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MS Implementation - Unique Program - Page 1

ARIZONA UNIVERSITY SYSTEMCHIEF ACADEMIC OFFICERS GUIDELINES

FORREQUESTS FOR IMPLEMENTATION AUTHORIZATION

FOR NEW ACADEMIC DEGREE PROGRAM[UNIQUE PROGRAM]

I. PROGRAM NAME AND DESCRIPTION AND CIP CODE

A. DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE

Degree: Master of Science (M.S.) in Photonic Communications EngineeringDepartment: Not applicableDivision: Not applicableCollege: University of Arizona, College of Optical Sciences and College of EngineeringCIP Code: 40.0807 – Optics/Optical Sciences

B. PURPOSE AND NATURE OF PROGRAM

The vision of this joint degree program is to create a novel approach to educating engineers to specialize in the multi-disciplinary field of photonic communications. The Information Age has created the need for greatly increased data transfer and storage. Communication technology breakthroughs will have impacts in virtually all areas of modern life, including: telepresence; social networking; telemedicine; distance learning; and information services to remote regions of the world, to name a few. Researchers at the University of California Berkeley recently published a striking statistic about worldwide generation of information; they estimate that in order to store every single word ever spoken by all people since the beginning of time would require 5 Exabytes (10^18) of digital storage. In the past decade alone one hundred times this amount of information was transferred and stored around the world. It is inevitable that the demand to store and share data will continue to grow at enormous rates.

To lead new technology innovations, and work with colleagues from a wide variety of disciplines, engineers require experience in entrepreneurship and an appreciation for the economic impact technology has on global markets. Innovation that is application-driven requires a broad understanding of systems level engineering, market place demand, and technology commercialization processes. The proposed program would augment courses that teach technical excellence with business skills that are necessary for new engineering ventures. Skills in leadership dynamics, technology management, ethical professionalism, and communication will be taught to students in this new degree program, preparing the graduates for a technology driven business world that continually presents challenges across a broad spectrum of disciplines.

The partnership between the College of Engineering and the College of Optical Sciences makes a truly multi-disciplinary course offering possible. The curriculum will be composed of courses from both Colleges. Faculty, from both Colleges and from other partner universities, will design


the program requirements to ensure a strong, foundational, knowledge base. Laboratory experiments will reinforce studies of optical transmitters, optical detection, optical fiber based signal transmission, passive optical devices such as filters, and systems. This laboratory-based study will be contextualized by current engineering practices in industry. Graduates from the proposed program will be poised to contribute to the photonic communications industry in two ways: 1) by creating technology solutions to address the global demand for improved telecommunications; and 2) possessing the necessary vision and knowledge base to successfully venture into technology commercialization. To accomplish the second goal we will design a new course that will be taught by an OSC faculty member, who also serves as CIAN’s Industrial Liaison, to focus on entrepreneurship and technology commercialization from the engineer’s point of view (rather than from the business point of view). The M.S. program in Photonic Communications Engineering will teach these important skills and in turn will benefit the UA, the State of Arizona, and the global communications and information technology industry.

The National Science Foundation recently awarded an Engineering Research Center for Integrated Access Networks (CIAN) to a team of premier universities led by the University of Arizona (UA)’s College of Optical Sciences. The ERC program is one of the crown jewels of NSF and the award reflects the importance of CIAN’s mission. CIAN’s charter includes curriculum development and new approaches to engineering education that are influenced by industry trends, global impacts of technology commercialization, and research on educating a domestic workforce to succeed in science and engineering. CIAN is in the unique position of facilitating the proliferation of information technologies that will accelerate the ongoing transformation of engineering education. CIAN’s strategic plan includes projects for curriculum creation and dissemination in the area of photonic communications. A faculty search is currently underway and in the next five years, three new faculty hires will be added to support the research, education, outreach, and diversity goals of CIAN. Additionally, an online super course entitled, “Photonic Communication Systems” is currently being developed by multiple UA faculty, as well as, faculty from the other nine university partners of CIAN. The creation of a unique MS degree program will leverage the nationwide recognition and funding opportunities of CIAN and further raise the visibility of this area of expertise at the UA. Furthermore, CIAN management believes that next-generation engineers will be educated by means of revolutionary new approaches. As an example, faculty members from more than one university are able to access online content, enabling partner institutions to participate in teaching. An added benefit is that students from partner universities will be able to take courses that are team taught and truly multi-disciplinary. The individual partner universities will not need to duplicate efforts or make duplicate hires to cover teaching a course, instead sharing the costs and benefits of team teaching. The proposed MS program is a step in this direction and will be used as a beta testing vehicle for determining the effectiveness of a multi-university, multi-college teaching strategy.

Adding the M.S. program in Photonic Communications Engineering will enhance the research environment at the University of Arizona by involving both additional faculty and graduate students in collaborative efforts with investigators on inter-disciplinary research, enhancing proposal writing skills, and providing courses in Photonic Communications that are available to graduate students from other engineering disciplines. An added benefit is that some graduates will choose to stay at the university as instructors and researchers.


C. PROGRAM REQUIREMENTS -- List the program requirements, including minimum number of credit hours, required courses, and any special requirements, including thesis, internships, etc.

Admission Requirements:

The M.S. program in Photonic Communications Engineering is designed for individuals having strong abilities in a wide range of disciplines, including: Electrical and Computer Engineering, Optical Sciences, and/or Material Science. Students can enter the M.S. program with a bachelor's degree in any of these related fields. Those students qualified for admission into a M.S. program in either the College of Optical Sciences (OSC) or the College of Engineering (COE) will be eligible for this degree program.

Applicants are selected on the basis of their quantitative skills and potential to become effective engineers. Criteria for admission and financial support are: prior course work and grades, especially in quantitative courses such as physics, mathematics, and engineering; Graduate Record Examination (GRE) scores; letters of recommendation that allow the evaluation of the applicant's quantitative abilities; and extent of experience and/or interest in science and engineering.

Degree Requirements:

Credit Hours – The curriculum will require a minimum of 35 credit hours of course work in the major, of which 29 credit hours are from required courses and 6 are electives. As is the current practice in COE and OSC, students will be given the option of performing research for a thesis project or a non-thesis option. Both groups of students will complete a final oral defense.

Required Course Work – Of the 35 hours of course work in the major, 29 credit hours will be from required courses and laboratories. The remaining 6 credit hours will be from elective courses. For thesis students, these 6 credit hours may be used for research units or coursework. For non-thesis students, the 6 elective credit hours are used for coursework and must include at least 1 credit of laboratory.


Photonic Communications Engineering M.S. Required Courses

Required Courses Title Credit

Hrs(New) Photonic Communications Engineering I 3(New) Photonic Communications Engineering II 3

(New) Mathematical Methods for Optics and Photonics 3

(New) Software Tools for Photonics 3

(New) From Technology Innovation to the Marketplace 3

OPTI 501 Electricity and Magnetism 3OPTI/ECE 632 Advanced Optical Communications Systems 3OPTI 507 Solid State Optics 3ECE/OPTI 556 Optoelectronics 3ECE/OPTI 587L Photonic Communications Lab 1OPTI 511L Lasers and Solid-State Devices Lab 1TOTAL 29

Photonic Communications Engineering M.S. Elective Courses

Elective Courses Title Credit

HrsECE/OPTI 535 Digital Communications I 3ECE/OPTI 537 Digital Communications II 3OPTI 671 Photonic Telecommunications Networks 3OPTI 546 Physical Optics 3OPTI 553 Nonlinear Optics 2MSE 588 Scanning Electron Microscopy 3MSE 580 Experimental Methods for Microstructural Analysis 3

Thesis Defense – Each thesis student will conduct an original research project, under the advisement of a faculty member, and document the project in a written thesis. The final examination is an oral exam based primarily on the content of the thesis.

Non-thesis option – Each non-thesis student will also have a final oral exam. This oral exam is normally based primarily on the subject matter of the courses taken; however, by mutual agreement between the student and the examination committee, a Master's Report (extensive literature review on a given topic area) can serve as the focus of the exam.


Program Length – Any student who has been admitted to this MS program is expected to complete the degree within three years from the date of admission. This time limit is consistent with the MS program requirements that currently exist in COE and OSC. The degree requirements are designed such that a full-time student can complete the program in two years.

D. CURRENT COURSES AND EXISTING PROGRAMS -- List current course and existing university programs which will give strengths to the proposed program.

Some required and elective courses for the proposed degree program are currently offered as part of the COE and OSC M.S. programs. These courses are listed below:

Existing Courses

Elective Courses Title Credit

HrsOPTI 501 Electricity and Magnetism 3OPTI/ECE 632 Advanced Optical Communications Systems 3OPTI 507 Solid State Optics 3ECE/OPTI 556 Optoelectronics 3ECE/OPTI 587L Photonic Communications Lab 1OPTI 511L Lasers and Solid-state Devices Lab 1ECE/OPTI 535 Digital Communications I 3ECE/OPTI 537 Digital Communications II 3OPTI 671 Photonic Telecommunications Networks 3OPTI 546 Physical Optics 3OPTI 553 Nonlinear Optics 2MSE 588 Scanning Electron Microscopy 3MSE 580 Experimental Methods for Microstructural Analysis 3

E. NEW COURSES NEEDED -- List any new courses, which must be added to initiate the program; include a catalog description for each of these courses.

To implement the new degree program five new courses will be added: Photonic Communications Engineering I and II, From Technology Innovation to the Marketplace, Mathematical Methods for Photonics and Optics, and Software Tools for Photonics. Descriptions of these courses follow:

Photonic Communications Engineering (I and II), 3hrs each:


Photonic Communications Engineering will consist of two parts (I and II). The course covers optical fiber light guiding and wave propagation characteristics, materials properties, optical transmitters, receivers and amplifiers, communications systems and fiber optics networks and the Internet. Reference material for the course is in a digital platform to allow dense hyper-linking between topics so that students from various disciplines can customize the reading material to their individual background knowledge.

From Technology Innovation to the Marketplace, 3 hrs:While the challenge of solving exciting technical problems and the intrinsic reward of discovery are what attracts people to engineering and scientific careers, there are both abundant challenges and significant rewards to be encountered in translating a laboratory demonstration into a commercial product. In this course we will examine the process by which successful companies and entrepreneurs have translated their technical innovations into marketplace leadership. We will initially focus on discussing several proven approaches for managing this process, including methodologies such as the stage-gate model, and highlight some of the benefits and pitfalls of applying these models. A substantial portion of the course will be devoted to the examination of technology innovation case studies, principally drawn from the photonics and optical communications markets. Prof. Norwood will develop and teach this course.

Mathematical Methods for Photonics and Optics, 3 hrs:This course will be motivated by industrial applications of numerical analysis. Examples of practical applications of mathematical techniques will accompany each lesson: – Vector algebra; div, curl, grad, Laplacian operators in different coordinate systems; – Complex number theory, complex functions, integration in the complex plane;– Linear algebra, basic matrix operations, eigenvalues and eigenvectors, matrix inversion,

determinant, linear transformation theory;– Fourier transform and its applications: Dirac’s delta function, linear system theory,

convolution, diffraction of electromagnetic waves, Gaussian beam propagation;– Linear differential equations; methods of solution, homogeneous and inhomogeneous

solutions, Fourier transform method of solving linear differential equations;– Partial differential equations; separation of variables; applications to problems of

mathematical physics (diffusion equation, wave equation);– Bessel functions of the 1st, 2nd, and 3rd kind, wave equation in cylindrical coordinates.

Software Tools for Photonics, 3 hrs:Many photonics software tools are available as off the shelf modeling programs, encompassing both active and passive photonics components. These products are now in use by a wide number of telecoms companies and laboratories around the world, helping to develop the next generation of telecoms components and systems. Experience in modeling enables the development of custom solutions for specialized industry telecommunication and photonics requirements. This class will survey and provide exposure and design experience on industry recognized software packages for optical design, beam propagation, component simulation – active and passive - as well as networking simulation will be introduced to students by a team of faculty versed in each program. General modeling and simulation strategy suitable for the fast and accurate analysis of a fiber-optical WDM system is presented, that may also include multi-span systems. Noise and fiber dispersion are considered as well as nonlinear effects like four wave mixing, self-phase


modulation and cross-phase modulation. Software will include both general purpose software such as Zemax, PHOTOSS, Matlab, and Labview, as well as software specific to photonic communications engineering such as VPI (systems), Optiwave and Beamprop (BPM based component modeling), and Fimmwave (mode-based component modeling).

F. REQUIREMENTS FOR ACCREDITATION -- Describe the requirements for accreditation if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation.

In accordance with all other M.S. programs offered in COE and OSC, this program will not seek formal ABET accreditation.

II. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. What are the intended student outcomes, describing what students should know, understand, and/or be able to do at the conclusion of this program of study?

The M.S. program will produce engineers who can contribute to inter-disciplinary work environments, venture into marketplace commercialization, and solve modern challenges in communications and networking. In addition, graduates of the M.S. program will perform data-driven engineering analysis and design to improve existing networks, devices, systems, and integrate existing systems with new functionalities. Finally, graduates of the M.S. program will be leaders on research projects in the communications industry by being technically savvy, business-minded, and acutely in tune with the policy issues that surround this constantly growing industry.

By the end of the masters training students must demonstrate the following competencies: Knowledge of how a telecommunication network in general and an optical network in

particular works; Be able to describe the roles photonics serves in current telecommunications systems and

how future advances in optics will create new technology capabilities; Collaborative perspective that understands inter-disciplinary research is capable of novel

invention and technology innovation; Describe the basic physics of light and matter interactions, along with common

engineering models and underlying assumptions; Appreciate entrepreneurship and possess both the business and engineering skills to

confidently venture into technology commercialization and patenting and licensing of their ideas and inventions;

Knowledge of signal processing, encoding techniques, and Internet traffic modeling; Familiarity with industry-standard software packages for optical design, network

simulation, and parametric optimization; Recognize design tradeoffs among materials for fiber transmission, including non-linear

effects, dispersion, and absorption loss; Characterize light sources and fiber optic propagation modeling; Distinguish among material properties, and nanostructures, used in photonic devices such

as modulators, switches, and amplifiers;


Demonstrate the ability to communicate effectively in written reports, oral symposiums, and articulating the broader societal and technological impacts of their expertise;

Be capable of assuming positions of leadership in academia, research institutes, government, and/or industry;

Contribute to the body of knowledge in their field of Photonics Communications.

B. Provide a plan for assessing intended student outcomes.

Student outcomes will be assessed throughout the program using the tools described below.

Means for assessing students:

Academic credentials of accepted students into the program – these include the characteristics of all previous awarded degrees, including the name of the institution, the major of the awarded degree(s), year(s) granted, and associated GPA(s); GRE test scores; and letters of recommendation from individuals well acquainted with the student’s past performance, current expertise, and future potential.

Grading of required papers/exams and oral presentations in courses. Performance on required papers, examinations, and presentations will be reflected in course grades.

Final Oral Exams –In the final oral exam thesis students present their research project and are tested on general knowledge acquired in the core courses. Non-thesis students present a Masters Report and pass an oral examination of core curriculum knowledge.

Assessing program requirements:

Maintain continual review of educational programming and offerings through documentation of program-specific learning objectives, core competencies, course availability and course content to address global telecommunications networking needs;

Monitor student recruitment, retention, and degree completion, with an emphasis on ensuring a culturally diverse student population;

Evaluate the number and scope of student support services related to career placement, and provision of financial resources to ensure the program meets defined objectives;

Conduct annual student surveys to assess the adequacy of academic advising skill and teaching effectiveness of the faculty;

Track the ratio of students to faculty and the proportion of courses offered to students enrolled to ensure resources increase proportional to increases in student enrollment;

Track average time to degree – trends, as well, as summary measures will be presented to the program faculty for discussion each year;

Evaluate the breadth and depth of curriculum in terms of faculty satisfaction with what students know and are able to do – the program faculty will meet every other year to assess overall effectiveness of the program structure and function;

Evaluate former students’ professional development – alumni will be contacted one year after graduation, and once every five years thereafter, to track professional development via a short survey;

Learn from employers whether students were appropriately prepared – surveys will be administered one year after graduation to appropriate employers;


Conduct ongoing self-assessment, annual reports, and academic program reviews – once each year the faculty will meet to discuss these assessments - taking action as necessary;

Conduct follow-up interviews with program graduates to obtain feedback on the graduate’s assessment of how well the M.S. program prepared them for their professional careers – exit interviews will be conducted; additionally, a module will be added to the initial post-graduation survey described above, administered one year after graduation;

Realign the program as needs change or as assessment shows improvement needed.

III. STATE'S NEED FOR THE PROGRAMA. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF

ARIZONA AND THE REGION? --Explain.

There is a nationwide need for engineers who are capable of leading technology innovations for the telecommunications industry. Over the past seven years, the US went from No. 4 in the number of broadband access connections per 100 inhabitants to No. 15. [LA Times Nov. 28, 2007]. A recent report issued in November 2007 states, "findings indicate that although core fiber and switching/routing resources will scale nicely to support virtually any conceivable user demand, internet access infrastructure, specifically in North America, will likely cease to be adequate for supporting demand within the next three to five years. … The primary impact of lack of investment will be to throttle innovation, both the technical innovation that leads to increasingly newer and better applications, and the business innovation that relies on those technical innovations and applications to generate value. The next Google, YouTube, or Amazon might not arise, not because of a lack of demand, but due to an inability to fulfill that demand.”

The M.S. program in Photonic Communications Engineering will enhance the research environment at the UA by adding additional faculty and graduate students who will collaborate, across Colleges, to forge scientific discoveries and contribute to the next-generation of communication systems that are necessary to maintain US leadership in technical and business innovation. The inter-disciplinary nature of this program continues to demonstrate the strong spirit of collaboration at UA. An added benefit of the program is that some graduates will choose to remain within the state of Arizona and contribute to its rapidly expanding optics industry (see the Arizona Optics Industry Association http://aoia.org/).

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? --Explain and please answer the following questions.

1. What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT *1st yr 2nd yr. 3rd yr. 4th yr. 5th yr.

# M.S.Students 8 10 12 14 16

* Indicates the number of new students enrolled each year for the first five years.Projected enrollment numbers are based on the following data:


M.S. enrollment data from OSC and COE (93 and 259, respectively)

Available faculty for advising, mentoring, and teaching.

Scarce number of similar M.S. programs in the US.

2. What is the local, regional and national need for this program? Provide evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

While overall employment is shrinking, the Information Technology (IT) sector is continuing to create jobs. The IT sector created more than half of all net new jobs between April 2007 and April 2008. In 2007 communications infrastructure received approximately $60M in private investments, it is notable that this funding exceeded federal investments in transportation infrastructure ($56M). The next-generation Information Highway will be a source of high-paying jobs, technology innovations, and start-up companies that will continue to transform the industry. IT jobs generally, and telecom jobs in particular, are among the highest-paying jobs in the economy. [Telecom Sector and the Economy pp. 10] The Bureau of Labor Statistics estimates jobs in “Network systems and data communication” to be the second fasting growing job sector in the nation; nearly a half-million jobs are projected by 2018.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

PROJECTED DEGREES AWARDED ANNUALLY1st yr 2nd yr. 3rd yr. 4th yr. 5th yr.

# DegreesM.S. 8 10 12 14 16

IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program.

The UA’s College of Optical Sciences educates more students in optical sciences than any other institution in the nation. The availability of faculty to teach courses and advise students in photonics projects is a unique attribute of the UA. Furthermore, the collaboration between COE and OSC is an example of the collaborative culture at UA. Instead of competing for resources and talented students faculty and administrators are responding to an increasing need for inter-disciplinary training by partnering together to create this M.S. program.


V. EXISTING PROGRAMS AT OTHER CAMPUSES

A. EXISTING PROGRAMS IN ARIZONA --1. For a unique (non-Duplicative) program, provide a statement to the effect that there are no

existing programs at other Arizona public universities that duplicate the proposed program.

There are no other M.S. programs in Photonics Communications Engineering at any of the public universities in Arizona. The proposed M.S. program is complementary to the existing M.S. programs in the College of Optical Sciences and College of Engineering. The Photonics Communications Engineering M.S. is more applied, inter-disciplinary, and specialized, whereas the Optical Sciences M.S. places more emphasis on basic physics and a variety of optical applications. It is expected that students in either program will take advantage of some courses offered by the other.

2. Other Institutions -- If this program is not currently offered at the same academic level by private institutions in the state of Arizona, provide a statement to that effect. If a similar program is currently offered by private institutions, list all programs and indicate whether the institution and the program are accredited. (A list of institutions will be provided by Board staff. Please utilize the following tabular format and contact Board staff for assistance, if needed).

There are no other M.S. programs in Photonic Communications Engineering at any of the private universities in Arizona.

V. PROGRAMS OFFERED IN OTHER WICHE STATES

1. Identify WICHE institutions that currently offer this program. If appropriate, briefly describe the programs. (Please use the following format).

PROGRAMS OFFERED IN OTHER WICHE STATES

PROGRAM WICHE Institution & LocationNCA

Accreditation?(Y or N)

ProgramAccreditation?

(Y or N)

1Interdisciplinary Telecommunications Program, M.S. *

Colorado University at BoulderY Y

2 Network Engineering, M.S. **

University of California, Santa Cruz Y Y

* Curriculum focused on Electrical Engineering as opposed to photonics** Curriculum focused on Computer Engineering as opposed to photonics

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS


A. FACULTY

1. Current Faculty -- List the name, rank, highest degree and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's thesis and doctoral dissertations each of these faculty have directed to completion. Attach a brief vita for each faculty member listed.

Faculty Member Rank Highest Degree

M.S

. The

ses

Dire

cted

Ph.D

.D

isse

rtatio

ns

Dire

cted

Ph.D

. C

omm

ittee

M

embe

r Level of Involvement

Nasser Peyghambarian Professor Ph.D. 33 28 41 1 core course

Meredith Kupinski Education Director Ph.D. 0 0 0 Advising,

recruitingRobert Norwood Professor Ph.D. 4 5 8 1 core course

Ivan Djordjevic Assistant Professor Ph.D. 3 2 15

1 core1 elective

course

Franko Kueppers Associate Professor Ph.D. 6 6 6

1 core1 elective

courseMasud Mansuripur Professor Ph.D. 3 16 35 2 core courses

Jason Jones Assistant Professor Ph.D. 1 5 7 1 core course

Ewan Wright Professor Ph.D. 6 10 50 2 elective courses

Supapan Seraphin Professor Ph.D. 9 8 28 1 elective course

Bane Vasic Professor Ph.D. 5 3 20 1 elective course

William Ryan Professor Ph.D. 10 12 25 1 elective course

Kelly Potter Associate Professor Ph.D. 5 5 8 1 core course

Eugene CochranAdministrative Director

Ph.D. 0 0 0 Administration

Note: Faculty research programs will be available for thesis research projects and advising.


Nasser Peyghambarian, Ph.D.Nasser Peyghambarian received his Ph.D. in solid-state Physics from Indiana University in 1982, specializing in optical properties of semiconductors. He worked as a postdoctoral fellow at Indiana University from 1981 to 1982 and the University of Arizona, Optical Sciences Center from 1982-1983. He is currently a Professor at both the College of Optical Sciences and the Department of Materials Science & Engineering at the University of Arizona. He is Director of the NSF Engineering Research Center for Integrated Access Networks. He is also Chair of Photonics and Lasers at the University of Arizona, as well as, Director of the Photonics Initiative. He is the Founder of TIPD, LLC. He is Chairman of the Board and Founder of NP Photonics, Inc. His research interests include optical components for communication, waveguide and fiber optics including fiber lasers and amplifiers, passive optical components, such as splitters, combiners, arrayed waveguide gratings, glass-organic hybrid materials and devices, organic light emitting diodes, organic lasers, plastic optoelectronics, photorefractive polymers, sol gel components, nonlinear photonics and photonic switching, laser spectroscopy of semiconductors using femtosecond light pulses, semiconductor quantum dot and quantum well research. He is the recipient of the U of A 2007 Technology Innovation Award, International Francqui Chair, Belgium 1998-1999, TRW Young Faculty Award, and 3M Company's Young Faculty Award. He is a Fellow of the American Association for the Advancement of Science, the Optical Society of America (OSA), the Society for optical engineers (SPIE) and the American Physical Society (APS).

Robert A. Norwood, Ph.D.Robert A. Norwood is a Professor in the College of Optical Sciences at the University of Arizona, where he performs research on high speed electro-optic modulators, integrated magneto-optic devices, 3-D display technology, nanoimprinting, organic photovoltaics, plasmonic infrared emitters, photonic crystal techniques and devices, and ultrafast optical switching among other areas. He is the Industrial Collaboration Director for the Center for Integrated Access Networks (CIAN), an NSF funded Engineering Research Center focused on developing critical technologies for next generation optical communication systems. He also consults to a number of companies in the optical communications industry and the advanced materials industry. Dr. Norwood was Vice President and Chief Technology Officer at Photon-X, Inc., a venture capital funded photonics startup company based in Malvern, PA and started in 1999; the company set the record for the lowest-loss single-mode polymer waveguides ever developed at 1550nm. He led R&D groups at AlliedSignal (Honeywell) and Hoechst Celanese; his group at AlliedSignal developed aerospace qualified polymer waveguide technology that was the best in the world at the time; he helped to secure the sale of this business to Corning Photonics in 1999. He is a world expert in polymer integrated optics and optical materials; with 50 refereed publications, 5 book chapters, 26 issued US patents, and 46 invited talks. Dr. Norwood has served as a conference chair or co-chair for Organic Thin Films for Photonics Applications (OSA) and Linear and Nonlinear Optics in Organic Materials (SPIE), and has served on the program committee for both OFC (subcommittee chair) and CLEO, among others. He is both an OSA fellow and an SPIE fellow, as well as a member of the American Physical Society. He holds a Ph. D. in physics from the University of Pennsylvania, and the B.S. in physics and mathematics from the Massachusetts Institute of Technology.

Franko Kueppers, Ph.D.


Dr. Franko Kueppers received his B.Sc. (Dipl.-Ing. (FH)) in Electrical Engineering from theUniversity of Applied Sciences Gießen-Friedberg, his M.Sc. (Dipl.-Ing.) in CommunicationsEngineering from Kassel University, and his Ph.D. (Dr.-Ing.) in Optical CommunicationsEngineering from Kaiserslautern University of Technology. For almost ten years, he was with the Research and Technology Center of Deutsche Telekom, Darmstadt, Germany, where he became Principal Investigator and Technical Program Manager for optical communications related R&D projects. He directed the research group Optical Networks and served as the head of the Photonic Systems department until December 2002. In January 2003, Dr. Kueppers joined the College of Optical Sciences at the University of Arizona where he started the Photonic Telecommunication Systems research group and laboratory. His research interests are in high-speed TDM and high-capacity WDM fiber-optic transmission technologies, photonic signal processing, and optical transport networks. In these fields, he co-authored more than 50 scientific articles and has been invited to speak at various international conferences. Currently, he serves as a PI within the NSF Engineering Research Center for Integrated Access Networks. He directs the Center’s testbed activities and leads the working group for Integrated Transport Platforms. Dr. Kueppers participates in outreach activities and enjoys teaching graduate as well as undergraduate courses for which he received the Award of Distinction for Outstanding Undergraduate Teaching. For his scientific work, he received the National Science Foundation (NSF) CAREER Award, as well as, the Science Foundation Arizona (SFAz) Competitive Advantage Award.

Ivan Djordjevic, Ph.D.Dr. Djordjevic is an Assistant Professor of Electrical and Computer Engineering at the University of Arizona, Tucson. Prior to this appointment in August 2006, he was with University of Arizona, Tucson, USA (as a Research Assistant Professor); University of the West of England, Bristol, UK; University of Bristol, Bristol, UK; Tyco Telecommunications, Eatontown, USA; and National Technical University of Athens, Athens, Greece. His current research interests include optical networks, error control coding, constrained coding, coded modulation, turbo equalization, OFDM applications, and quantum error correction. He presently directs the Optical Communications Systems Laboratory (OCSL) within the ECE Department at the University of Arizona. Dr. Djordjevic is an author, together with Dr. William Shieh, of the book “OFDM for Optical Communications”, Elsevier, Oct. 2009. He is also an author, together with Professors Ryan and Vasic, of the book Coding for Optical Channels, Springer, to appear in March 2010. Dr. Djordjevic is an author of over 100 journal publications and over 100 conference papers. Dr. Djordjevic serves as an Associate Editor for Research Letters in Optics and as an Associate Editor for International Journal of Optics.

Ewan Wright, Ph.D.Dr. Wright is a Professor in the College of Optics and the Department of Physics at UA; he is also an Honorary Professor in the School of Physics & Astronomy at the University of St. Andrews in Scotland. He has been at the University of Arizona since 1985, becoming an Assistant Professor in 1989, an Associate Professor in 1993, and a full Professor in 1999. Prior to 1985 he spent two years at the Max Planck Institute for Quantum Optics in Munich. He received a BSc with honors in Physics in 1980 and a Ph. D in Physics in 1985, both from Heriot-Watt University in Scotland. He teaches both undergraduate and graduate level courses in the College of Optics, and is active in involving undergraduates in research. His research interests


include integrated optics, nonlinear optics, and quantum optics, and he has published over 200 articles in peer-reviewed journals.

Masud Mansuripur, Ph.D.Masud Mansuripur is Professor of Optical Science and Chair of Optical Data Storage at the College of Optical Sciences of the University of Arizona in Tucson, where he has been on the faculty since 1988. Prior to this appointment, he was on the faculty of the Electrical Engineering department of Boston University, a member of research staff at Xerox Research Centre of Canada, and a post-doctoral fellow at Xerox Palo Alto Research Center. Dr. Mansuripur received his PhD in Electrical Engineering from Stanford University in 1981. A Fellow of the Optical Society of America (OSA), he is the author of “Introduction to Information Theory,” (Prentice-Hall, 1987), “The Physical Principles of Magneto-Optical Recording,” (Cambridge University Press, 1995; paper-back 1997), and “Classical Optics and Its Applications,” (Cambridge University Press, 1st Ed. 2002, Japanese expanded edition 2006, 2nd expanded English edition 2009). He is the author or co-author of more than 250 scientific papers published in peer-reviewed journals, and has given several keynote addresses as well as numerous invited talks at national and international forums. Professor Mansuripur’s areas of research interest include electromagnetic theory, optical as well as magnetic and molecular data storage, optical physics in general and the theory of radiation pressure in particular.

Jason Jones, Ph.D.Dr. Jones is an Assistant Professor in the College of Optical Sciences at the University of Arizona. He received his PhD from the University of New Mexico in 2001, and continued as a research associate at JILA (a joint institute of the University of Colorado and NIST), supported by a fellowship from the National Research Council. During this time, he worked in the groups of Drs. Jun Ye and John Hall on the development of femtosecond frequency combs for atomic and molecular physics. He continued to work in the research group of Jun Ye as a Senior Research Associate of JILA until August 2006 when he joined the College of Optical Sciences at the University of Arizona. He received an NSF CAREER award during his first year to support his research in extending fs frequency comb research into the extreme-ultraviolet spectral region. In 2009, he received a Young Faculty Award from DARPA to continue his research in this area. He has published over 32 peer-reviewed papers in the field of atomic, molecular and optical physics and holds 2 patents. He currently teaches two graduates courses on quantum mechanics and laser physics. His research interests include high-precision measurements, high-resolution and ultrasensitive laser spectroscopy, optical frequency metrology, and ultrafast optics. He is a member of the American Physical Society and the Optical Society of America.

Kelly Potter, Ph.D.Dr. Simmons-Potter received her Bachelors of Science degree (Cum Laude) in Physics from Florida State University. Both her M.S. and Ph.D. degrees are from the Optical Sciences Center at the University of Arizona. She returned to the University of Arizona as an Associate Professor of Electrical and Computer Engineering and of Optical Sciences in 2003. Prior to her return to Arizona, she spent over a decade as an Optical Physicist in the Lasers, Optics and Remote Sensing Department and then as a Program Manager for Advanced Optical Technologies in the Firing Set and Optical Engineering Department at Sandia National Laboratories in Albuquerque, NM. Her work there was recognized by five Sandia Laboratories Awards for Excellence. Her current research activities focus on the examination of single and multi-photon


processes leading to both linear and non-linear response in optical materials as a result of exposure to either ionizing or non-ionizing radiation. She has authored numerous refereed publications in her fields of research and has co-authored a text entitled "Optical Materials" (Academic Press, 2000). In 1994, she was awarded the Norbert J. Kreidl Award from the American Ceramic Society and was recognized for scientific contributions in the area of photosensitive materials with a nomination for the 1998 Weyl Award from the International Conference on Glass. She currently holds two United States patents.

Meredith Kupinski, Ph.D.Dr. Meredith Kupinski joined CIAN at its inception in September 2008. She is an alumna of the UA’s College of Optical Sciences where she earned her PhD, in 2008. In the position of Education Director Dr. Kupinski led CIAN’s pilot-year as Director of an Research Experience for Undergraduates (REU) program, co-Director of an Research Experience for Teachers (RET) summer research program, and built community partnerships to establish a culture of dedication to pre-college outreach and peer mentoring within CIAN. In REU’s 2009 program seven undergraduate students studied at UA and six others at four partnering institutions. In this multi-institutional REU program, Dr. Kupinski served as an ambassador to academic culture, aided by her fresh perspective on graduate education. She taught workshops on how to create a successful research poster and provided individual coaching, across all sites, for students writing their research summaries. She regularly conducted progress analysis with each student and offered suggestions for “using your mentor wisely.” Her leadership goal is to continually create a network of professional development and team building opportunities for students, including minority recruitment of underrepresented students. Student’s successes are recognized and rewarded whenever possible, such as: featuring their work at CIAN’s annual retreats, nominations for local university awards, and submission of REU descriptions to local university publications (http://uanews.org/node/26736). Dr. Kupinski advocates for undergraduate and minority opportunities through CIAN, including industry internships, weekly Student Literature Reviews, ethics and technical writing seminars, and academic year research appointments.

Bane Vasić, Ph.D.Dr. Bane Vasic is a Professor of Electrical and Computer Engineering and Mathematics at the University of Arizona. He is affiliated with BIO5 an Institute for Collaborative Beoresearch, and is a Director of the Error Correction Laboratory. Current sponsors and collaborators include National Science Foundation (NSF), Information Storage Industry Consortium (INSIC), The National Aeronautics and Space Administration (NASA), Los Alamos National Laboratory (LANL), Seagate Technology, International Business Machines Corp. (IBM), Hitachi, LSI Corp., and Bell Laboratories. He is known for his theoretical work in coding theory and codes on graphs which has led to analytical characterization of the hard decision iterative decoders of LDPC codes, and design of codes with best error-floor performance known today. He is currently working on inference, analysis and external control of gene regulatory networks with application to genetic error correction algorithms for damage repair of deoxyribonucleic acid (DNA) induced by ionizing radiation. He is an inventor of the soft error-event decoding algorithm, and the key architect of a detector/decoder for Bell Labs magnetic recording read channel chips which is regarded as the best in industry. Different variants of this algorithm are implemented in virtually all today’s magnetic hard drives. His pioneering work on structured low-density parity check (LDPC) error correcting codes and invention of codes has enabled low-


complexity iterative decoder implementations. Structured LDPC codes are today adopted in a number of communications standards, and are the main candidates for adoption in extremely high-density magnetic recording and optical communications systems. He was also involved in a Digital Versatile Disc (DVD) Copy Protection Standardization Group sponsored by DVD Industry Consortium and Movie Studios. Dr. Vasic’s research work on characterization of theoretically achievable recording densities for multi-track and multi level recording systems lead to the invention of practical constrained codes for DVD. Multi track codes are used today used in Blu-ray Discs and are considered for application in new generation of patterned media recording, while multilevel recording has been commercialized by LSI and enabled doubling the recording density compared to a conventional DVD.

William Ryan, Ph.D.Professor William E. Ryan received the Ph.D. degree in electrical engineering from the University of Virginia (Charlottesville, Virginia) in 1988 after receiving the B.S. and M.S. degrees in electrical engineering from Case Western Reserve University (Cleveland, Ohio) and the University of Virginia, respectively, in 1981 and 1984. From 1988 to 1993, Dr. Ryan held positions in industry for five years, first at The Analytic Sciences Corporation, then at Ampex Corporation, and finally at Applied Signal Technology. From 1993 to 1998, he was an assistant professor and then associate professor in the Department of Electrical and Computer Engineering at New Mexico State University, Las Cruces, NM. From 1998 to present, he has been on the faculty in the Department of Electrical and Computer Engineering at the University of Arizona, Tucson, AZ, first as an associate professor and then as full professor. Prof. Ryan has over 100 publications in the leading conferences and journals in the area of communication theory and channel coding. He is also author (with Shu Lin) of the graduate textbook Channel Codes: Classical and Modern, Cambridge University Press, 2009. His research interests are in coding and signal processing with applications to magnetic data storage and wireless data communications. He is a Senior Member of the IEEE and he was an associate editor for the IEEE Transactions on Communications from 1998 through 2005. He was General Chair of the 2003 Communication Theory Workshop and the 2007 Information Theory Workshop, and he as been on the technical program committees of several international conferences.

Supapan Seraphin, Ph.D.She is a University of Arizona Faculty Fellow and Professor in Materials Science and Engineering Department. She has a joint appointment with College of Optical Sciences and Department of Agriculture Biosystems Engineering, College of Agriculture and Life Sciences. She has been the Director of Electron Microscopy Facility for Materials Research since 1990, now the University Spectroscopy and Imaging Facilities (USIF). The facilities provide state-of-the-art scanning electron microscopes (SEM) to researchers and students. There are four SEMs, two transmission electron microscopes, and one X-ray diffractometer. Prof. S. Seraphin has taught MSE 580 Experimental Methods for Microstructural Analysis since 1991. Her major research projects include carbon nanoclusters, silicon-on-insulator materials, and various ceramic and magnetic nanoparticles. Besides research grants, she was the PI of several education and outreach grants, including the NSF Research Experience for Undergraduate and Teachers (REU/RET) Site for 15 years and the International REU/RET Site for 6 years until 2009. She is also a co-PI of several NSF education and outreach grants including Gender-Equity program, Informal Science Education, and Graduate-K12 Fellowship program (Track1 and 2). She was the


PI of Arizona Board of Regents Learner Centered Education grant to develop and implement design in ENGR 102 and Arizona Regents Reach-Out grant to setup remote-access, real-time collaboration of SEM in her facility. She received Department Outstanding Teaching Award in 1997 and the College Award of Excellence at Student Interface in 2001 and 2002. She was selected to be the 2008 da Vinci Fellow of the College of Engineering for her dedication and mentoring students. She received the 2009 faculty award in Science and Engineering Excellence for her diversity inclusiveness activities.

Eugene R. Cochran, Ph.D., MBADr. Eugene R. Cochran is the Administrative Director of CIAN. He received his B.S. in Optical Engineering from the Institute of Optics at the University of Rochester in 1983 and his M.S. and Ph.D. in Optical Sciences from the Optical Sciences Center at the University of Arizona in 1987 and 1988 respectively. Dr. Cochran has also has obtained an M.B.A. with a concentration in Finance/Accounting from the Karl Eller Graduate School of Management University of Arizona in 1992. Dr. Cochran, an optical engineer specializing in optical testing and optical instrument design, has more than eight years experience designing and developing optical systems. He has been employed on the technical staff at IBM, Perkin-Elmer, GCA/Tropel, and WYKO/Veeco. Dr. Cochran also has extensive experience in translated technologies from academia to industry through vehicles such as patent and licensing as well as early stage venture capital start ups. He worked as a Director at Research Corporation Technologies (RCT) for seventeen years. In this position he is responsible for evaluating and commercializing inventions in the fields of physics, optics, materials, instrumentation, telecom, and medical devices. He has served on the boards of NP Photonics, MPI, and Extreme Photonics. Dr. Cochran has been a member of several professional societies including: AIP, ASPE, APS, OSA, IEEE, SPIE, and MRS. He is author of several articles in the fields of optical sciences and technology transfer.

2. Additional Faculty -- Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members.

A search for a junior faculty with expertise in Telecommunications Networking is already underway in OSC. Within the next five years three new faculty hires will be added to support research, education, outreach and diversity goals of CIAN.

3. Current FTE Students and Faculty -- Give the present numbers of FTE students and FTE faculty in the department or unit in which the program will be offered.

College Degree Program Students Faculty

Optical SciencesM.S. 93

33Ph.D. 163

Engineering M.S. 259 177Ph.D. 299TOTAL 814 210


4. Projected FTE Students and Faculty -- Give the proposed numbers of FTE students and FTE faculty for the next three years in the department or unit in which the program will be offered.

Year Students Faculty

2010-2011 8 +1*

2011-2012 18 +1*

2012-2013 22 +1*

* Part of the currently approved CIAN faculty search

B. LIBRARY

1. Current Relevant Holdings -- Describe the current library holdings relevant to the proposed program and assess the adequacy of these holdings.

Students at in OSC or COE have access to any of the libraries on the University of Arizona campus—the Main Library System, Science-Engineering Libraries, Fine Arts Library, Law Library, and Arizona Health Sciences Library. The Main Library system contains almost 7,000,000 items, displaying 4,000 plus periodicals, books, microforms, maps, government publications, manuscripts and non-book media. The University of Arizona also shares research resources with Northern Arizona University and Arizona State University through an interlibrary cooperative agreement. The primary resources for Photonics Communication Engineering students will be the Science-Engineering Library and the Fred A. Hopf Optics library. The Hopf library is located at OSC and is designed to meet the needs of OSC students. In addition to books and journals, the collection includes a reserve book section, class notes, homework solutions, copies of exams, prelim study materials and past exams, a complete collection of theses and dissertations written by the Center's former students, Technical Reports and Newsletters published by the Center, and copies of recently published research articles and books written by the Center's faculty and students. Old, rare, or unusual books are shelved separately, but are available by special arrangement.

2. Additional Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

No new acquisitions are anticipated at this time.

C. PHYSICAL FACILITIES AND EQUIPMENT


1. Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

In the Photonic Telecommunication Systems lab at OSC optical signals of various formats (NRZ-OOK, RZ-OOK, CS-RZ, NRZ-DPSK, and NRZ-DPSK) are sent at high data rates of 10 Gigabits per second; a 4X increase of transmission speed is a future research goal. Wavelength division multiplexing (WDM) terminals and multiplexers are available to generate dozens of separate wavelength channels. Optical amplifiers, single and multi-mode fiber, and dispersion compensating fiber are available for signal analysis of frequency spectrum, constellation diagrams, bit error rate, and transmission speed. All-optical signal regeneration is being studied in an experimental setup. In the Photonic Communications component laboratory at OSC, the following test facilities are available.

(a) PLC Test Station 1: This test station is suitable for characterizing planar lightwave circuits (PLC) in the C and L band (1530 – 1620nm) and is equipped with tunable lasers, polarization controllers, high precision micropositioners, microscopes for positioning optical fibers with respect to the PLC under test, detectors, polarizers, and infrared cameras for viewing waveguide modes. There are also function generators and oscilloscopes for testing modulator, switches, attenuators and other active devices for frequencies up to 10MHz.

(b) PLC Test Station 2: This test station is suitable for characterizing planar lightwave circuits at 1550nm is equipped with tunable lasers, polarization controllers, state-of-the-art Luminos micropositioners, microscopes for positioning optical fibers with respect to the PLC under test, detectors, and infrared cameras for viewing waveguide modes. There are function generators and oscilloscopes for testing modulator, switches, tunable filters and other active devices for frequencies up to 10MHz. A specialty slab waveguide loss system is available that which uses the liquid prism technique, allowing slab waveguide loss measurements with accuracies less than 0.1dB/cm.

(c) High Speed Modulator Test Station: This test station is specifically intended for testing of high-speed PLC-based electro-optic modulators and switches and has many of the same optical elements as PLC Test Beds 1 and 2. The electrical signal is generated using an HP83651B synthesized sweeper that feeds into an HP 8517B test set. An HP8510C vector network analyzer is used control both the synthesizer and test set. This system is capable of generating frequencies from 45 MHz to 50 GHz. The optical output is coupled into an HP 70810B calibrated detector. This detector can be fed directly into an HP 71400C lightwave signal analyzer to monitor frequency response or noise information.

The University Spectroscopy and Imaging Facilities (USIF, www.usif.arizona.edu) on the UA campus maintains six electron microscopes, an XRD, and optical spectrometer. These facilities and others in MSE Department are readily available to students in this M.S. program.


Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.

No additional facilities support is requested at this time. New hires will require computer hardware and software; these needs are addressed routinely in start-up packages, and no additional resources are requested.D. OTHER SUPPORT

1. Other Support Now Available -- Include support staff, university and non-university assistance.

OSC’s senior administrative component consists of the Dean, an Associate Dean, and 20 administrative support staff. COE currently offers 11 different MS programs (one that is jointly-administered by the College of Agriculture and Life Sciences), consists of 300 staff members, and a College Dean.

2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years.

No additional support staffs are requested by this proposal.

VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List.It is expected that students will be able to receive Research Assistantships or part-time employment positions as part of investigator-initiated research grants, program project grants, and center grants whose principal investigators are in the Colleges of Engineering and Optical Sciences. Such grants, including the NSF CIAN award, will provide good opportunities for hands-on work in research laboratories. A faculty search is currently underway and in the next five years, three new faculty hires will be added to support the research, education, outreach, and diversity goals of CIAN. Arizona’s Technology Research Initiative Fund (TRIF) and UA hiring packages will fund these faculty hires. The leveraging of these resources is described in the attached budget.

B. NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM –

Complete the appropriate budget form, available at http://www2.nau.edu/ugstudy/UCC Forms.htm describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs.

The Photonics Communications Engineering M.S. program budget is attached.

VIII. OTHER RELEVANT INFORMATION

None

http://www2.nau.edu/ugstudy/UCC%20Forms.htm

http://www2.nau.edu/ugstudy/UCC%20Forms.htm


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