An Interdisciplinary Program of Engineering and Science Ken Vickers Director, microEP Graduate Program Research Professor, Physics firstname.lastname@example.org 501 575-2875
PhD Candidacy Exam
Scope of microEP Research (also known as living in the boundary layers) from Nanoscale Quantum Dots and Devices… … to 3-dimensional High Temperature Superconducting Electronic-Photonic Systems  [1-10] 50º 30º 30º (a) 15nm
History of microEP Program 08/97 03/98 06/98 06/99 07/99 08/99 05/00 06/00 07/00 08/00 08/00 08/00 09/00 12/00 01/01 02/01 02/01 NSF EPSCoR grant (Ultra-Fast Electronics/Interdisciplinary Ed) Program Director hired (Ken Vickers, Engineering Manager, TI) Cohort 1 formed: Eleven BS graduates Cohort 2 formed: Eight BS graduates, four MS graduates MS Microelectronics-Photonics (microEP) fully approved microEP is educational base for UA 1999 NSF IGERT award microEP Program Specialist hired (IGERT funding) Cohort 3 formed: Nine BS graduates, seven MS graduates PhD microEP fully approved microEP is research/ed base for UA 2000 NSF MRSEC award microEP is concentration area for UA 2000 NSF PFI award Six Cohort 1 students enter industry microEP is educational model for UA 2000 FIPSE (Physics) Four Cohort 1 students enter industry, one continues for PhD microEP Accountant hired (FIPSE funded) microEP Education Outreach Director hired (MRSEC funded) microEP Innovation Incubator Director hired (FPI/FIPSE funded)
Comparison of Industrial and Academic Research and Work Practices
Management aligned job goals support group goals/objectives.
Creative work is balanced between management assigned tasks and self defined tasks.
Work hours are set in a coordinated fashion to optimize group performance.
Technical organizations require staff to work at a common location to support ad-hoc work groups.
Compensation systems first reward group performance , then reward individual contribution.
Not collaborating in problem solving is viewed as a negative attribute in technical personnel.
Job goal alignment is voluntary to other departmental efforts.
Creative work is self defined , with possible voluntary collaborations on large projects.
Faculty work hours are self scheduled to meet personal goals and institutional assignments.
Faculty independently set hours between home and campus to meet needs and office hours.
Compensation systems reward individual accomplishments , not departmental success.
Student collaborations are not allowed in typical class room or research efforts.
Enhancement of Traditional Graduate Degrees through microEP Program Methods Traditional Departmental Education
Core classes in undergrad dept
Most electives in department
Few other technical electives
Slow student initiated linkage to research prof
Professor’s group meetings
Project teams in classes
Supplemental microEP Elements
Core of interdisciplinary classes
Applied technical electives
Design of Experiments class during summer
Quick assignment to research prof
Formal research project plan
Pseudo-industry engineering group
Weekly operations management seminars
Invention and innovation
Individual mentoring within research group
Invention and Innovation
Summer inventiveness workshops
Personality and learning methods mapping
Intro summer camp for all microEP students
Results in Sound technical graduate degree
Broadened technical knowledge
Rapid acclimation to first job
Early leadership roles
Earlier significant personal success
Areas of Emphasis for curriculum definition
Photonics – The study of light and its interaction with matter
Microelectronics – The study of electronic devices and systems at the micro and nanoscopic level
Materials and Processing – The study of the science and engineering necessary to fabricate microelectronic-photonic devices and systems
Matrix of classes required by Area of Emphasis
microEP Program Curriculum Planning Two One Two Six PhD One One One One MS Technology Management Third Area of Emphasis Second Area of Emphasis Primary Area of Emphasis
Traditional University of Arkansas Science/Engineering Process
Research proposal presented to committee for review.
Written exam based on content of specific undergraduate and graduate course knowledge content.
Oral examination by faculty of all subject matter.
Experimental microEP approach
To provide guidance to student and faculty on likelihood of student’s success in PhD studies.
Research proposal in NSF format submitted to committee, and presented in open forum for comments and approval.
Written exam is a scenario based complex technology problem
One week duration (spring break), answer limited to 15 pages
Open written resource, no discussion allowed
Includes technical solution, implementation method, etc.
Oral presentation may be required by committee if needed
PhD Candidacy Examination Practice
microEP Cohort 3 (AY 2000-2001) Career prior to microEP program application 5 Return to school from industry career 2 Graduated from other university Engineering MS 1 Graduated from other university Physics BS 2 Graduated from other university Engineering BS 1 Transfer from other university Material Science PhD program 1 Graduated from UA Applied Physics MS 1 Graduated from UA Engineering MS 2 Graduated from UA Engineering BS Number of Students Career prior to student entering microEP program
Student Prior Degree vs Maj Prof Dept IGERT Fellows /Total microEP Students 0.5 Chem 1 1 3 /5 1 ME 1 /1 1.5 ChE 1 /1 Math Open 1 Material Science 2 Optical Eng 1 /4 1 /2 Electrical Eng 1 /3 Chemical Eng 1 /2 Mechanical Eng 4 3 /8 Physics/Apld Phy EE Physics Faculty Student
Careers of microEP Cohort 1 Graduates Candita Meek BS EE/MS microEP Texas Instruments Product Eng Jorge Vega BS EE/MS microEP Motorola, Device Eng Muhammad Anser BS Physics/MS microEP Amer. Microsystems, Wafer Fab Eng Alfred Estevez BS Physics/MS microEP Texas Instruments, DLP Product Eng Brian Hart BS Physics/MS microEP Lucent, Optical Design Eng Barry James BS Math/MS microEP Texas Instruments, Yield Engineer Shi Yan BS EE/MS microEP Intel, IC Design Systems Eng Roger Owings BS EE/MS microEP Entergy Corp, Systems Eng Wee Lee Ng BS ChE/MS microEP Texas Instruments, IC Packaging Eng Yue Fan BS Mat Sci/MS microEP Intel, IC Design Systems Eng Clayton Workman BS EE/MS microEP PhD microEP student
Rick Wise, Texas Instruments Fellow
“ This is the type of training that we need in Ph.D. graduates for them to be immediately successful in our advanced development facilities.”
Barriers to success
Student academic metrics based on individual performance
Graduate research required to be individual effort
Faculty reward and recognition based on individual performance
Resources required for “extra” industrial experience are high
Requirements to overcome barriers
University-level administrators support general concepts
Program manager’s passionate belief in the program need
Program manager assigned only to program during startup phase
Program manager practiced in industrial teamwork atmosphere
Financial seed money support is critical
Customer feedback (industry) must be continuous
microEP Style Program Institutional Barriers to Implementation
Contact: Ken Vickers, Director Co-PI’s Greg Salamo, Len Schaper Phone: 501 575-2875/3175 Email: [email_address] Sponsors: NSF IGERT & EPSCoR Ark Science &Tech Auth. Degrees: MS/PhD microEP http://www.uark.edu/depts/microep Mission University of Arkansas Graduate Program in Microelectronics-Photonics An Interdisciplinary Program between Engineering and Science
Pseudo industrial work
New Tactics The educational objective of the microEP program is a graduate fully prepared to drive the advancement of the combination of microelectronics and photonics. A rigorous interdisciplinary graduate technical education, including soft skills training, will be used to accomplish this mission.