is done, the studentmust take one additional graduate level course in physics.6. OPTIONAL: A minimum of six hours (8 hours maximum) of Directed Studiesemphasizing advanced laboratory or theoretical work and project supervised by atenured or tenure-track member of the faculty, respectively. The written project reportis not required.7. A sufficient number of credit hours in other elective courses must be added to theDegree Plan to make a total of 36 credit hours.A B average on all coursework and a B average on all courses on the Degree Plan arerequired in order to be qualified as a non-thesis M.S. Physics candidate. If a studentmakes a hours grade of C or lower in a basic course that is on his or her Degree Plan, it isrecommended that the student repeat that course and attain a grade of A or B.112

The final oral examination will be taken by the dates announced each semester bytheOffice of Graduate Studies. It may not be taken prior to the mid-point of the semesteror summer term in which the student will complete all remaining courses on the degreeprogram. This exam will be given by the student’s committee and will cover the degreework, especially the laboratory work done to satisfy the requirement in #1, above, and thebasic concepts of physics.It should be noted that the Office of Graduate Studies will not accept Physics 691 inthis program. A student with a non-thesis Master’s Degree Plan on file, therefore, is notallowed to register for PHYS 691.VI. Student’s Ph.D. or M.S. Advisory CommitteeEach candidate for an advanced degree is required to have a committee to supervisehis or her graduate program.M.S. Degree This committee is composed of a chair, normally the student’s researchadvisor, and at least two other graduate faculty members. One of the members must befrom outside the Physics Department. The Graduate Catalog requires that this committeebe selected and a Degree Plan approved prior to registration ( or preregistration) for athird term, excluding summer terms, and no later than 90 days prior to the final oralexamination or thesis defense. However, the Department encourages students to select anadvisory committee as early in their studies as is possible.Ph.D. Degree This committee is composed of a chair, again the research advisor, andat least three other members of the graduate faculty, one of which must be from outsidethe Physics Department. The Graduate Catalog requires that this committee be selectedand a Degree Plan approved prior to registration (or preregistration) by the end of yourfourth semester, excluding summers, and no later than 90 days prior to the preliminaryexamination. You will be unable to register for the fifth semester, including summerterm. However, the Department encourages students to select an advisory committee asearly in their studies as is possible.The first step in selecting a committee is the choice of a research advisor and chairwho may then assist in the selection of the other committee members. The committeeshould be closely involved in all aspects of the student’s graduate education, classroom,and research. The functions of the committee include approval of the Degree Plan andresearch proposal, administration of the preliminary and final examinations, and approvalof the thesis or dissertation. The timing and details regarding the preliminary examinationcan be found in the Graduate Catalog.VII. Ph.D. QualificationA. Students will achieve Ph.D. qualification by completing six core courses with a gradeof B or better in each. These courses are:113

1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalent; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (4 credit hours)4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS615 (4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)6. 624 Quantum Mechanics. Prerequisites: PHYS 606 (4 credit hours)If a student's previous academic experience warrants, they may satisfy thequalification requirement with respect to a particular course by taking the Final Exam forthat course, together with the normally registered students the first time the course isoffered after they arrive at Texas A&M University. An approval request signed by thestudent and the student’s research advisor is submitted by memo to Ms. Sandi Smith nolater than the Friday before classes start for approval by the Graduate CurriculumCommittee before making arrangements to take a Final Exam. If a sufficient grade isn'tachieved, then the course must be taken. Students are strongly urged to take the courserather than attempting the Final Exam unless they determine in consultation with thefaculty member teaching the course that their academic background is very strong in thatarea.This policy applies to all students who enter our graduate program Fall 2002 orafterwards. Students who entered prior to Fall 2002 but who did not completequalification through the Ph.D. Qualification Exam should consult with the GraduateAdvisors and the Graduate Curriculum Committee about their Qualification status andrequirements.B. Students will achieve Ph.D. qualification in Applied Physics by completing five corecourses with a grade of B or better in each. These courses are:1. 601 Analytical Mechanics. Prerequisites: PHYS 302 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (3 credit hours)2. 603 Electromagnetic Theory. Prerequisites: PHYS 304 or equivalent; PHYS 615 (3credit hours)3. 606 Quantum Mechanics. Prerequisites: PHYS 412 or equivalent; MATH 311 and412 or equivalents; concurrent registration in PHYS 615 (4 credit hours)114

4. 607 Statistical Mechanics. Prerequisites: PHYS 408 and 412 or equivalents; PHYS615 (4 credit hours)5. 615 Methods of Theoretical Physics I. Prerequisites: MATH 311, 407 and 412 orequivalents (4 credit hours)If a student's previous academic experience warrants, they may satisfy thequalification requirement with respect to a particular course by taking the Final Exam forthat course, together with the normally registered students the first time the course isoffered after they arrive at Texas A&M University. An approval request signed by thestudent and the student’s research advisor is submitted by memo to Ms. Sandi Smith nolater than the Friday before classes start for approval by the Graduate CurriculumCommittee before making arrangements to take a Final Exam. If a sufficient grade isn'tachieved, then the course must be taken. Students are strongly urged to take the courserather than attempting the Final Exam unless they determine in consultation with thefaculty member teaching the course that their academic background is very strong in thatarea.This policy applies to all students who enter our graduate program Fall 2002 orafterwards. Students who entered prior to Fall 2002 but who did not completequalification through the Ph.D. Qualification Exam should consult with the GraduateAdvisors and the Graduate Curriculum Committee about their Qualification status andrequirements.VIII. Teaching RequirementAs part of the training of the graduate student pursuing the M.S. or Ph.D. in Physics,the Physics Department recommends that all students serve as Teaching Assistants (TA)for at least two semesters. Previous equivalent teaching experience at locations other thanTexas A&M University may make this unnecessary. A student may be as little as a 1/3 or1/4 time TA, the rest of the support coming from a Research Assistantship (RA).During those semesters that a student is satisfying this requirement while holding a TA,the tax status of the TA may be affected. Tax liability during this period is determinedsolely by the Internal Revenue Service.IX. TA Appointments and DutiesAppointmentsThe Department of Physics selects its teaching assistants strictly on the basis of merit.The following criteria are used as a basis for evaluating incoming students: (1) gradepoint ratio, with consideration given to the university attended, (2) Graduate RecordExamination scores, and (3) three letters of recommendation submitted by people whoare familiar with the candidate’s academic achievements and potentialities. The initialappointment is normally for a period of nine months. After the first academic year, the115

student is encouraged to choose a research project to begin a thesis or dissertation and toseek support as a research assistant.When students accept a teaching assistantship, it is intended that they not onlyperform their teaching duties properly but that they also spend their remaining time invigorously pursuing their graduate studies. The student must, therefore, show substantialprogress in coursework and/or research, and may not undertake outside jobs. Also,students supported on teaching assistantships, research assistantships, or fellowships areexpected to take only coursework relevant to their physics degree. Registration for anycourse outside of physics in any semester requires the written approval of the GraduateAdvisor Chair. Approval will generally not be given until the student is qualified.TA positions are a valuable resource. The following guidelines will be used by theCredentials Committee in establishing priorities among those students beyond their firstyear who are requesting TA support. In a given semester or summer term some or all ofthe lower priority applicants may not receive the TA support they have requested. Thefollowing three items are important to the support decision.1. Academic PerformanceAll graduate students are expected to maintain a 3.0 GPR in the required courses.Students with GPR in required courses above 3.0 are given highest priority. A studentwho has six or more hours of C below a 3.0 GPR for more than one semester will not besupported.2. Job PerformanceAll TAs must take their teaching responsibilities seriously. Lab and recitation TAsmust always be on time and must be prepared for each class meeting. All TAs mustcooperate fully with the faculty members teaching the lecture portion of the course. Eachsemester the Graduate Student Teaching Committee will poll all faculty who wereassigned TAs, including lab and recitation assignments, to identify those students whosejob performance was superior, as well as those whose job performance was deficient.Instances of deficient job performance are to be documented and forwarded to theCredentials Committee. Students so identified will be given a lower priority for TAallocation. When appropriate, the Credentials Committee will give a written warning tothe student that their job performance must improve if support is to continue. TheDepartment will provide help (mentoring, selection of TA assignment) to those studentswho need help in improving their teaching performance.3. Research ProgressAll students not taking a full load of core courses are expected to be vigorouslyinvolved in the research component of their degree. In those cases where the CredentialsCommittee feels it is appropriate, it may ask the student’s research advisor for a written116

statement of research progress and anticipated timetable for completion. Some visiblesigns of progress are research proposal submission prelims, publications, and researchpresentations (seminars, talks at conferences). With input from the research advisor, theCredentials Committee may assign a lower priority to students who are not makingadequate progress or may establish a date by which the student is expected to havefinished and after which TA support will cease. Normally, a student seeking a M.S.degree will not be supported on a TA if they have been in our graduate program for morethan three years; a student seeking a Ph.D. degree normally will not be supported if theyhave been in our graduate program for more than eight years. The number ofassistantships available for the summer session is usually much smaller than in thecorresponding fall and spring semesters. Consequently, all of our graduate students areencouraged to seek other summer support in the form of full or part-time researchassistantships, fellowships, or even part time jobs outside the Department. The awardingof research assistantships is left solely to the principal investigator(s) of the researchgrant or contract.Duties:Most teaching assistants serve as recitation and laboratory instructors; a few serve asgraders or have only recitation or laboratory assignments. The standard load for a full TAis three lab/recitation sections. New incoming graduate students are assigned twolab/recitation sections in their first semester only in order to give them time to adjust. Thejob descriptions are as follows:Recitation Instructor1. The recitation constitutes the first hour of the three-hour “lab” period in theintroductory physics courses. This hour is devoted to helping the students develop theirproblem solving skills and to checking that progress on a weekly or bi-weekly basis.Each weekly session normally covers the problems assigned in the course syllabus for thepreceding week.2. Prior to the start of the semester, each recitation instructor should contact thelecturer(s) for the sections of the course assigned to them. You need a copy of the coursesyllabus and the lecturer’s instructions on the conduct of each recitation. The lecturermay be assigning a fraction of the students’ course grade to their recitation performance.If this is the case, you will need his or her guidelines on how to determine this grade. Youwill also have to keep detailed records of these grades as you assign them during thesemester and deliver a copy of the complete record (including a computed recitationgrade for the semester) to the lecturer(s) no later than the first day of final exams.3. The recitation instructors are to assist in proctoring exams when requested to do so bythe professor who has the section(s) in lecture. They are also to assist, as requested, in thegrading of the exams given in the lecture portion of the course.117

4. There are security and safety problems related to the students proceeding to the lab atthe end of the recitation hour. It is the recitation instructor’s responsibility to accompanythe students and ensure that they remain outside the lab room until the lab TA is presentif that is a different person from you. Note that the recitation, plus lab, is one continuoustwo hour and fifty minute block of time. Recitation should last a full 50 minutes. After a10-minute break the lab should start promptly, 60 minutes after the recitation started.Under no circumstances are the students to be left in the laboratory room without the labTA or instructor being present.5. If for some reason, you cannot meet one of your recitations you must arrange for asubstitute. The most likely candidates are other recitations TAs in the samecourse. As a last resort, you might try the lecturer for the section involved.Laboratory Instructor:In order to achieve a high level of laboratory instruction, the Department of Physics hasadopted the following rules and guidelines for laboratory instructors.1. Attend all scheduled instructional meetings involving your laboratory course.2. Study the experiment to be done and be prepared to answer students’ questionspertaining to it.3. Be present in the laboratory during the entire laboratory period.4. Grade laboratory reports and return them to the students at their next laboratorymeeting.5. In case you have to miss a laboratory meeting due to illness or any other legitimatereason, notify the laboratory coordinator or some other responsible individual as soon aspossible in order that other arrangements may be made.6. Do not “trade” laboratories on a temporary basis with another instructor except inthose cases where it is necessary. In those cases where a trade is in order, clear it inadvance with the laboratory coordinator.7. Turn in laboratory grades to the lecture professor before final exams start.8. In general, conduct yourself in a manner that will command the respect of yourstudents.X. Affiliations with Research GroupsThe Department encourages graduate students to seek an affiliation with a facultymember of a research group at an early stage of their graduate education, with the aim ofsampling the style and content of research in a specific area. Such affiliations may takeplace either in the summer or during the term, and may consist of a specific researchproject or a general participation in group research activities. Any such affiliations mustbe regarded as tentative, without prejudice for the student’s eventual choice of thesis118

project. While it may be hoped that such affiliations will stimulate a long-term interest,trial periods of work on research problems in widely differing areas, and with differentprofessors, may constitute a useful and significant part of a student’s general graduateeducation. Neither student nor professor involved in such a research affiliation shouldfeel any obligation to continue the relationship beyond the summer or term initiallyagreed upon, whether or not the student received financial support for his researchactivities.XI. Research AssistantsGraduate students who enter the Department of Physics on Research Assistantshipsnormally accept this position for a period of time specified in their award letter. Thisappointment is considered half time based on a forty-hour workweek; hence, the studentis expected to work an average of twenty hours per week. It is also assumed that theprofessor making the offer has encumbered the funds necessary to pay the student for thetimeframe agreed upon. However, should the student wish to change major professors orswitch to a teaching assistantship, assuming there is one available, before the originaltimeframe has expired, then the student has complete freedom to do so. At the end of theappointment, students may choose to remain with their original major professor, or theymay change major professors subject to availability of support. It should be noted,however, that when a student changes major professors, the student could take longer toreceive his/her degree. Also, should a student feel that he/she is being required to dothings outside the realm of normal Physics Department duties, the student is stronglyencouraged to report such inequities to the Department Head who will turn the matterover to a grievance committee which will then perform a thorough investigation.XII. Minimum Course LoadAll graduate students are required to carry a 9-hour course load per semester for thefall and spring semesters to be considered full-time students. The Department does,however, recommend that new students take two academic courses (6-8 hours) each oftheir first two semesters.The standard full-time minimum course load for all graduate students during thesummer will be three hours per 5-week session or six hours per 10-week session.All students supported on an assistantship, either teaching or research, must satisfy theabove minimum registration requirements. The required minimum course load forstudents on a Welch Fellowship, or other fellowship administered within the PhysicsDepartment or the Office of Graduate Studies, is the same as for students on anassistantship.The Physics Department expects all students to preregister during the designatedpreregistration period each semester. Preregistration is important to both the students andDepartment since it allows the Department to finalize the list of course offerings and alsoto make the TA assignments in a timely way.119

Students should be aware of the University’s continuous registration requirement.Consult the Graduate Catalog for details under Continuous Registration Requirements inthe index. In unusual circumstances, you may petition for a Leave of Absence.XIII. Academic StandardsA graduate student must maintain a grade point ratio (GPR) of at least 3.0 to receivean advanced degree. A student with a GPR below 3.0 is on academic probation accordingto the Graduate Catalog. When the GPR drops below 3.0, a student will be given a onesemesterprobationary period to bring it back up to 3.0 or above. If this is not achieved,the student must meet with their Graduate Advisor to determine whether the studentshould remain in the Physics graduate program. If the GPR cannot be returned to 3.0 orabove within two consecutive semesters (fall or spring), the student will be considered bythe Credentials Committee for dismissal from the Physics graduate program. A course inwhich the final grade is a C or lower may be repeated for a higher grade. The originalgrade will remain on the student's permanent record, but only the most recent grade willbe used in computing the cumulative and Degree Plan GPRs.Failure to make reasonable progress in the other areas of graduate study, particularlyresearch, is also grounds for a recommendation that a student be dropped from thegraduate program. Such a recommendation is to be made by the Credentials Committee,with input from the students’ research advisor.XIV. International Students English Language RequirementInternational students entering the Physics Department must achieve “Certified”status in English as soon as possible; the Department cannot use students as recitation orlaboratory instructors until they have been “Certified”.Incoming International Students take the English Language Proficiency Examination(ELPE) approximately two weeks before the start of classes. It covers four areas:Composition, Reading, Listening, and Oral Skills. To become “Certified” the studentmust complete all four areas by either scoring 80, or above, on the ELPE, or by getting anA or B in the upper-level (300, 400, 500) corresponding course at the English LanguageInstitute (ELI). The Physics Department policy is that a student must take the ELPEevery semester until “Certified." Department requirements for taking English coursesuntil “Certified” are as follows:Beginning of first term (semester) – Students who pass two or more parts of the ELPE arenot required to take ELI courses. Students who pass none or only one part are required totake two ELI courses.Beginning of second term (semester or summer) – Students who have passed a total ofthree areas of English proficiency (either via the ELPE or via ELI courses) are notrequired to take ELI courses. Students who have passed two or less areas are required totake two ELI courses. EXCEPTION: Students who have not achieved English120

Proficiency “Verified” status are required by the University to take at least one course inany area of the ELPE that they have not yet passed. (See English Language ProficiencyRequirements in Graduate Catalog).Beginning of third term (semester or summer) – Students who have not yet achieved“certified” status are required to take ELI courses in all areas of deficiency.If in any semester a student elects not to take the ELI courses as required above, thatstudent will not be eligible to receive financial support from the Department as a TA(financial support via RA is at the discretion of the professor providing support). Inaddition, a student will not be eligible for a TA after their first year if they are not"Certified."XV. Current Graduate Committee MembershipsA. Graduate Student AdvisorsJohn Hardy Office: Room 203 CyclotronTeruki Kamon (Chair) Office: Room 430Olga Kocharovskaya Office: Room 301E DohertyChristopher Pope Office: Room 504Wayne Saslow Office: Room 521B. Graduate Student Admissions and Appointments CommitteeBhaskar DuttaChia-Ren HuScharlotte JonesGeorge Kattawar (Chair)Che-Ming KoJoe RossAlexei SokolovLifan WangJames WhiteWenhao WuC. Graduate Curriculum CommitteeChia-Ren HuTeruki KamonMichael Weimer (Chair)D. Graduate Student Credentials and Records CommitteeBill BassichisLewis Ford (Chair)Teruki KamonSandi Smith121

Appendix VI. Applied Physics PhD ProgramCourse requirements and qualification for the Applied Physics PhD1. Qualification CoursesTo be qualified for the Applied Physics PhD a student must take the five following courses andachieve a grade of B or better in each:PHYS 601 Classical MechanicsPHYS 603 Electromagnetic TheoryPHYS 606 Quantum MechanicsPHYS 607 Statistical MechanicsPHYS 615 Methods of Theoretical Physics2. The student must take ONE course in classical or quantum physics chosenfrom the following list:PHYS 611 Electromagnetic TheoryAERO 602 The Theory of Fluid MechanicsATMO 601 Fundamentals of Atmospheric DynamicsELEN 635 Electromagnetic TheoryGEOP 611 GeomechanicsMATH 605 Mathematical Fluid MechanicsMATH 614 Dynamical Systems and ChaosMEMA 604/MATH 604 Mathematical Foundations of Continuum MechanicsMEMA 601 Theory of ElasticityMEMA 612 Wave Propagation in Isotropic and Anisotropic SolidsNUEN 607 Plasma and Thermonuclear EngineeringOCNG 618 Acoustical OceanographyPHYS 617 Physics of the Solid StatePHYS 624 Quantum MechanicsPHYS 625 Nuclear PhysicsPHYS 648 Quantum Optics and Laser PhysicsCHEM 633 Principles of Inorganic ChemistryCHEM 649 Molecular Quantum MechanicsCHEM 673 Symmetry and Group Theory in ChemistryELEN 657 Quantum ElectronicsPHYS 619 Modern Computational PhysicsCourses on this list will be evaluated yearly by the Applied Physics program committee.3. Four elective courses chosen in consultation with the student's committee.The Applied Physics program committee is:Peter McIntyreDon Naugle (Chair)Bob WebbGeorge Welch122

Students currently pursuing a PhD in Applied Physics (advisor name in parenthesis):Venkata Chaganti (Belyanin)Sergio Dagach (first-year student)\Han-Gil Lee (Naugle)John Noel (Teizer)Milan Poudel (Schuessler)Steven Rios (Ross)Isabel Schultz (Wu)Don Smith (Belyanin)Levica Smith (Naugle)Feng Xie (Beylanin)123

Appendix VII. MSEN Degree ProgramShort historyIn 1986, the Board of Regents at Texas A&M University initiated a program to “Shape theNew Economy of Texas.” Several ongoing research areas were targeted for enhanced fundingand new ones created. Among the latter was a new Materials Science and Engineering (MSEN)Program. Abraham Clearfield (Chemistry) was named as coordinator of the program, and fundingwas invested in shared instrumentation and faculty start-up funding. Modest support for thisprogram continued while interested faculty worked to obtain approval for Materials Science as adegree program. The latter effort finally succeeded in 2003, when the Coordinating Boardapproved MSEN as a graduate-only interdisciplinary degree program, under the chairmanship ofDimitris Lagoudas (Aerospace Engineering). Students were admitted by transfer starting in 2003,and entering students in 2004. Joseph Ross from the Physics Department served as Chair of theprogram from 2003 - 2007, and there have been a number of physics students involved in thisprogram.The MSEN program has grown to 46 graduate students as of fall 2007. It attracts studentsfrom traditional materials science undergraduate programs as well as students interested ininterdisciplinary study with preparation aligned with a participating department. MSEN seminarsand other integrative activities serve as a focus for Materials Research activities at TAMU, andhave contributed to the establishment of several new collaborative research efforts in this area. Inaddition the MSEN program coordinates a shared experimental facilities serving materialsresearchers.Participating departments, facultyThe MSEN program has 59 faculty members from 10 departments from the Colleges ofScience and Engineering. A core of roughly half of these faculty members are directly involved inthe graduate curriculum, mentoring students, etc., while others participate through seminars andcollaborative research efforts. 10 of the MSEN faculty members are from the PhysicsDepartment: Agnolet, Allen, Naugle, Ross, Saslow, Schuessler, Scully, Sinova, Teizer, and Wu.DegreesMSEN degrees offered include the MS and Ph.D. degrees. The Master of Engineering degreeis also available. Thus far there have been 9 Ph.D. graduates (including one from Physics) and 6MS graduates (including three from Physics).CoursesThe MSEN program includes two core courses (MSEN 601 and 602), plus a coordinated set ofcourses from participating departments, serving as the basis for an interdisciplinary curriculum.MSEN 601, Fundamental Materials Science and Engineering, was taught most recently byXinghang Zhang, Mechanical Engineering, with a total of 69 students in 2007, while MSEN 602,Advanced Materials Science and Engineering, has been taught by Donald Naugle, PhysicsDepartment, with 24 students in 2007. Two other elective courses were taught in 2007 as MSENcourses, or cross-listed under MSEN. Several physics courses serve as elective courses within this124

curriculum, and a few MSEN students from outside of Physics take these courses. Several physicsfaculty members have been involved in additional initiatives including a plan to develop aquantum mechanics course for materials students from engineering, the recent formulation of athird MSEN core course, and a new materials characterization course.StudentsOf the 46 current MSEN students, 6 are students working with faculty in the PhysicsDepartment. Five of these are students admitted to graduate study by the physics department,while one was admitted through MSEN as a fellow under the IGERT interdisciplinary program.These students contribute to the research activities in the Physics Department, and in turn theparticipating faculty participate in the graduate training activities of the MSEN program, howeverthe curricula of MSEN students, including core course and qualifier requirements, are overseenby the interdisciplinary MSEN faculty.Administration of the programThe internal leadership of the MSEN includes an Executive Committee, elected by its Faculty,and responsible for overseeing the program operation and curriculum. The MSEN Chair isselected from the Executive Committee to oversee daily operation of the program. In 2007 theChair passed from Joseph Ross (Physics) to Tahir Cagin (Chemical Engineering). Donald Naugle(Physics) is also a current member of the Executive Committee. The program is funded by theColleges of Science and Engineering, plus the Vice President for Research and Office ofGraduate Studies.The MSEN program has available a limited number of assistantships and fellowships to bringnew graduate students directly into the program. In 2007 these funds were used along with 50%matching from faculty research funding to bring in 5 new students. As stated above, most MSENstudents in Physics research groups tend to have applied for graduate study through the PhysicsDepartment. However the NSF-funded IGERT program, “New Mathematical Tools for NextGeneration Materials,” funded in 2006 and directed by Ross in Physics, provides attractivefellowship support for materials-related domestic students; three of the IGERT fellows arecurrently physics students. The GAANN fellowship program in materials science also currentlysupports one physics student.Physics students currently pursing an MSEN Degree and their advisor:Haidong Liu (Wu)Anil NandyalaAli Ozmetin (Naugle)Luohan Peng (Teizer)Jie WangTracey Wellington (Teizer)Physics students who have received an MSEN Degree and their advisor:Saeed Adegbenro, M.S (nonthesis), August 2005 (Naugle)Venkat Goruganti, M.S. (nonthesis), August 2005 (Ross)Haidong Liu, M.S. (nonthesis), August 2005 (Ross)Ji Chi, PhD, August 2007 (Ross)125

Appendix VIII. STEPS ProgramThe STEPS physics curriculum for engineering freshmen is an evolving, decades long, effortwhich included the NSF funded Foundation Coalition as well as the present NSF funded program.The goals are two fold. First there is a need to increase the percent of incoming freshmen whoremain in engineering after the first year. Second is to more adequately prepare those who docontinue for the rigorous engineering courses which begin in the second year.It has been proposed that one step towards improved retention would be the integration ofphysics labs with the projects that are the basis of the engineering course. This would motivatethe study of physics while making the projects more understandable. In cooperation withengineering faculty, primarily Dr. Arun Srinivasa of Mechanical Engineering, several new labshave been introduced and existing labs have been modified to better serve engineering students.The new labs include an early force and torque lab and a tensile strength lab which directly bearon the engineering truss project. This past semester a lab was introduced which employed theactual ASTM test on the toughness of materials, the Charpy test, to demonstrate the use ofconservation of energy in real engineering applications. Another new lab utilized a simple pulleyand rotational motion sensors to enable students to actually measure angular velocity andacceleration to help give meaning to abstract quantities. The modifications of existing labsinclude transforming a lab which took two weeks to measure the gravitational constant to a singlelab where students used position data to numerically obtain velocity and acceleration. This helpedgive meaning to the abstract process of differentiation being studied in calculus while employingcomputer applications covered in engineering. Additionally a conservation of momentum,collision experiment was modified so that the physical principle is not obscured by experimentalcomplexities.The second semester physics labs have also undergone a major revision with the emphasis ondemonstrating the application of the principles of electricity and magnetism in engineering.Again, in collaboration with Dr. Srinivasa, new labs have been introduced and existing labsmodified. One new lab consists of examining four off-the-shelf devices with practicalapplications using electrical measurements to measure linear displacements, rotations,temperature and humidity. A second consists of verifying theoretical predictions for simple timeindependent circuits with resistors and capacitors. A new lab being developed will use inductionto charge a cell phone battery. Since engineering faculty have told us that expertise with anoscilloscope was desirable, one new lab involved having students working with the device andcreating their own manual to facilitate its future use. Simple time dependent circuits were thenstudied in a subsequent lab and the predictions compared to the results obtained with theoscilloscope.The physics laboratory experience is constrained by two factors; space and personnel. Theregular Physics 218 and 208 labs meet only every other week, with the off weeks devoted toextended problem solving sessions. As the space is shared with STEPS, these labs meet only inthe off weeks, with problem solving sessions when there are regular labs. As all the studentsdesperately need more experience in problem solving this is, in itself, not viewed as a defect.However, the labs and problem sessions are manned by graduate student teaching assistants, TAs,many of whom are non-US citizens. While efforts have been made to increase the quality of theirinstruction, the results are not uniform. There is always a dispute as to how much the lab gradesshould count in the overall course grade. Historically, in all the service courses, attending the labsession and turning in something is sufficient to receive full credit. Given that the TAs teach three126

sections, take graduate courses and work on research it is not realistic to expect more seriousgrading. The present STEPS philosophy, shared by some of the leading engineering institutions,is that labs exist to assist the student in their learning and grades are determined by exams ratherthan lab performance. On the other hand, the problem solving sessions are deemed to be criticaland are being improved by supplying TAs with quizzes that are easily graded and help preparethe students for exams. Here again the lack of communication skills and motivation of many ofthe TAs is a problem. Since the labs and recitations are presently held far from faculty offices,supervision has been minimal. This entire situation should dramatically improve with the newbuildings.The course content of STEPS physics differs from the presently more popular approachwhich has been adopted by the non-STEPS physics courses. STEPS has evolved over the pastdecades taking into account the preparation required for subsequent engineering courses as wellas the state of the education of the average incoming freshman. The differences between the twoapproaches was reported by an instructor who had taught both STEPS and non-STEPS physicsand will be paraphrased here. In the non-STEPS approach the emphasis is on solving context-richproblems using given formulae, for example solving kinematics problems with constantacceleration. The use of calculus is minimal as evidenced by the textbooks indicating thatsections utilizing calculus are optional. Numerical answers are required which allow students tocheck whether an answer is reasonable. Computer generated numerical problems are assigned forhomework and can be machine graded and results recorded. Extensive formula sheets aresupplied for exams eliminating the need for memorization. The goal is to obtain a qualitativeunderstanding of the basic concepts and their relationships.The STEPS approach relies on calculus as a tool to most efficiently obtain the appropriategeneral laws which can then be applied to any specific problem. Those elements of calculusrequired are taught as needed in a rudimentary way, later to be covered rigorously in the calculuscourse. For example, in STEPS, “Starting with basic definitions, i.e. that acceleration is the timerate of change of velocity, the student is expected to use calculus to derive algebraic relationshipsthat describe the dynamics of the problem.” No formula sheets are supplied and little time isspent becoming proficient in obtaining numerical solutions. Computer generated problems areassigned where appropriate. One significant example of the difference is the treatment ofrotational kinematics and rotating systems. The first courses taught in second year engineeringinvolve utilization of cylindrical coordinates, spherical coordinates and path coordinates. There islittle emphasis on deriving the corresponding expressions for velocity and acceleration in thesesystems but rather on applying them. The STEPS approach to preparing the students for thisinvolves the introduction of polar coordinates and detailed derivations of these quantities usingcalculus, by this time, covered in the math course. The general results are then used to studycircular motion, the quantities torque and angular momentum and their relationship, andNewton’s Law involving torque, moment of inertia and angular acceleration. The pulley lab isuseful in relating these abstract relationships to the real world. In the non-STEPS textbooks thereis no mention of polar coordinates so that the above-mentioned expressions and relationships arenot derived, but merely stated.The STEPS approach to the second semester retains the philosophy of employing calculus toachieve efficiency in obtaining the fundamental, general relationships and then applying them tospecific, real situations. Rather than treating electricity and magnetism as a separate subject,divorced from the laws of mechanics, every effort is made to use the second semester to reviewand reinforce the physics covered in the first semester, which is the foundation of subsequentengineering courses. This is a fundamental difference between the STEPS and non-STEPS E&Mcourses. For example, in STEPS it is emphasized that a voltage difference is just the line integral127

of the electric force per unit charge and is therefore the same quantity, work, that was thoroughlystudied in mechanics. Since the Coulomb force is simplest in polar coordinates, this leads to a reexaminationof rotational dynamics in a different context. This is a powerful learning tool. Sincethe basic laws of E&M involve inherently abstract quantities a continuous effort is made, incoordination with the new labs, to demonstrate that these laws have practical applications and canbe used, for example, in designing circuits for particular applications.The STEPS approach is clearly more demanding than the regular one and requires a drasticchange from the learning style which may have been successful in high school. Since this changewill be required in order to succeed in subsequent engineering courses this is not considered adrawback. Certainly the more traditional approach has certain advantages and develops thestudents in areas not addressed in STEPS. Since only two semesters of physics are required forengineering students, as opposed to the four in the distant past, some tradeoff is obviouslynecessary. For students majoring in some areas for which physics is not the foundation forsubsequent courses the STEPS approach may not be appropriate.It should be noted that modern teaching techniques such as active learning, teaming,deviation from straight lecturing, peer instruction, etc. are being employed in all physics coursesto some extent independent of the particular course content.128

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Connection to the Academic ProgramAppendix X. The Cyclotron InstituteSince its inception, faculty members from the Chemistry and Physics Departments working innuclear science have held joint appointments with the Cyclotron Institute. Both graduate andundergraduate students from the two academic departments have participated in Institute researchprograms. Over 100 Ph.D.’s have been awarded to students working on Institute programs since1970. Starting in 2004, the Institute launched a Research Experience for Undergraduatesprogram that is supported by the National Science Foundation. About 12 undergraduates fromaround the country participated in the program each year during the first three years. When theprogram was renewed in 2007, about four additional students were funded to work with the HEPgroup in the Department.Historical BackgroundThe Cyclotron Institute at Texas A&M University began in the mid 1960’s with funding forconstruction of an 88” cyclotron (now called the K150 cyclotron) from the Atomic EnergyCommission, the R. A. Welch Foundation and Texas A&M University. The K150 cyclotron wascommissioned in the late 1960’s and operated as a tool for basic research for nearly 20 years.In 1980, TAMU and the Welch Foundation supported a major upgrade through the constructionof a K500 superconducting cyclotron. The motivation for the project was to produce heavy-ionbeams at high energy by using the K500 superconducting cyclotron as an injector for the K150cyclotron. This coupled mode of operation was rendered obsolete with the development ofelectron cyclotron resonance (ECR) ion sources which efficiently produce highly-charged ions atlow velocity. Support in the late 1980’s from the first cycle of the ARP/ATP program sponsoredby the State of Texas was used to build an ECR ion source to inject into the K500 cyclotron. Nolonger needing the K150 cyclotron, it was de-commissioned in 1987.Over the past 20 years, the K500 cyclotron has been the center piece of the TAMU nuclearscience program. During this time, the program has been supported continuously by theDepartment of Energy (DOE). The machine has proven to be quite reliable and has seen nearlycontinuous use since first beams were extracted from it. Recently the nuclear science programbuilt around the accelerator was designated as a Center of Excellence by DOE.DOE funded ancillary equipment which was added to the K500 cyclotron facility allowed us,over a decade ago, to develop secondary radioactive beams through a process called in-flightproduction and use them in a number of innovative experiments. During the last decade,radioactive beams have become the new frontier in low-energy nuclear science around the world.Producing and then accelerating radioactive isotopes in a particle accelerator is far superior toproducing secondary beams in flight for many experiments. In North America, two laboratorieshave this capability—the Holified Radioactive Ion Beam Facility at Oak Ridge NationalLaboratory and TRIUMF in Vancouver, Canada.At the end of the last millennium, Institute members recognized that an opportunity existed atTAMU to develop accelerated radioactive beams in an energy range which would be unique inthe world. To do this, we needed to re-activate the K150 cyclotron and use the high intensitybeams from it to produce radioactive ions. We further needed to separate these ions, transportthem to the K500 superconducting cyclotron and accelerate them. Fortunately the technology toaccomplish this began emerging about five years ago. In late 2004 when it became clear that the152

new technology would work for us, we immediately capitalized on these developments puttingtogether a proposal to DOE (with TAMU cost sharing) to upgrade the Cyclotron Institutecapabilities. We also approached the Welch Foundation for support in the spring of 2005. BothDOE and the Welch Foundation approved the proposal and the Upgrade officially began as aDOE project in December, 2005.The Upgrade ProjectThe TAMU Upgrade involves three activities: (1) turning on the K150 cyclotron; (2) stoppingradioactive ions produced by K150 beams in helium-based gas stoppers; (3) injecting the ionsinto an ECR source and removing electrons from them, then transporting, injecting andaccelerating them in the K500 cyclotron. New main magnet, trim coil and radiofrequency powersupplies were needed to re-activate the old cyclotron. The radiofrequency system was built by inhousestaff and it consumes somewhat less power than the system which was used in the originalinstallation of the K150 cyclotron. The new magnet supplies, which were purchased last year andare now in place, are more efficient than the ones which were purchased in the 1960’s. This alsowill reduce power consumption of the K150 cyclotron compared to previous operation.The primary use of the K150 cyclotron will be to produce radioactive ions. It also will beused occasionally for experiments. In the future, there may be a demand for beams from theK150 cyclotron for use in testing electronics components. Indeed today, one of the primaryreasons for operating the Lawrence Berkeley Laboratory 88” cyclotron is to test electronicscomponents for the Air Force.The FutureThe Cyclotron Institute Upgrade project is scheduled to be completed in early 2011. Ourfacility will have unique capabilities compared to all other labs around the world, and it willremain unique throughout the next decade. If it works well, there will be many users who willwant to carry out experiments with our facilities. If this happens, it may be appropriate forTAMU to discuss with DOE the option of being designated as a national user facility. Gettingthis designation would lead to increased funding for both research and operations, includingdirect support from DOE for electrical power. But it would greatly hinder the flexibility that theprogram now has to work on complicated and often speculative experiments.153

Appendix XI. Mitchell Institute154

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Appendix XII. The Institute for Quantum Studies including QuantumOptics, Quantum Informatics, and Quantum Nanostructures.A. BackgroundThe Institute for Quantum Studies was established in 2001 to support educational training andto strengthen research programs in quantum studies. The Institute’s primary goals are to promoteinterdisciplinary and collaborative research in quantum science; to develop an intellectualcommunity among faculty, graduate student and advanced undergraduate students; to enhanceinteraction by means of conferences, lectures and colloquia; and to disseminate the knowledgegenerated within the IQS through scholarly publications and public outreach. IQS researcherscollaborate with Rice University, MIT, and Harvard University, as well as with industrialcompanies such as Texas Instruments and Raytheon. In addition, the IQS has existinginstitutional partnerships with Princeton University, Germany’s Max-Planck- Institut fürQuantenoptik, the U.S. National Institute for Science and Technology (NIST) and Russia’sLebedev Institute. Areas of current research include generating anthrax detectors, quantum searchroutines and computational schemes, new magnetometers for detecting submarines, and highpower laser systems associated with generating femto-second pulses, etc. In each of theseresearch areas Texas A&M University is a world leader and our efforts directly impact nationalsecurity, and national economics as discussed below.B. Impact1) Our research is vital to the security of the Nation.A) New Laser Detector of the anthrax endospores is funded by DARPA at around $2.5million/year (with fluctuations of ± $2.0 million/year!).B) The security of modern encryptions is based on factoring of large numbers. Quantumcomputers have potential to seriously undermine this procedure, rendering securecommunications vulnerable. We have had many millions of dollars of DOD contractsupport devoted to this important National Security problem.C) The ability to detect and generate infrared radiation is paramount to many battlefieldscenarios; including missile warfare. Our research in this area was funded last year atthe level of $800K by AFRL and ONR.D) Special instrumentation, e.g., ultra high quality magnetometers and laser inertialmotion sensors have been and continue to be main activities of our group. Our grouphas received over $1 million per year to generate slow light and produce materialsdesignated to this problem.2) EconomicsEach of the above issues are of central concern of our group resulting in activitiesgenerating anthrax detectors, quantum search routines and computational schemes, newmagnetometers for detecting submarines, and high power laser systems associated withgenerating femto-second pulses. In each of the above research areas Texas A&MUniversity is a world leader. After leaving the university, our graduate students becomefaculty members at top universities (e.g. Harvard) and have been given key researchpositions at other institutions (e.g. MIT, Cal Tech, etc.). Our scientists have won awardsand honors (e.g., the Nobel prize) for their work, are elected membership into theNational Academy of Science, European Academies, fellowship in the AmericanPhysical Society and the Optical Society of America. Spin-off companies and patentshave been generated.156

C. PrognosisTexas A&M University has committed to further develop the Institute for QuantumStudies(IQS) into a world class center. This will be an integral part of the TAMU 2020 thrust intelecommunications, the life sciences and materials science. This is exciting for several reasons.First, the 21 st century is a century of technological advancement and much of that advance will becentered on quantum science and engineering. Such an effort will produce a myriad ofapplications to, for example: Communications and quantum electronics. Optical remote sensing,and new supersensitive magnetometry and navigation systems. New detectors of trace amounts ofbiomolecules including anthrax. New kinds of microscopy. Biophotonics and quantumproteomics. Optical analog to digital systems. New tools for the study of macromolecules, e.g.,proteins.D. RationalAs examples of IQS successes in quantum science and engineering, we note that: we, atTAMU, were the first to build lasers without inversion, engineer new materials in which a pulseof light moves only ten to twenty meters per second in gases, and develop new approaches to thedetection of bio/chemical pathogens, e.g., anthrax. Third generation applications of theseremarkable breakthroughs include: quantum computing, (in which the efficiency and speed inexponentially faster), gigahertz data byte quantum electronics and all optical analog to digitalsystems. New bioscience for single molecule imaging, as well as new approaches to the detectionof, e.g., trace gases in the atmosphere.A major reason for excitement is that A&M (together with its national and internationalteaming partners) is a leader in all of the above activities. We already have at the University aworld class quantum optics group. Several of the new faculty have come to us from other leadinginstitutions with world renowned optical science centers. Our students are now being hired intothe faculty of the top Universities, e.g. Harvard and Rochester, etc. Quantum optics andelectronics at TAMU is, in a word, excellent. Already, technologies created by these faculty havebeen transferred and new companies spun off. International prizes, awards and recognition of firstmagnitude has been bestowed on our faculty, students, and post-docs. Many of them areinternationally visible and some internationally renowned. The IQS now features 3 members ofthe National Academy of Sciences and a Nobel Laureate.D. OutlookWe will build a truly world class quantum sciences and engineering effort on this foundation.Indeed, it can become the best such center in the United States with additional new faculty hiresinto a new Quantum Engineering Sciences program. The resulting benefits will be enormous,both in reputation, quality of program and economic development for Texas. Whole newindustrial areas can be generated for our state and our country. This will extend our University’sinfluence world-wide in this key area. The Quantum Engineering Science program will become avital part of the effort to propel Texas A&M University into the top echelons.Specific areas of research focus in Quantum Engineering Science at TAMU include:• New approaches to the detection of explosives and bio/chemical pathogens.• New Short-Wavelength Lasers via Lasing Without Inversion• Enhanced Index of Refraction with Application to Semiconductor Lithography157

• New Optical Materials and Schemes for Ultra Fast Signal Processing• Quantum Algorithm Development• Quantum Computation and Quantum Dense Coding• Remote Sensing in the Ocean: Measurement of Sound Speed and Temperature• Magnetometry via a Dense Phase Coherent Medium• Optical Analog to Digital Converters• All Solid State Sensors for Measurement of Nitric Oxide and Carbon MonoxideConcentrations by Optical Absorption• Detection of Hidden Objects from Tumors to Germ Warfare Aerosols• CARS Microscopy via coherent control• Zero-Mode Waveguides for Single-Molecule Analysis at High Concentrations• Stimulating Cell and Nerve Growth with lightE. IQS Funding Profile example of a “recent” year (i.e., our best year ever)Sponsor Amount PI'sONR 4,406,000 ScullyDARPA-ONR 990,000 Scully, Sokolov, Hemmer, ZubairyONR 483,000 Scully, Zubairy, KocharovskyAFOSR-Redstone 700,000 Scully, Welch, ZubairyScully, Chen, Hemmer, Kocharovskaya, Taylor, Welch,ZubairyAFOSR--DARPA Quist 1,550,000ONR 100,000 Welch and ScullyAFRL 100,000 Scully, Welch, ZubairyTITF 175,000 Chen, Klappenecker, ZubairyPakistan 15,000 Scully and ZubairyWelch Foundation 165,000 ScullyTITF 250,000 Scully, Cotton, Ewing, Georghiades, Taylor et al.DURIP 129,000 WelchDARPA 200,000 Kocharovskaya and WelchResearch Corp 35,000 KocharovskyTARP 150,000 SokolovWelch Foundation 150,000 SokolovONR 322,000 KocharovskayaDARPA--MPQ/JILA 200,000 ScullyDepartment of theInterior 113,000 Kocharovskaya and WelchTotal 10,233,000F. Summary and NeedsFrom the above, it is clear the Texas A&M University is carrying out world class QuantumOptics research which impacts national security, the Texas economy, and the excellence andvisibility of the Texas University system. However, even though we are doing world classresearch, we do not yet have world class facilities. And even though our small group (less than 11faculty members) brought in several million last year, we can not sustain this level of activity. Wedesperately need baseline support in order to allow our people to make their most valuablecontributions. In our current situation, that is with huge funding fluctuations of several million peryear and tight requirements that the grant monies must be spent in the year allocated, we live in158

an unreal feast and famine existence. This does not allow us to concentrate on science andtechnology development; we are always “putting out fires.”With stable baseline funding at the 1-2 M$/year level, together with the money that wegenerate by grants and contracts, the IQS would leverage contract support, hire new key people,and become a first magnitude Institute for quantum science and engineering.159

Appendix XIII. Endowments in the Physics Department160

Appendix XIV. Faculty Salary Versus Years Since PhD161

Appendix XV. Physics Teaching ObservatoryHistorical OverviewThe history of astronomy and the predecessor to the Physics Teaching Observatory can betraced back to the early 1950's when Jack Kent taught an astronomy and a celestial mechanicscourse out of the Mathematics Department. Dr. Kent was solely responsible for bringingastronomy to Texas A&M. In 1968, Gilbert Plass is hired as Department Head and brings GeorgeKattawar to A&M. Dr. Kattawar assumes the responsibility of teaching the astronomy coursestarted by Dr. Kent and continues teaching until 1975 when Ronald Schorn is hired to teachastronomy. Dr. Schorn brings Andy Young to A&M from the Jet Propulsion Laboratory in 1976to assist with the astronomy course and help strengthen the observational component. At thistime, there was no observatory or facilities owned by the university for an observational course.As a result, Dr. Schorn would take his students to dark skies near his home as an informalobservational component to the astronomy course. Soon, Schorn and Young receive permission tobegin using land, where the observatory now resides, to teach an informal observational class.It wasn't until 1978 when Thomas Adair became the interim Department Head that a formalrequest was made to the College of Science to offer astronomy courses through the PhysicsDepartment. His request was rejected at that time, but was granted in 1980 when the PHYS 306and 307 courses were officially offered through the Physics Department. It was also in 1980 whenDr. Adair was granted money to build the original observatory facilities. With money in-hand, Dr.Adair hires Pat Lestrade to oversee construction of the observatory and begin teaching the PHYS307 (Observational Astronomy) course. The purchases of the original observatory equipment,which consisted of: 12, 8" Celestron Schmidt-Cassegrain (SCT) telescopes for students; a 14"Celestron SCT for use in the observatory; a 16.5 foot diameter Ash Dome to cover theobservatory; and one of the only Observatory Series Byers Mounts ever produced by EdwardByers in California. All of these items are still in use today, which is a testament to both theirquality as well as the care taken to preserve these instruments. Construction was formallyfinalized in 1983 when all instruments and facilities were fully operational giving birth to thePhysics Teaching Observatory.In 1991, Dan Bruton arrived at Texas A&M as a graduate student under Dr. Kattawar. At thattime, now Dr. Bruton, assumed the responsibility for the operation of the Physics TeachingObservatory and teaching the growing PHYS 307 course. Don Carona arrived at A&M in late1991 as a student and informally assists Bruton with the operation of the observatory. It should benoted that students met on campus in a classroom to complete indoor laboratory assignments andthen drove to the observatory where they completed the observational laboratory assignments.The classroom used for the indoor component was becoming too small since, over next couple ofyears, the popularity of the observational course grew dramatically. Dan Bruton graduates in1996 and leaves A&M to accept a faculty position at Stephen F. Austin State University where hecontinues to teach today.Don Carona assumed full responsibility for the observatory and the PHYS 307 courses,which continue to grow, after Dan Bruton's absence. Carona graduates in 1997 and accepts aposition with Computing and Information Services at A&M, but continues to champion theobservatory and observational courses and broadens the observatory's outreach and researchcomponents. By 1998, it is realized that the existing facilities will not support a growing program162

in astronomy. Carona then creates and submits a new facility design and future programprospectus to Thomas Adair (Department Head), George Kattawar, Lewis Ford (AssociateDepartment Head) and members of the astronomy committee. Based on several factors and thesupport of the College of Science, funding for new observatory facilities was allocated in 2000. Itwasn't until 2002 that construction on the new facilities formally began and ultimately completedin August, 2003. Over the course of the following year, it was realized that the new facilities andprograms could not be managed on a part-time basis. In February, 2005, Don Carona was hiredby the Physics Department as the Manager of the Physics Teaching Observatory where hecontinues to work today.Overview of FacilitiesThe Physics Teaching Observatory is identified by Texas A&M as a fenced plot of landconsisting of three major structures: the student observatory; the robotic observatory; and thestudent observing deck. However, there are two additional observatories on the site: the Rex-Hamilton observatory, which was donated and named after the two men that built the telescopeand housing; and a new observatory built by Dr. David Hyland (Cyclotron Institute) forobservational experiments in stellar interferometry.The student observatory (Bldg. 1239) is the primary facility and is a two level structure with alarge classroom capable of seating more than 60 people. The classroom is primarily used bystudents taking the observational astronomy course (PHYS 307). The student observatory alsocontains restrooms, water fountains, equipment and telescope storage. The observatory supportsan 18 foot dome manufactured by Ash Dome, which houses an equatorially mounted, Meade 16"LX200 GPS UHTC Schmidt-Cassegrain telescope. The student observatory is the primaryteaching observatory and also supports student research interests and is an integral part ofoutreach programs.The robotic observatory (Bldg. 1238) is designated as a special use facility and supportsstudent research. It is as single level structure that supports a 16 foot Ash Dome, which housesthe original Celestron C-14 telescope now mounted on a Software Bisque Paramount ME roboticmount. This telescope and dome can be controlled from any location with an internet connection.This observatory is where the majority of astronomical research is performed and is used to teachstudents techniques in astronomical research. This observatory is equipped with severalastronomical CCD cameras as well as solid state photometers and a spectrograph for research. Itshould be noted that the dome now sitting atop the robotic observatory is a new, automated AshDome. The original 16' dome has been relocated to a concrete pad within the fenced property andwill become the third domed observatory and fourth major structure comprising the PhysicsTeaching Observatory. The College of Science funded $50,000 toward the replacement of the C-14 telescope with a 0.5 meter (20 in) Ritchey-Chretien design telescope. Upon its arrival, the new0.5 meter telescope will greatly enhance our abilities in both teaching and research.The student observing deck is a wooden deck structure that supports 16 telescope piers. It isactually the first structure ever built on the property that is the Physics Teaching Observatory andthe only structure remaining from the original observatory built in the early 1980's. The deck wascompletely refurbished during the construction of the new facilities. Students use this deck to setup several 8 inch telescopes to perform their observational laboratory assignments.163

Courses Taught at the ObservatoryThe courses currently taught at the observatory are PHYS 307 Sections 501-504(Observational Astronomy), PHYS 307 Section 200 (Honors Observational Astronomy) andPHYS 485 (Directed Studies). There are four sections of PHYS 307. Students meet on theirrespective class night at the observatory once per week for 3 hours. These sections use the 8"telescopes mounted on the student observing deck to accomplish observational laboratoryassignments. Each of the regular sections enrolls up to 40 students, which is the number ofstudents one instructor can effectively teach.The honors section of PHYS 307 has a split class. Students meet once per week during thedaylight hours for 1 hour and then meet the same night for 2 hours. The daytime portion of thecourse prepares students for analyzing the data they collect using the instruments in both thestudent and robotic observatories at night. These students not only learn the night sky, but alsolearn the more scientific side of stargazing as well as digital imaging and method.Students are open to taking a PHYS 485 course at the observatory under the supervision of afaculty member and assisted by the observatory manager. There is a large variety of studies thatcan be accomplished by a student who has a desire to learn more about observational astronomy.Independent Student Research ProjectsThere are a number of students who perform research projects at the observatory independentof a grade. Our facility is well suited to studies of variable stars, eclipsing binary systems,extrasolar planets, photometry, spectroscopy and solar system objects including minor planetsand comets. With the soon-to-arrive 0.5 meter telescope students will be able to perform studieson Trans-Neptunian Objects (Kuiper Belt Objects). Many of these projects are contributing theastronomical community.As an example, there is currently one student in the Physics Department who working on aproject to frequently and accurately measure the position of the Great Red Spot on Jupiter. This isa very important project since accurate positional measurements yield better transit predictions.Another instance is a small group students that are searching for undiscovered minor planets(asteroids). Observations of both unknown and known minor planets are reported to the MinorPlanet Center under our observatory code. This data helps astronomers at Harvard (and the world)determine precise orbits of these solar system bodies. Students will also begin determining lightcurves for some minor planets in order to establish rotational periods and other pertinentinformation about the minor planet.Over a decade ago, a three year study performed at the Physics Teaching Observatory on theeclipsing binary system, Beta Lyrae, was completed. In Spring 2008, student volunteers willbegin a repeat of the project to attempt to determine any changes in the system by comparing newdata with that of the previous study.Students have had tremendous success using the robotic observatory to detect the transit of anextrasolar planet in front of its parent star with respect to Earth. This is a dynamic area of interestto both the astronomical community as well as the genera public. Data gathered at the roboticobservatory is of the highest accuracy and level of professional quality and is reported to theastronomical community.164

OutreachThe observatory has been involved in some level of outreach since its inception. Thisoriginally began as a chapter of the Association of Amateur Astronomers, which was establishedin the mid 1980's and open to students of Texas A&M. In the early 1990's we began hosting smallstargazing events during notable celestial events such as eclipses, meteor showers, etc.Today, the observatory is also visited by youth organizations, church groups, schools (allgrade levels), professional organizations such as those whose members are doctors, nurses, andlawyers, etc., home school children and more on a regularly scheduled basis. The local council ofthe Girl Scouts of America began hosting an annual star party for the members of their counciltwo years ago. This has proven to be a successful event.The observatory now helps to support the Brazos Valley Astronomy Club (BVAC), acommunity astronomy organization. This group is also affiliated with the Brazos RegionAstronomical Service Society (BRASS), which visits area schools and parks and helps to educatethe public about our night skies and using telescope. This has led to the Physics TeachingObservatory participating with BRASS to further the cause of the NASA Night Sky Network.The Night Sky Network educates the general public about the science and technology andinspiration of NASA missions.Once the 0.5 meter telescope is fully operational, the robotic observatory will be used as partof the network of internet telescopes. These telescopes can be controlled by anyone who areapproved telescope time to gather scientific data on celestial objects using instruments they couldnot afford otherwise.Future Expansion In Facilities And ProgramsWith the addition of faculty members to build both undergraduate and graduate programs inastronomy within the Physics Department, the Physics Teaching Observatory must also move in adirection to meet the needs of these new programs. Likewise, the popularity of the observationalastronomy program will demand more in way of course offerings and independent programs.In terms of the observational astronomy program that currents exists, the student observingdeck will need to be doubled in size and the number of student telescopes will also need to bedoubled. This will decrease the number of students per telescope per section and increase thequality of the observing time.To meet the needs of new astronomy programs at the graduate level, courses at theobservatory will also need to be increased in order to teach new undergraduates how to use atelescope and associated instruments to perform astronomical research. It is rather odd that todaya number of astronomers do not know how to use a telescope. This is simply due to the fact thatdata is gathered at a professional observatory and then made available to graduate students toperform analysis. Therefore, the new "astronomer" never observes. It is important that studentsnot only understand the importance of observing, but how to observe. It is this role that ourcurrent and future facilities must fulfill.165

Other course offerings at the observatory can expand as the undergraduate program inastronomy expands. For instance, the facilities are well suited to making solar observations andstudies. Ergo, a daytime course in solar observations could be made to support a similar coursewithin the Physics Department.In this context, the current facilities can meet this need to a large extent. However, thepressing need will come for more telescopes similar in nature to the robotic observatory.Likewise, after learning observing and data gathering techniques, students will likely need toperform research that require optics larger than what is currently operated. Therefore, anotherrobotic facility containing a 1 meter class telescope will need to be constructed. An applicationwas made to the National Science Foundation for funding a 1 meter facility; unfortunately,budget constraints on the part of the NSF led to the dismissal of the proposal. Regardless, this is aproject that will have to be completed in the future.Astronomy in the radio spectrum can be an invaluable resource. We are currently working tobuild a radio observatory within the property boundary of the Physics Teaching Observatory.Once completed, we can learn how to build a program in this exciting area of astronomy and,ultimately, build a course in radio astronomy. Since radio astronomy can be performed under anyweather conditions, with the exception of the most severe, this course could be taught during thedaylight hours. A successful program will see a series of 10 radio telescopes setup to be used asan array or individually.As previously mentioned, the original 16 foot dome will be refurbished and a smallobservatory will be erected to support the dome. This will offer the ability to move the 14"telescope (or a larger telescope) being replaced by the 0.5 meter in the robotic observatory to anew observatory for further service and program expansion.166

Appendix XVI.Saturday Morning Physics at Texas A&M University(Ralf Rapp, Nov. 2007)The Saturday Morning Physics (SMP) program at Texas A&M University has been initiated,and is being organized, by Prof. R. Rapp as part of his National Science Foundation CAREERaward (2005-2009), constituting the major educational component of the proposal (with anallocated yearly budget of $3000). It is a program specifically targeted at high school students, topromote their curiosity and interest in physics/research. The original idea was pioneered by L.Ledermann at Fermilab [1], and has subsequently been adopted by universities across the countryand in Europe.At Texas A&M, a SMP event series consists of 7 events, where each event is held on aSaturday morning (9am-12noon) throughout the spring semester (to avoid the football season) inintervals of 1-2 weeks. Each event consists of a 1-hour lecture (usually given by a physics facultymember) plus discussion, followed by a coffee break (kindly sponsored by the CyclotronInstitute), quizzes on the lecture material (designed by Rapp’s research group), demonstrationexperiments (kindly provided by S. Ramirez the day before, and usually conducted by Rapp andhis postdoc, Dr. H. van Hees), as well as one-time tours of the Cyclotron facilities (led byexperimental nuclear faculty colleagues, Profs. J. Hardy and C. Gagliardi). The best 3 studentquiz performances are honored at the following event by physics textbooks and/or scientific toys(e.g. a “Levitron”).The first series was held in the spring of 2006 with focus on frontier research in nuclearphysics. Four nuclear physics faculty colleagues (Profs. C.M. Ko, J. Hardy, C. Gagliardi and S.Mioduszewski) kindly contributed one lecture (while the remaining three were held by Rapp andvan Hees). Preparations had started well before the first event, in the fall of 2005. With the kindhelp of outreach staff from the College of Science (K. Beasley and S. Hutchins), ~500advertisement flyers (2-page brochures) had been designed and sent out before Christmas toScience Department Heads of ~50 high schools within a 30-40 mile radius around College Station(reaching, in principle, up to 35000 students; however, the efficiency in reaching these studentscan most likely be improved). With the kind help of Cyclotron staff member Dr. B. Hyman, awebpage with online registration feature has been set up [2]. Each participating student received a“welcome package” consisting of A&M backpacks, folders containing copies of the lectures, aswell as name badges.The 2006 series was a fair success, with a total of 40 students and 4 teachers attending theevents, most of them from high schools relatively close by (but some from as far as Conroe). Theaverage attendance was about 16, and 13 students and 2 teachers were awarded a certificate(including the NSF logo and College of Science seal) for attending at least 4 out of the 7 events.A high fraction of about 38% of all participants (40% of the certificate awardees) were female.For the spring 2007 series, the scope of the lectures has been expanded to include lectures ontopics in high-energy and astro-particle physics. Five faculty colleagues (Profs. R. Fries, C.Gagliardi, S. Mioduszewski, A. Belyanin and B. Dutta) as well as Dr. H. van Hees (and Prof.Rapp) kindly contributed one lecture, with the format of each event basically as in 2006.Importantly, additional means of beforehand advertisement were pursued. Newly designedbrochures were not only sent out to the high schools but also deposited in nearby public libraries(Bryan, College Station, Brenham), and sent via email to a list of high school science teachers. Bymid-January, the online registration was showing more than 100 entries. At the end, the 7 events167

were attended by a total of 152 participants (approximately 56 of which were female, i.e. 37%,roughly as in 2006), with some of them arriving from as far as the greater Houston and Dallasareas. The average participation per event was 85, and a total of 56 certificates have beenawarded to students attending at least 4 of the 7 lectures (~45 of the certificates went toparticipants attending 6 or 7 events). As in 2006, Rapp’s research group (3 postdocs (Drs.Cabrera, Ravagli and van Hees) and 1 graduate student (X. Zhao)) did an excellent job in helpingto prepare, conduct and supervise the 7 events (which required significantly more efforts than in2006 due to the large attendance). The success of the 2007 series is further corroborated by aquestionnaire handed out at the last event. The responses confirmed the appropriate difficultylevel of the lectures, the timing of the series (incl. spring semester as the right choice), and thatthe events increased the participant’s interest in physics. A slideshow of photos from the 2007series can be found under Ref. [3].The planning for the 2008 series is well underway. Four faculty colleagues (Profs. J. Hardy,T. Kamon, K. Krisciunas and R. Fries) and 2 postdocs (Drs. H. van Hees and A. Banu), as well asProf. Rapp, have committed to contributing a lecture. As in 2007, the scope encompassesnuclear/particle/astro-physics. An updated webpage with registration will be set up soon.For the midterm future, 2 more series in 2009 and 2010 are committed to as part of Rapp’s NSF-CAREER plan, presumably expanding the scope further into other disciplines within the PhysicsDepartment. Beyond that, it is envisaged to keep the program going possibly on a 2-yearschedule, potentially making it a permanent component of the Physics Department’s andCyclotron Institute’s outreach activity.References:[1] http://www-ppd.fnal.gov/smp-w[2] http://cyclotron.tamu.edu/smp[3] http://cyclotron.tamu.edu/rapp/SMPshow168

Appendix XVII. Report of the External Review Committee of theTAMU Physics Department169

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Appendix XIX. 2003 Recommendations of the Long Range PlanningCommittee to the Physics Department180

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Appendix XX. 2005 Report on Long-Range Faculty Needs183

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Appendix XXI. Summary of Faculty and Student External AwardsFaculty2007R. Fries IUAPP Young Scientist PrizeR. Rapp Friedrich Wilhelm Bessel Research Award from the Alexander von HummboltFoundationA. Safonov DOE Outstanding Junior Investigator AwardM. Scully Morris Loeb Lecturer in Physics at HarvardA. Sokolov Hyer Award. Texas Section APSN. Suntzeff Co-Winner of Gruber Cosmology PrizeS. Zubairy Humboldt Research Award2006K. Becker Daniels Fellowship, Radcliffe Institute at Harvard UniversityM. Becker Daniels Fellowship, Radcliffe Institute at Harvard UniversityA. Beylanin Faculty Early Career Development (CAREER) Award, National ScienceFoundationJ. Hardy Tom W. Bonner Prize in Nuclear Physics, APSL. Keldysh S.I. Vavilov Gold Medal, Russian Academy of SciencesS. Mioduszewski Alfred P. Sloan FellowshipD. Nanopoulos National Award, Advanced Technical University of CreteD. Nanopoulos Onassis International PrizeC. Pope Honorary Professor, Theoretical Physics, Cambridge UniversityJ. Sinova Cottrell Scholar, Research CorporationJ. Sinova Faculty Early Career Development (CAREER) Award, National ScienceFoundationN. Suntzeff Most Cited Scientist, Information Sciences Institute2005K. Becker Radcliffe Institute Fellow, Harvard UniversityM. Becker Radcliffe Institute Fellow, Harvard UniversityS. Mioduszewski Sambamurti Award, Brookhaven National LaboratoryD. Nanopoulos Gravity Research Foundation Essay PrizeD. Nanopoulos Best Man of the Year/Scientist. Greek StateD. Nanopoulos Macedonian Foundation PrizeV. Pokrovsky Lars Onsager Prize, American Physical SocietyM. Scully Arthur L. Schawlow Prize in Laser Science, American Physical Society2004R. Clark Melba Newell Phillips Award, American Association of Physics TeachersV. Pokrovsky Lars Onsager Prize, American Physical SocietyR. Rapp Faculty Early Career Development (CAREER) Award, National ScienceFoundationM. Scully Arthur L. Schawlow Prize in Laser Science, American Physical Society2003D. Nanopoulos Award of the Year, American Hellenic Educational Progressive Association198

D. Nanopoulos First Award for Distinguished Greeks Abroad, Greek StateR. Rapp Adjunct Professor, SUNY Stony BrookW. Saslow Write-up in Physical Review Focus, Physical Review LettersM. Scully Quantum Electronics Award, Institute of Electrical and Electronics EngineersLasers and Electro-Optics Society (IEEE LEOS)A. Sokolov Adolph Lomb Medal, Optical Society of AmericaA. Sokolov Research Innovation Award, Research CorporationGraduate Students2007D. Pestov Hyer Award. Texas Section APSE. Holik Nuclear Fuel Cycle Graduate Fellow, DOE2006E. Lee Texas Section APS Outstanding Presentation Award2005V. Khotilovich Division of Particles and Fields/NSF Travel Award2004A. Aurisano Award for Outstanding Research Paper, Texas Section APSA. Burzo Award for Outstanding Research Paper, Texas Section APSE. Kuznetsova Award for Outstanding Research Paper, Texas Section APSP. Wagner Division of Particles and Fields/NSF Travel AwardS. Krutelyov Division of Particles and Fields/NSF Travel AwardS. Krutelyov First prize for research presentation in Perspective Conference, FermilabA. Mershin Postdoctoral Fellowship, Dept. of Biomedical Engineering, MIT2003A. Mershin Onassis Public Benefit Foundation AwardI. Novikova AAPT Outstanding Teaching Assistantship AwardI. Novikova Harvard-Smithsonian Center for Astrophysics Postdoctoral FellowshipUndergraduate2007P. Truong Goldwater Scholar Honorable Mention2004B. King Award for Outstanding Research Paper, Texas Section APSV. Wadiasingh Goldwater Scholar2003J. Stewart Astronaut Scholarship Foundation Award199

Appendix XXII. Recommendations of Astronomy Advisory PanelOctober 17, 2003There has never been a more interesting time in the history of cosmology and astrophysicsthan the present.(1) Texas A&M currently has no program in the area of astronomy, cosmology, andastrophysics. It is unimaginable that Texas A&M will become a "top ten" public universitywithout such a program. In the strategic plan for Texas A&M University, the proposedprogram in observational cosmology and astronomy should therefore be one of the toppriorities.(2) To build a program in this area will require strong support from the university. There is nowintense competition for the best people, since there is a widespread perception thatcosmology/astronomy is currently an extraordinarily exciting area of science.(3) Two well-endowed chairs may be sufficient, but a total of four positions is not. A moredesirable number of positions is eight, consistent with other present initiatives (e.g. StanfordUniversity).(4) Undertaking some initiatives immediately is crucial. A program of visitors, lectures,conferences, and other activities will help to start the program.(5) There are three possible models for how a strong program might be started.Model 1: Use endowed positions and other resources to recruit outstanding people who are,e.g., current or potential members of the National Academy of Sciences. To attract suchpeople will require perhaps $10 million for endowed chairs and start-up money. This isconsistent with other initiatives, such as that of the Kavli Institute.Model 2: Seek out targets of opportunity at both the junior and senior level. Younger people maytake a decade to develop mature research programs, but they may be more movable fromtheir current institutions. There are a wide variety of exciting projects currently beingplanned that will pay off on the time scale of a decade, with obvious examples being theJames Webb Space Telescope (JWST) and the Supernova Acceleration Probe (SNAP).Model 3: Become a major player by buying into a new facility, e.g. the 20 meter telescopecurrently being built by the Carnegie Observatories. This would cost of the order of perhaps$50 million.(6) Interactions involving a "Texas astronomy triangle" (with Rice and especially the Universityof Texas at Austin) are strongly encouraged. Texas A&M astronomers will be welcome touse the McDonald Observatory (and may even be legally entitled to use this facility).Interactions with NASA are also encouraged, and there is a natural connection with JPLthrough the Texas A&M Aerospace Department.(7) One option worth noting is the possibility of building an instrument (e.g. an infrared cameraor spectrograph) as the Texas A&M contribution to a larger project, perhaps in collaborationwith the College of Engineering. Such an instrument for a 20-30 m telescope might costseveral tens of millions of dollars, but would be a major contribution on the part of theuniversity with major impact. Another possibility is a role in a relatively small butinnovative telescope like that used in the Sloan Digital Sky Survey, or an automated200

observatory for transient objects such as gamma ray bursters, which might fit in a campusparking lot and yet observe these brightest of all objects across cosmological distances.(8) Despite the very competitive climate for hiring the best people in this area, some teams arefairly large, and there are indications that some people may be movable with enoughincentives. In particular, there may be young people who would like to move to positions ofleadership, or to university positions.(9) The connection with the Mitchell Institute for Fundamental Physics and Stephen Hawking isvery valuable, and the eight positions envisioned above should include observationallyoriented theorists. These theorists can span the gap between the abstract theories of Hawkingand the current group in superstring theory, on the one hand, and the theoreticalinterpretation of the observations, on the other. The new theorists should be people withvision and ideas, and not just data analysts. Many universities, including the University ofPennsylvania, the University of California at Davis, Stanford University, and the Universityof Texas at Austin, have initiated new programs in astronomy and cosmology with the hiringof such theorists, and this might well be appropriate for Texas A&M also.(10) Texas A&M already has a strong group in optics, and optical techniques (including infraredetc.) are very important in observational cosmology and astronomy. Texas A&M also has astrong high-energy group, whose experimentalists have helped to create a goodinfrastructure (machine and electronics shops, high bay area with crane, etc.). Interactionsbetween the existing physics programs and the new astronomy/cosmology program areencouraged.(11) The committee does not recommend any particular area, since there are there are manyexciting possibilities and emerging programs. In the words of one panelist, "This is a targetrichenvironment".(12) An astronomy program is not just a way to put the university on the map as a top researchinstitution. Astronomy is also of great interest to the public and is a wonderful way tointerest young people in science. The people who are recruited for this program will teachastronomy to a large number of Texas A&M undergraduate students. The program thus fitsin perfectly with all of the university's main priorities.Panel members:Wendy Freedman, ChairDirector, Carnegie Observatories, Pasadena, CaliforniaTod R. LauerAssociate Astronomer, Kitt Peak National ObservatoryCharles H. TownesUniversity Professor Emeritus, University of California BerkeleyDavid B. ClineProfessor of Physics, UCLAEdward W. Kolb (known to most as Rocky)Professor of Astronomy and Astrophysics, The University of ChicagoJ. Craig WheelerRegents Professor of Astronomy, University of Texas at Austin201

Appendix XXIII. Teaching Basic Astronomy at Texas A&M202

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