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Roman Wall Painting on the Bay of Naples: A New Immersive Experience at the Kelsey Museum

Third Style Projection

Weapons for Minds: Visual Thought in Muhammad Speaks

Presented by Khuram Hussain, Vice President for Equity and Inclusion and Associate Professor of Education Studies at Middlebury College.

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One of the three largest departments of art history in North America with specialists covering every major continent, Michigan has ranked among the top art history doctoral programs nationally. The department traces its origins to 1910, and has been home to some of the most distinguished scholars in the field. In keeping with this long tradition, we encourage interdisciplinary work to take advantage of the University’s great strengths across fields, including anthropology, archaeology, philosophy, film studies, women’s studies, area studies, and law.  

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One of the department's core goals  is to partner with other programs at Michigan and beyond. These partnerships bring History of Art into conversation with other disciplines and enrich our commitment to interdisciplinary study, at the same time fortifying our connection to the University of Michigan community. 

For a full list of partnerships, click here . 

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We strive to support our students and faculty on the front lines of learning and research and to steward our planet, our community, our campus. To do this, History of Art needs your support.

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Graduate programs recognized in U.S. News rankings

By Hanna Quinlan Public Affairs

  • Campus News

University of Michigan graduate programs are among the best in the nation, according to the U.S. News & World Report’s 2022 edition of Best Graduate Schools. The rankings were released March 30.

U.S. News annually ranks six professional school programs and specialties in the areas of business, education, engineering, law, nursing and medicine, while other schools, as well as disciplines and specialties in the sciences, social sciences and humanities, health and other areas are only ranked periodically.

U-M maintained top-15 rankings in these newly ranked schoolwide categories:

  • The College of Engineering ranked No. 7.
  • The School of Nursing master’s program ranked No. 11, and its Doctor of Nursing Practice program ranked No. 14.
  • The Law School ranked No. 10.
  • The Stephen M. Ross School of Business ranked No. 13.
  • The School of Education ranked No. 9.
  • The Medical School’s research program ranked No. 15, and its primary-care program ranked No. 15.
  • The Gerald R. Ford School of Public Policy ranked No. 7.
  • The School of Information ranked No. 6.
  • The School of Public Health ranked No. 4.

U.S. News also published rankings for Ph.D. programs in economics, English, history, sociology and political science. The updated U-M rankings this year include:

  • Economics (12).
  • English (8).
  • History (2).
  • Political science (4).
  • Sociology (2).

more information

  • Details on methodologies and additional rankings
  • Summary of Ann Arbor rankings
  • Summary of Dearborn rankings
  • Summary of Flint rankings

The rankings are based on expert opinions about program excellence and statistical indicators that measure the quality of a school’s faculty, research and students.

While the university values the measurements of academic and research performance, U-M officials note that rankings cannot fully account for or capture the university’s mission. With the challenges posed by COVID-19, what matters most in choosing a school is the match between the particular interests, abilities and ambitions of each student with the specific programs, approaches and opportunities offered by a particular school.

In addition to the overall program rankings, U-M was rated on 102 specialties. Of those, five were ranked first: higher education administration, nuclear engineering, social policy, American politics and historical sociology.

Related article

  • UM-Dearborn graduate programs stand out in latest rankings

The specialties that received rankings this year are:

Business specialties  — accounting (6), business analytics (17), entrepreneurship (7), executive MBA (5), finance (10), information systems (16), international (11), management (5), marketing (4), nonprofit (6), part-time MBA (6), production/operations (3), project management (2), real estate (18) and supply chain/logistics (10).

Also, UM-Dearborn and UM-Flint ranked 106 and 152, respectively, among part-time MBA programs.

Economics specialties — development economics (12), industrial organization (14), international economics (8), labor economics (6), macroeconomics (14) and public finance (8).

Education specialties  — curriculum/instruction (3), education policy (6), educational administration and supervision (9), educational psychology (2), elementary teacher education (2), higher education administration (1), secondary teacher education (3).

Also, UM-Dearborn’s education programs ranked 154, and UM-Flint’s Education programs ranked in the 211-277 range.

Engineering specialties  — aerospace/aeronautical/astronautical (5), biomedical (10), chemical (10), civil (7), computer (5), electrical/electronic/communications (7), environmental/environmental health (3), industrial/manufacturing/systems (2), materials (8), mechanical (5) and nuclear (1).

UM-Dearborn ranked in the following specialties — computer (114), electrical/electronic/communications (134), industrial/manufacturing/systems (75), materials (139).

English specialties — 18th through 20th century British lit (10), gender and literature (7) and literary criticism and theory (18).

History specialties:  African history (5), African American history (9), Asian history (8), cultural (10), European history (7), Latin American history (4), modern U.S. history (7), U.S. colonial history (11) and women’s history (4).

Law specialties  — business/corporate law (9), clinical training (6), constitutional law (13), contracts/commercial law (7), criminal law (10), dispute resolution (32), environmental (37), health care (23), intellectual property (15), international (6), legal writing (9), tax (8), trial advocacy (67).

Library and information studies specialties — archives and preservation (4), digital librarianship (8), health librarianship (2), and information systems (3).

Medical specialties  — Anesthesiology (6), family medicine (7), internal medicine (7), new category: most diverse (68), new category: most graduates practicing in medically underserved areas (40), new category: most graduates practicing in primary care fields (136), new category: most graduates practicing in rural areas (129), obstetrics and gynecology (6), pediatrics (10), psychiatry (11), radiology (9), and surgery (4).  

Nursing specialties  — Doctor of Nursing Practice nurse practitioner — family (9), master’s nurse practitioner — adult/gerontology/primary care (8) and master’s nurse practitioner — family (9).

Political science specialties —  American politics (1), comparative politics (7), international politics (6) and political methodology (4).

Public affairs specialties  — environmental policy and management (7), health policy and management (4), international global policy and administration (14), nonprofit management (26), public finance and budgeting (27), public management and leadership (32), public policy analysis (5), social policy (1) and urban policy (16).

UM-Dearborn’s public affairs programs ranked 180, and UM-Flint’s public affairs programs ranked 193.

Sociology specialties:  economic sociology (5), historical sociology (1), sex and gender (5), social stratification (3), sociology of culture (14), and sociology of population (5).

  • U.S. News & World Report

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University of Michigan’s Ph.D. in Scientific Computing: A history of supporting research through education

Dec 4, 2020 | Educational , Feature

#Computationalscience everywhere!

umich history phd

Left side, 2167 configuration console for the IBM/System 360 Model 67-2 (duplex) at the University of Michigan, c. 1969 [Picture by Scott Gerstenberger – Scott Gerstenberger, Public Domain ]

umich history phd

left: Prof. Kenneth Powell (Aerospace Engineering), director of the Ph.D. in Scientific Computing program since 2005; right: Prof. William Martin (Nuclear Eng. and Rad. Sciences), director of the program from 1989 to 2004.

Prominent at that time in LaSC were Prof. William “Bill” Martin (Nuclear Engineering and Radiological Sciences – NERS), the laboratory’s director, Prof. John Boyd (Atmospheric, Oceanic and Space Sciences), the laboratory’s associate director, and Prof. Edward Larsen (NERS), who was hired as part of the College of Engineering’s initiative to move aggressively in the area of scientific computing. Together, they designed a graduate academic program with the goal of giving students a more comprehensive training in numerical analysis and computer science than is typically possible within standard disciplinary programs housed within individual departments and schools. The fundamental idea was that, to excel in computational science and engineering, one must have a thorough understanding of the mathematical and physical problems to be solved, expertise in  the methodologies and algorithms, and a foundation in computer science to be able to apply this arsenal of techniques on modern computer platforms. The need for a thorough understanding of the physical problems led directly to the requirement that students had to be enrolled in a traditional Rackham degree program (i.e., a home department), while the need for mathematical underpinning and knowledge of algorithms and computer science topics led to the requirements for courses in numerical analysis, parallel algorithms, and related topics. The PhD in Scientific Computing program was approved by the State of Michigan in 1988, and enrolled its first students in 1989. This was well in advance of a wider recognition of the centrality of computation in academia and industry. It is true today, as it was in 1988, that students can apply to the PhD in Scientific Computing program from any Rackham-recognized PhD program at the UM. This unique and flexible administrative structure has enabled the rapid growth experienced in recent years as scientific computing has become an indispensable tool in many fields of academic endeavor. 

umich history phd

Prof. Quentin Stout, director of the Center for Parallel Computing 1992-2001 [Picture source: NASA Insights 1998 ]

umich history phd

Prof. Suzanne Weekes, Associate Dean of Undergraduate Studies, ad interim, and Professor of Mathematical Sciences at Worcester Polytechnic Institute (U-M 1995, Mathematics and Scientific Computing) [Picture source: SIAM News Sept. 2020 ]

umich history phd

1 In 1992 U-M was awarded a major equipment grant by the National Scie nce Foundation to create a testbed of parallel computing architectures. The Center for Parallel Computing was established to operate the facility. The center installed and operated several different parallel computers over the years, including KSR-1, KSR-2, Convex Exemplar, SGI PowerChallenge, IBM SP2, and AMD and Apple clusters.

Mark your calendar for the MICDE SciFM 2024 Conference on April 2nd & 3rd, 2024!

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Dissertations and Theses (Ph.D. and Master's)

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Dissertations and theses submitted in partial fulfillment of the requirements for master's or doctoral degrees at the University of Michigan. This collection also includes theses written by U-M faculty.

Ph.D. dissertations at the University of Michigan in Ann Arbor are awarded by the Rackham School of Graduate Studies .

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Our Mission

The Doctor of Philosophy (Ph.D.) invites applicants who wish to investigate architecture and the built environment in focused projects that unfold over a span of years. Students embarking on a doctorate conduct original research that yields new insights into past, current, and future developments of architecture and building practices.

Doctoral Studies promotes independent critical thinkers and research specialists across a range of fields within the increasingly broad fields of architecture and the built environment.

umich history phd

Program History

The University of Michigan’s Ph.D. in Architecture was one of only four such programs in the United States when it was established in 1969. Since that date, the program has continued to evolve in response to changes in the discipline and the profession. Studies currently underway at Michigan testify to rapidly shifting disciplinary boundaries and increasingly global outlooks in the field overall but particularly in areas in which our faculty are strong, such as global modernism, media practices in architecture, space syntax, structural modeling, envelope design, and urban history.

Michigan’s remarkable research facilities allow our students to develop interdisciplinary research projects with partners across campus. The Horace H. Rackham Graduate School awards the Ph.D., generally after five or six years of study.

Additional Resources

The architecture school environment continues to provide Doctoral Studies with a rich supporting context, ranging from robust lecture and seminar series, to remarkable technical facilities that support spatial and numeric data and global information systems as well as fabrication and testing facilities.

A broad array of resources beyond our home on North Campus includes extensive research libraries and computing facilities that are among the best in the country. Students are encouraged to seek out resources that are necessary to develop and carry out topics of research, particularly for the dissertation, if any are unavailable on campus.

umich history phd

Expectations

We require a relatively high number of course credits (40 in total), and a significant time commitment to completion of degree. Four years are normally spent in residence and are fully funded with tuition, stipend, and benefits. Two additional years of tuition benefit allow students to complete the degree with fellowship support from other university units or external sources, support that is typically raised in their fourth and fifth years.

The first two years of the degree are devoted to intensive coursework intended to train students in the principal methods and materials used in our subfields (organized here by faculty specialization as BT, DS, and HT). The third year is spent preparing for and passing doctoral examinations and identifying a dissertation project. Students advance to candidacy after taking their preliminary examinations, by January of the third year at the latest. HT students must satisfy the language requirement (minimally, competence in one research language) by this time as well.

At the end of the third year, students defend their dissertation proposal in a public defense with their dissertation committee. Years four and five and, if necessary, six, are spent in researching, writing, and defending the dissertation. During the initial phase of dissertation research, students may spend substantial time off campus, supported by internal and external fellowships. They often return to Ann Arbor to write up the results of research. The dissertation is defended in a formal dissertation defense. Time to degree varies among the specializations of our program, but students typically take at least five or six years to complete the degree.

umich history phd

/ Major and Minor Areas of Specialization

Each doctoral student identifies a major and a minor area of specialization and works with faculty advisors associated with those areas.  These advisors should be identified and contacted by the middle of the second year of coursework at the latest, although many students have identified a primary advisor before arriving in Ann Arbor.

The major can be defined in dialogue with the student’s advisor; several possible major areas are listed below:

  • Building Technology
  • Critical Urban Studies
  • Computational Design
  • Design Studies
  • Digital Fabrication
  • History and Theory
  • Media Studies

The minor is a distinct subject area that complements the major. The minor may lie in Architecture, in Urban and Regional Planning, or in another University of Michigan department, program, or center.

Coursework in the minor must be approved for Rackham graduate credit, deemed appropriate by the Doctoral Advisory Committee, and approved by the major advisor.

/ Degree Requirements

Please see the  Doctoral Studies Handbook for further details about these components.

Incremental Requirements

Requirements that must be taken in sequence, as the student moves through Doctoral Studies, include:

  • Preliminary Examinations
  • Dissertation Proposal
  • Dissertation

Standing Requirements

Requirements that must be completed, either as a condition of admission or as a condition of continuance in the program, include:

  • Annual Program of Study Report
  • English Language Proficiency
  • Continuous Enrollment
  • Satisfactory Progress

/ Steps to Candidacy and Beyond

Because many of our entering students come from professional degree programs, we emphasize the importance of the subtle but substantive shift from design-based studio work to research in major subfields of architectural practice and study. This shift often requires significant re-training in basic skills such as reading, writing, and research methods.

Students are required to complete a minimum of 40 credit hours of graded coursework (including core courses and electives) prior to achieving candidacy. All courses must be completed before Preliminary Exam preparation can begin.

Coursework consists of:

  • ARCH 801 Doctoral Colloquium [1 credit x 4 terms = 4 credits]
  • ARCH 812 Theory in Architectural Research [3 credits]
  • ARCH 813 — Research Methods [3 credits]
  • ARCH 823 , 824 , or 825 Area Seminar [3 credits]
  • ARCH 839 Research Practicum [3 credits] or URP 801 [3 credits]
  • 2 cognate courses (graduate level courses outside of Architecture) [6 credits]
  • 6 additional upper-level classes (500- to 800-level) in Architecture or as approved by advisor [18 credits]

In summary, students take:

  • 16 credit hours of core courses* (5 courses, including the Research Practicum)
  • 9 credit hours of letter graded courses in the major specialization area (3 courses)
  • 9 credit hours of letter graded courses in the minor specialization area (3 courses)
  • 6 credit hours of letter graded elective coursework (2 courses)

The Preliminary Examination

The preliminary examination forms a bridge between coursework and dissertation research. It is designed to consolidate and test students’ command of their major and minor research fields and is based upon the initial formulation of a dissertation topic. Students should take the preliminary examination by January of the third year (check  candidacy deadlines  on the Rackham website).

Preparation

During the second year, students provide a tentative list of the three members of their Preliminary Examination Committee to their advisor and the Doctoral Coordinator. This committee consists of the student’s primary advisor (normally the anticipated chair of his/her Dissertation Committee) and at least one other faculty member from Architecture, with the third member invited from the department that houses the student’s minor area. Major and minor advisors should meet with the student in the last weeks of the winter term of the year prior to the examination to define the areas of questioning and to help with the initial reading lists. The student should begin studying over the summer and continue through to the test date of the following semester. One full meeting of the Preliminary Examination Committee should take place early in the fall semester of the third year, and subsequent meetings may occur at periodic intervals until the test date, as requested by student or committee members.

Please note that students must have completed the research practicum and be registered for at least one credit hour of 990 to be eligible to sit for the preliminary examination.

The preliminary examination first requires the compilation of reading lists based on a series of questions articulated with the help of the Preliminary Exam committee. The examination itself consists of two parts: a written component (also comprising two parts) and an oral defense.

The written test consists of a Major area question, and a Minor area question. The student’s major advisor administers the Major area question, after prior consultation with the student. The minor advisor administers the Minor area question, after prior consultation with the student. The written exam is followed by an oral examination with the full Preliminary Examination Committee following the completion and assessment of both components of the written exam. The meeting offers an opportunity to discuss issues not addressed or insufficiently treated in the written exam and can thus provide the committee with further information about the student’s knowledge of the field. The meeting is also the occasion for looking forward and beginning to discuss preparation of the dissertation prospectus.

Failure . A student must pass all parts of the preliminary examination in order to proceed in the degree. He/she may be asked to retake unsatisfactory portions of the examination. Failure of the Preliminary Exam, however, may also result in permanent suspension from the program. Students cannot re-sit either part of the examination more than once.

The Dissertation

This guideline is intended to help students plan the research and writing of the dissertation, making it possible to finish within two or three years of passing the preliminary examinations, and sometimes earlier. Students should bear in mind that the successful completion of a dissertation is a two-way process of negotiation between student and advisor(s), drawing where appropriate on the advice and expertise of the other members of his/her committee.

Dissertation Proposal [End of Winter semester of third year]

Students who have passed their Preliminary Examination and achieved candidacy are expected to form a Dissertation Committee comprised of no fewer than four and no more than five members (see below) and to write a prospectus of their doctoral dissertation. This should be completed and defended at the end of the sixth term. All members of the committee should be brought into the discussion about the proposed dissertation as soon after successful completion of the Preliminary Exam as possible. All members of the Dissertation Committee should be present at the prospectus defense.

The proposal details concisely the dissertation project and situates the work in the field. The core of the document is typically no longer than 2500-3000 words in length, and the proposal includes a thesis statement, a review of the state of the field in which the dissertation is intervening, a tentative chapter outline, a research plan (including travel necessary to completion of research and a schedule for completion), and a working bibliography. The student should consult with the advisor and all members of the committee in the months when he or she is formulating this important document, which serves as the intellectual plan for subsequent dissertation research and as the basis for grant applications. The dissertation proposal defense typically opens with the student offering a brief presentation (no longer than 20 minutes) of his/her project. This is followed by comments from the members of the committee, and responses from the candidate. Students may pass the defense outright, or they may pass conditionally, with revisions required. Students are normally not permitted to schedule the defense until their committee deems them capable of passing this requirement, although in rare cases it is possible to fail a proposal defense. In that case, students will be given a fixed period of time for revision before a re-examination is scheduled. The defense provides a crucial opportunity for the committee and the student to discuss intellectual and methodological aspects of the project and formulate research plans and strategies to aid the student in timely completion of the work. A copy of the approved proposal with all requested changes should be filed with the degree office within two weeks after the proposal defense.

Dissertation Committee

The Rackham Graduate School requires that each Dissertation Committee have a minimum of four members, three of whom must be regular members of the Rackham faculty. One of these three Rackham faculty members serves as the student’s doctoral advisor; the advisor is primarily responsible for guiding the student through the process of dissertation writing and takes greater responsibility than other members of the committee for the student’s progress. One of these three Rackham faculty members must hold an appointment in a cognate field outside of the Architecture Program. The Program further requires that the dissertation committee include at least two Architecture faculty members. In certain cases, a student may elect to ask two faculty members to serve as co-advisors on their dissertation. Emeritus faculty members do not normally serve on dissertation defense committees after three or more years of retirement.

On the Committee composition, see:  http://www.rackham.umich.edu/downloads/oard/forms/disscommitteeguidelines.pdf

The members of the Dissertation Committee should be registered with the Program directly after the Preliminary Exam defense and well before the Dissertation Proposal defense, since all members of the Dissertation Committee should help the student to craft a viable dissertation project. When necessary, changes may be made in the committee’s membership in consultation with the Coordinator of Doctoral Studies. All changes must be registered with the Coordinator and the Rackham Graduate School.

Faculty Responsibilities

  • The dissertation advisor or co-advisors respond to students’ work-in-progress on the dissertation.
  • While on sabbaticals or other leave of absence from the Department, advisors or co-advisors continue to supervise their advisees’ doctoral dissertations.
  • If a student fails to meet the agreed-upon deadlines for submitting chapters, the student should re-negotiate the missed deadline with the advisor(s) in a timely fashion. While chapter deadlines may shift somewhat, any change to the overall time schedule should be negotiated with the advisor(s), who remains responsible for ensuring satisfactory progress.

Submitting the Dissertation

A student will be expected to present the completed dissertation and defend it at an oral defense conducted by the dissertation committee. It is the student’s responsibility to obtain information on dissertation deadlines, format, and procedures from the Rackham Graduate School well in advance of the defense. Procedures and requirements are outlined on the  Rackham website .

Students continue to register for ARCH 995 (8 credits) during the semester in which they defend the dissertation.

A final draft of the dissertation must be submitted to all members of the dissertation committee at least two months in advance of the proposed defense date. It is to a student’s advantage to submit the preliminary final draft to the advisor or co-advisors well before this date. This ensures that any suggested revisions may be properly discussed and incorporated in the final draft in a satisfactory manner.

A dissertation can be completed within a given academic year only if the defense takes place before the end of the winter semester. This ensures that the advisor or co-advisors and members of the dissertation committee will be in a position to attend the defense. Spring or summer term defenses may also be scheduled if all committee members agree.

The entire dissertation committee (minimum four members) must be present at the dissertation defense. A speaker phone or skype connection will be set up if one or two members are resident outside of Ann Arbor. The defense is public and peers may attend.

After the defense, the student must incorporate corrections required at the defense and submit a final version to Rackham, approved by the advisor or co-advisors or a proxy by the Rackham deadline . The due date for submitting the final, approved dissertation in a given term is set by Rackham and is absolutely inflexible. Should a student miss the deadline for a given term by even a day, he/she will be compelled to pay tuition to enroll the following term.

Rackham sets specific dates each academic year for receiving the degree. These roughly correspond to the following: early October for a December degree; mid-April for a May degree; and late June for an August degree. Students and advisors should consult the Rackham website for specific dates in a given year.

Please see the Doctoral Studies Handbook for further description of these degree components.

/ Sample Schedule

All students who anticipate working with quantitative or qualitative data manipulation are required to complete at least three credit hours of graded coursework in statistical analyses and/or advanced research methods (beyond the required core course).

Students must complete two consecutive terms of full-time graduate work in residence beginning in the fall term of their first year so that the core courses may be taken in the required sequence. Students who have been offered special admission may be required to complete additional coursework.

Rackham requires that graduate-level cognate courses of at least four credit hours be satisfactorily completed in a department or program other than the Doctoral Studies in Architecture and the Architecture Program. These courses may be used to satisfy the major or minor requirement and must be approved by the student’s major professor. These credit hours are not additional to the 40 required program hours. Upon satisfactorily completing all Ph.D. coursework, a Ph.D. student is eligible to apply for and be awarded the master of science degree.

The university  class schedule  is a great resource to other interesting and beneficial courses offered outside of architecture.

umich history phd

Core Course Offerings

The core curriculum for the program consists of courses in the theoretical foundations of architecture, research methods, and seminars relating to the student’s major and/or minor specialization areas. For detailed descriptions of these courses, see the course descriptions section.

  • Arch 801: Doctoral Colloquium (4 credit hours)
  • Arch 812: Theory in Architectural Research (3 credit hours)
  • Arch 813: Research Design and Methods in Architecture (3 credit hours)
  • Arch 823: Area Seminar
  • Arch 824: Area Seminar
  • Arch 825: Area Seminar
  • Arch 839: Research Practicum (3 credit hours)
  • TOTAL: 16 credit hours

With approval from the Doctoral Program, a student may elect to take another three hour methods course in lieu of Arch 813.

Architecture Independent Study Approval Form – ARCH 810   (Ph.D. students only)

/ Recent Graduates

Graduates from the Ph.D. in Architecture program have completed Doctoral Dissertations on topics ranging from “Aural Architecture as Affect: Understanding the Impact of Acoustic Environments on Human Experience” to “Curating a Nation in Skopje: A Tale of One City’s Architecture and Politics.” View a selection of recent Doctoral Dissertations .

/ Faculty Teaching Core Courses

umich history phd

Mania Aghaei Meibodi

umich history phd

Sean Ahlquist

umich history phd

Catherine Griffiths

umich history phd

Linda N. Groat

umich history phd

Andrew Herscher

umich history phd

El Hadi Jazairy

umich history phd

Lars Junghans

umich history phd

Jong-Jin Kim

umich history phd

Joy Knoblauch

umich history phd

Kuukuwa Manful

umich history phd

Malcolm McCullough

umich history phd

Wesley McGee

umich history phd

John McMorrough

umich history phd

Ana Morcillo Pallarés

umich history phd

Upali Nanda

umich history phd

Mojtaba Navvab

umich history phd

Łukasz Stanek

umich history phd

Peter von Bülow

umich history phd

Craig Wilkins

See all Faculty

/ Frequently Asked Questions

What is the rackham graduate school.

The Rackham Graduate School and Taubman College work as a team to manage the application review process. As an applicant you will be interacting with both offices.

Do I need to submit GRE scores?

No. Effective for 2022 applicants and beyond, Graduate Record Examination (GRE) scores are no longer required nor considered for admission to all graduate programs, including the Master of Urban Design, at Taubman College.

Do I need an official transcript to apply?

Yes. The Rackham Graduate School requires applicants to upload a scanned copy, front and back, of their official transcript /academic record issued by the Registrar or Records Office to the applicant, to ApplyWeb for each bachelor’s, master’s, professional, or doctoral degree earned or in progress.

Is there an interview process?

Yes. As part of the competitive process of admission evaluation, the Admissions Committee will conduct personal interviews with each applicant. Interviews are arranged after the deadline and applications have been reviewed.

My English proficiency score doesn’t meet the minimum requirement, can I still apply?

Yes, you can still apply. However, Taubman College doesn’t provide conditional admission. We encourage you to retake the test until you receive the minimum score.

How do I check the status of my application?

Applicants can verify application data and status online approximately 10–15 days after their application is submitted. The admissions office will send an email to each applicant that includes the University of Michigan Identification Number (UMID). You will need to use a login ID and password to confirm some personal data before viewing your application status. Student Service staff will try to keep all materials received current. However, please allow sufficient time for processing before contacting the office. See the Apply page application status and evaluation section.

When will I receive my admission decision?

Applicants will be notified of their admission decision by late-February or early March. If you are admitted, you will be able to see that you have been recommended for admission via the online Wolverine Access web application status portal. Decision  letters are sent via email.

Are there any resources available for International Students with questions related to the visa application, health insurance or Life in Ann Arbor?

Yes. The Website of the International Center at the University of Michigan offers helpful resources for incoming international students related to topics such as Immigration and Visas, Health Insurance and Housing or Local Transportation.

https://internationalcenter.umich.edu/resources

When do I need to enter my decision?

April 15th.

Where can I find more information regarding the University’s COVID-19 vaccination requirements, safety and prevention efforts and testing programs?

Please refer to https://campusblueprint.umich.edu/ for latest news on the coronavirus situation on campus and the COVID-19  policies currently in place for students and faculty.

Do I need to secure an advisor prior to applying?

No, we only encourage students to become familiar with our Ph.D. faculty and research interests. Please feel free to reach out to faculty directly as well.

/ Funding Support and Resources

Making decisions about the next step in your educational journey is a time full of opportunity and potential; however, it may also be accompanied by concerns about costs. Taubman College provides full funding to all students admitted to its doctoral programs, including a full tuition waiver, health insurance, and a generous stipend package.

Taubman College Career and Professional Development offers a variety of programs, services and resources to assist students and alumni in exploring careers, securing positions and continuing skill development and management.

For additional information on career opportunities, visit our career and professional development page.

Alumni Profile

Conrad kickert, m.u.d. ’06, ph.d. arch ’14 ,.

Assistant Professor of Urban Design, University at Buffalo - School of Architecture and Planning

umich history phd

Meet Our Faculty

See Our Facilities

A SAMPLING OF ART HISTORY DEPARTMENTS

Departments in the united states.

Boston College, Chestnut Hill, MA Information on the department, faculty, and majors and minors is included on this site. Links to university arts organizations and college digital resources are also included, along with a form to send a multimedia post card from the Fine Arts Department.

Bryn Mawr, Bryn Mawr, PA Includes information for both undergraduate and graduate programs. Also listed are faculty, their specializations, and courses for the current academic year.

Case Western Reserve, Cleveland, Ohio The Bachelor of Arts degree is granted in art history and in pre-architecture, and the Bachelor of Science degree in art education. In addition, the department offers graduate programs leading to the degrees of Master of Arts in art history, in art history and museum studies, and in art education; and the Doctor of Philosophy in art history, and in art history and museum studies. All art programs are considerably enhanced by close cooperation with and access to the facilities of cultural institutions located in University Circle, in particular The Cleveland Museum of Art and The Cleveland Institute of Art .

Columbia, New York, NY Requirements for graduate and undergraduate programs are included. Course descriptions and class schedules are also provided, along with online instructional resources, including syllabi, images, and multimedia projects.

College of Charleston , Charleston, South Carolina One of the largest independent art history departments in the Southeast and among the few in the nation that specialize in undergraduate education. Offering a BA in Art History, a BA in Historic Preservation & Community Planning and a MS in Historic Preservation, the department’s curriculum combines a wide variety of courses in art history and historic preservation with the advantages of a liberal arts education.

Cornell, Ithaca, NY Site includes information on faculty and their areas of specialization, current term course listings, and program requirements for both undergraduate and graduate students.

Emory , Atlanta, GA Online syllabi are included on this site, in addition to course offerings, faculty and department contacts, a description of the graduate program, and major and minor degree requirements.

Florida State University, Tallahassee, FL The Department of the History of Art offers the Bachelor of Arts, Master of Arts, and the Doctor of Philosophy degrees. The site lists program requirements for each degree, course listings, faculty areas of specialization, and information about annual symposium.

Harvard , Cambridge, MA The Fine Arts Department has recently become the Department of History of Art and Architecture. This site includes undergradute and graduate program requirements, course offerings, a listing of faculty members, and Frequently Asked Questions.

Johns Hopkins , Baltimore, MD Undergraduate and graduate program requirements and course listings are provided, along with a list of faculty and a description of the Visual Resources Collection. Also included is an introduction to The Johns Hopkins Center for Italian Studies at the Villa Spelman.

Miami University , Oxford, OH Consistently ranked by major sources as one of the nation's top institutions.

Northwestern , Evanston, IL Requirements for undergraduate and graduate programs are included, in addition to descriptions of faculty and their research, and an overview of the slide library. Some course web sites are also provided.

NYU , New York, NY Graduate degree requirements are listed, along with descriptions of special programs, course offerings for current and past terms, events and programs. Information on the Graduate Student Association is also provided.

Ohio State University Offers a substantial graduate (MA and PhD) program with a faculty of about 18. Descriptions of programs, areas of concentration, course listings, faculty, staff, graduate students, Newsletter, and links are provided.

Penn State University The Department of Art History offers undergraduate and graduate programs of study leading to B.A., M.A. and Ph.D. degrees in art history. The department offers lecture/discussion courses and graduate seminars on a broad range of topics from ancient to contemporary art and architecture. Courses are also offered in museum studies, historiography, iconology, criticism, connoisseurship, and methods of research. Courses are taught by eleven full-time faculty members and five affiliate faculty members.

Princeton , Princeton, NJ Includes undergradute and graduate program requirements, a list of faculty and specializations, course web pages, and descriptions of slide and photograph collections. Also has links to multimedia projects.

Rice University , Houston, TX Site includes degree requirements for graduate and undergraduate programs, current course listings and online syllabi, and job openings within the department. There is also a link to RiceArts, a listing of arts departments and events on campus.

Rutgers , New Brunswick NJ Fairly extensive site includes maps, a Pictorial History of Voorhees Hall (which houses the department), and a list of recent dissertations, in addition to Program Handbooks for graduates and undergraduates, and a list of faculty. The Visual Resources Collection includes thorough information on color correcting slides during digitization.

Stanford , Stanford, CA Site includes a list of courses, description of affiliated facilities, and information on graduate and undergraduate programs. Links to other art and art history departments are also included, along with links to Bay Area arts organizations.

State University of New York at Buffalo Includes descriptions of graduate and undergraduate programs, course listings, and a list of faculty and their specializations. Online course materialsand an application request form are also included, along with links to area arts organizations.

Temple University, Tyler School of Art , The Department offers a variety of critical, theoretical and methodological perspectives and approaches. The goal is to equip students with strong skills in a world in which visual literacy is of great importance.

University of California, Los Angeles In addition to a list of faculty, course listings and online course materials, the site offers "On-Ramp," an organized collection of links to "Tools & Resources in Art History and the Humanities."

University of California, Berkeley Descriptions of degree requirements for undergraduate and graduate programs are provided, along with a list of faculty and specializations, and course offerings.

University of California, Irvine Undergraduate major and minor degrees offered. Ph.D program in Visual Studies.

University of California, Santa Cruz Undergraduate program requirements are described. The site also includes a list of faculty and their areas of interest, course listings, and online course materials. There is also a very useful "Pointers & Advice" section for art history students, with tips on writing papers, getting internships, career opportunities and more.

University of Chicago , IL Site lists faculty and specializations, graduate program requirements, and courses. Contents of the Chicago Art Journal, a student-edited publication, are also included, in addition to an Electronic Database of Images from the Slide Library.

University of Colorado at Boulder , CO This site includes descriptions of graduate and undergraduate programs, course listings, a list of faculty and their specializations, as well as study abroad options and links to other art related sites.

University of Delaware , Newark, DE Provides information on MA and PhD programs, in addition to a list of faculty and their recent publications, online syllabi, and course listings for upcoming terms. Links to the affiliated programs (Museum Studies, Decorative Arts and the Winterthur Program, and Art Conservation) are also included.

University of Iowa The School of Art & Art History offers the B.A., M.A., and Ph.D. degrees in Art History. Specialization is possible in traditional areas of Western, African, and Asian Art. The Graduate Program emphasizes independence of thought, a thorough knowledge of the field, and diverse critical methods. A regular series of visiting lecturers from the United States and abroad supplements an extensive program of course offerings.

University of Michigan, Ann Arbor Site provides undergraduate and graduate program descriptions online and in PDF format, course listings, and online syllabi and study galleries. The Visual Resources Collection includes an online image database.

University of Minnesota The department offers a broad range of undergraduate courses covering the arts of Europe, North America and Asia. Graduate curricula focus primarily on Asian art and modern art (including contemporary art, popular culture and art of the Early Modern period). Areas of faculty specialization include:

University of Missouri-Columbia The Department of Art History and Archaeology offers the Bachelor of Arts, Master of Arts, and Doctor of Philosophy degrees in art history and Classical archaeology. It also supports interdisciplinary graduate minors in Museum Studies and Historic Preservation, as well as in ancient studies and in medieval and renaissance studies.

University of New Mexico , Albuquerque, NM Application procedures are described on this site and applications are available to download. A list of faculty is also provided. MA, MFA, and PhD program requirements are included, along with descriptions of museum, gallery and library resources.

University of North Carolina, Chapel Hill The site provides descriptions of the Research Triangle community, museum and gallery resources, and library facilities. BA, BFA, MA and PhD program requirements are included, in addition to online application instructions. A section on online course resources includes The Celtic Art & Cultures Web site.

University of Notre Dame , Notre Dame, IN Included are requirements for both BA and MA degree programs, course listings, and descriptions of museum and library resources, including the On-Line Catalogue of Ambrosiana Drawings, from the Biblioteca Ambrosiana in Milan. Also included is the ever-popular "Career Alternatives for Art Historians," an overview of employment options for art history students.

University of Pennsylvania , Philadelphia, PA Program requirements are provided for undergraduate and graduate programs in History of Art, and a graduate program in Art and Archaeology of the Mediterranean World. Course schedules and links to departmental projects and faculty homepages can also be found here. The site includes a description and photos of the newly renovated Elliot and Roslyn Jaffe History of Art Building.

University of Pittsburgh, Pittsburgh, PA The Department of History of Art and Architecture has undertaking a major initiative to reorganize faculty and graduate research along more collaborative and interdisciplinary lines.

University of Texas, Austin In addition to describing requirements for BA, BFA, MA, and PhD programs, the site includes a list of faculty, an academic calendar, and information on special programs such as the interdisciplinary Center for the Study of Modernism, and the Maya Meetings at Texas, a 10-day annual conference.

University of Virginia , Charlottesville, VA Requirements for undergraduate major and minor are provided, along with MA and PhD program descriptions. Also included are online syllabi, course offerings, a listing of faculty and staff, and an overview of the Visual Resources Collection.

Washington University in St. Louis , MO The undergraduate major and minor are described, and requirements for the MA and PhD programs are provided. Library and museum resources are also covered.

Williams College Graduate Program in the History of Art , Williamstown, MA

Yale , New Haven, CT A list of faculty and links to their web pages are provided, and undergraduate and gradute programs are decribed. Also included are digital, museum and library resources.

Departments Abroad

British Institute of Florence , Italy An educational charity established in 1917, to promote the languages and cultures of Britain and Italy. This is accomplished through the teaching of Italian and English as foreign languages and cultural courses including History of Art (both short and long term), cooking, drawing, watercolour painting, Dante and opera.

Cambridge University , UK In ten sequential web pages, admissions procedures and program requirements for undergraduate and postgraduate students are described. Library and museum resources are also discussed.

Concordia University , Montreal, Quebec, Canada Faculty and their areas of interest are described, in addition to course descriptions and program requirements for an undergraduate Major and Minor, and MA (PhD requirements forthcoming). Site includes online form to request information and a text-only page. Also provides links to library and web resources such as RVACanada (a web resource for studying the visual arts in Canada, compiled by graduate students), AHRC, and The Journal of Canadian Art History.

Courtauld Institute, London, UK Site includes both an Undergraduate Prospectus and information on Postgraduate Studies, including research degrees (MPhil & PhD), a Postgraduate Diploma in the History of Art, and an MA in the History of Art. Principal members of staff are listed, along with their teaching and research interests. Also included are descriptions of living in London, resources for study, fees & grants, and application forms.

Moscow State University, Moscow, Russia Main fields of research and specialization are listed. While more extensive information is available on the Faculty of History (which houses the art history departments), the pages for the Department of General History of Arts and the Department of the History of Russian Art are limited and dated 1997.

Okanagan University College, British Columbia, Canada The Fine Arts Department provides information on a two-year diploma and a four-year degree program. Also includes online resources such as Art History: A Preliminary Handbook, Important Moments in Canadian Art History, and Words of Art: A Glossary of Theory and Criticism for the Visual Arts.

Oxford University, UK Contact info only.

Padua, Universita degli Studi di Padova , Italy In Italian only, provides information on the Department, its programs, and research activities. Course listings are included, as are lists of faculty and staff, and descriptions of resources and services. Special projects include "Illuminated Manuscripts in Padova from the Middle Ages to the 18th Century" (text in Italian and English).

Paris-Sorbonne , France In French only, provides descriptions of the programs, degrees offered, research groups, and library resources. Also includes an experimental collection of images, "Mashreq-Maghreb: Archives Photographiques du Monde Islamique."

Universiteit Leiden, Netherlands The Universiteit Leiden was founded in 1575. It is a fully accredited, classical university at which over 15,000 students are enrolled. Leiden is a picturesque town with 114,000 inhabitants, close to Amsterdam, Rotterdam and The Hague. Leiden University has several educational programs, taught in English, which are specifically designed with foreign students in mind.

Universiteit Leuven, Belgium The Leuven Faculty of Arts includes departments such as history, archaeology, history of art, music, linguistics and literature. Both teaching and research in this faculty concern the cultural development of mankind, from pre-historic times to the present, in both Western and non-western world. (English page)

University of Bristol, UK The University has a very successful and popular undergraduate program in Art History, as well as supervising research degrees. The Masters degree provision is taught within several interdisciplinary Masters programs within the University of Bristol, including Medieval Studies, and The Classical Tradition. The University of Bristol is consistently listed among the top UK universities, and receives applications from the highest calibre of student.

University of Essex, UK This site for the Department of Art History and Theory offers undergraduate and graduate program descriptions, and a list of faculty and their research interests. Access is also provided to the University of Essex Collection of Latin American Art (UECLAA), and an online journal, "ARARA: Art & Architecture of the Americas."

University of Hong Kong The Department of Fine Arts was established in 1978. From its origins, the department was developed to concentrate on teaching and research in the history of art. The department currently has a teaching staff of five full-time members: three specialists in European art, one in Chinese art and one in Japanese art.

University of Manchester, UK Art History and Archaeology have been taught at Manchester since the 1930s. As a result of a recent merger both subjects are now taught and supervised within a single department numbering twenty full-time academic staff as well as technicians and support staff, and with an undergraduate intake of over three hundred. There is a lso a large postgraduate community within the department. The University has its own museum and art gallery where there are opportunities for students to acquire work experience.

University of Melbourne , Australia Lists faculty and their areas of interest, descriptions of undergraduate and graduate programs, and resources available to students. Departmental overview includes a section on "Why study Art History, Cinema Studies, Classical Studies or Archaeology?" Also provides access to a draft version of the Classics & Archaeology Virtual Museum Project, and an online journal, "Screenscape: Essays on Film by Students of the University of Melbourne."

University of New South Wales , Australia Graduate and undergraduate program descriptions are provided, along with biographical info on faculty and staff. Includes "Artwrite," an online produced by students.

University of Queensland , Australia Provides an overview of the department, course listings, graduate and undergraduate program descriptions, and a list of staff and their areas of interest. An introduction to the library and its resources is also included.

University of Rome, "La Sapienza", Italy In English and Italian, provides a description of the program and history of the university. Also lists faculty, conferences, and application requirements. Includes an online journal "BTA - Bollettino Telematico dell'Arte."

University of Toronto , Canada Undergraduate, MA, and PhD program requirements are included here, along with course descriptions and a list of faculty and their areas of interest. Also provided is info on the Ancient Studies Collaborative Program.

If you have any suggestions, corrections, or additions contact Patrick Young: [email protected] Thanks!

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PhD Programs

Doctor of philosophy.

The research-based doctoral program has two primary tracks: Resource Ecology Management (natural science focus) and Resource Policy and Behavior (social science focus). Students may choose between a highly specialized course of study or one that broadly addresses complex, interdisciplinary issues. Each student's course of study is tailored to their scholarly interests and guided by their faculty chair and committee. Broad areas of specialization reflect the expertise and research interests of faculty. The doctoral program's goal is to develop the creative abilities of exceptional students, thereby training them for independent work that contributes to original research and scholarship at the forefront of their chosen fields. Students will become leaders in research, teaching and training others, and developing the scientific knowledge base needed to formulate policies and practices that help sustain natural resources. Program Milestones

  • Upon admission, you are assigned an advisor and faculty member(s) to serve on your interim Guidance Committee.
  • In your first year, you prepare a "course of study" document that will guide your coursework and scholarly development.
  • By the end of your second year, you will complete your qualifying exam and advance to doctoral candidacy.
  • By the end of your fifth semester, you will submit your full dissertation proposal.
  • By the end of your fifth year, you will defend your dissertation.  

Your PhD will be granted by the Horace H. Rackham School of Graduate Studies . The school's Doctoral Handbook provides key information, such as a timeline and outline of expectations and requirements. For more information, contact [email protected] .

  • Welcome from the Chair
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  • Positions at ME

Our History

Cover of 150th History

The University of Michigan is home to one of the world’s top mechanical engineering programs, with a rich history and a strong, clear vision for the future. We continue to shape the field by generating new paradigms in mechanical engineering.

The ME Department at UM began in 1868 as a humble, two-room laboratory with one professor. Today it includes:

72 tenured or tenure-track faculty

19 research faculty and lecturers

More than 850 undergraduate students

More than 500 graduate students (including over 250 Ph.D. students)

16,000 living alumni

Department Chairs

  • 1881 to 1904: Mortimer E. Cooley
  • 1904 to 1917: John R. Allen
  • 1917 to 1937: Henry C. Anderson
  • 1937 to 1940: John E. Emswiler
  • 1939: Ransom S. Hawley (Interim)
  • 1940 to 1951: Ransom S. Hawley
  • 1951 to 1955: Edward T. Vincent
  • 1955 to 1956: Wyeth Allen
  • 1956 to 1965: Gordon Van Wylen
  • 1965 to 1966: Arthur Hansen
  • 1966 to 1974: John A. Clark
  • 1974 to 1975: J. Raymond Pearson (Interim)
  • 1975 to 1978: J. Raymond Pearson
  • 1978 to 1981: David Pratt
  • 1981 to 1982: Richard E. Sonntag (Interim)
  • 1983 to 1992: Richard E. Sonntag
  • 1992 to 1998: Panos Y. Papalambros
  • 1995: James R. Barber (Interim)
  • 1998 to 2001: A. Galip Ulsoy
  • 2002 to 2007: Dennis N. Assanis
  • 2007 to 2008: Panos Y. Papalambros (Interim)
  • 2008 to 2018: Kon-Well Wang
  • 2018 to present: Ellen Arruda

1868-1900: Creating the Department

1900-1940: building national prominence.

1940-1970: Entering the Modern Era

1970-2000: Leadership in High-Technology

2000-2018: redefining mechanical engineering for the 21st century.

ME was founded in 1868, when engineering professors and students numbered in the dozens and the only engineering curriculum was in civil engineering. Professors DeVolson Wood and Stillman Robinson requested that the University offer a separate specialized course to focus on the new fields of machine, power, and marine engineering. Although the regents voted in 1868 to create the program, the first of its kind in the U.S., the University lacked the resources to maintain it, and two years later it was reabsorbed into civil engineering, where it remained for the next 11 years.

The American Society of Mechanical Engineers (ASME) was not established until 1880. It wasn’t until Mortimer E. Cooley, a naval officer, came to Ann Arbor in 1881 that ME at Michigan gained an independent identity. Cooley, an 1878 graduate of the U.S. Naval Academy, was one of a number of naval officers appointed by Congress to university facilities. His assignment was to establish an ME program. Over the next three decades, his leadership laid the foundation for a thriving department.

In the beginning, the ME curriculum consisted of Workshop Appliances and Processes; Pattern Making, Moulding and Founding; Mechanical Laboratory Work (Shop Practice in Forging); Machinery and Prime Movers (Water Wheels and Steam Engines); Machine Design; Thermodynamics; Original Design; Estimates, Specifications, and Contracts; and Naval Architecture.

The first mechanical laboratory was built under Cooley in 1882. At the time, engineering classes were held in the South Wing of University Hall, but there was no laboratory building. To remedy the situation, Cooley used an appropriation of $2,500 from the Michigan legislature to construct and equip a two-story laboratory building. Plans for the building were put together by ME faculty member J. B. Davis. According to and earlier history, “it was a two-story structure of frame construction with bricks placed edgewise between the studding. The ground floor was divided into two rooms, the foundry on the east end and the forge shop, brass furnace, and engine room on the west. The foundry also included two flasks, other necessary foundry tools, and molding sand. It is important to note that the shop contained the first steam equipment in the ME Laboratory, a forge, anvil, tools, a brass furnace, and a four-horsepower vertical fire-box and steam engine. The second floor was also divided into two rooms, one of which was occupied by the pattern shop and the other by the machine shop. The equipment in these rooms consisted of a wood-turning lathe built by Cooley and members of his class, and an iron lathe, salvaged from the basement of University Hall and repaired by the students. The building was heated by an old-fashioned stove on the second floor. In cold weather, ice was melted in a pail of water on top of the stove in order to increase humidity.”

In his first report to the regents, Cooley described the original course taught in the new laboratory: “Six students were permitted to take the first laboratory course held in the building. They were engaged for a large share of the time in overhauling and erecting machinery in the shop. The remainder of the time was devoted to grinding and putting in order the cutting tools, in performing some of the simpler operations at the workbench, in preparing work for the iron lathe, in wood-turning, forging, brazing, and soldering, and in running the engine.”

In his memoir, The Scientific Blacksmith (1947), Cooley wrote:  “How well I remember my first class in this little shop. Six engineers were taking the course. The first lesson was at the forge. I taught them how to build a fire. Then I wanted a piece of iron to heat. At the back door there was a wagonload of scrap of different kinds of metal, and I sent the members of the class to bring me back a piece of wrought iron. Much to my surprise not one of the six could identify wrought iron, cast iron, steel, or anything else in the pile. I asked the differences between the various kinds of metal, and every last one of them knew the chemical differences and the process of manufacture, but not one of them could identify one piece of metal from another. That incident thoroughly convinced me of the need from practical work to acquaint engineers with the characteristics of the materials they would be using after graduation.”

Cooley was soon dissatisfied with the four-room laboratory. In 1883, he convinced the University to donate to the Department the carpenter shop that had been used in the construction of the University library. It was dismantled and attached to the Mechanical Laboratory. In 1885, construction of a new laboratory building was authorized by the regents, and the original lab, just four years old, was torn down to make room for it. Additional space was acquired for the Department in 1891 when the dental building was given to the engineering program for classroom space.

To supplement the learning experience of the laboratories, Cooley and the other faculty arranged for students to undertake inspection visits to neighboring businesses. An entry in the University catalogue of 1890 describes this program: “As often as may be practical, visits will be paid to the neighboring manufacturing establishments for the purpose of acquiring a knowledge of the methods employed in building and in the construction of bridges, machinery and ships. In the spring of 1886, members of the classes in civil and mechanical engineering spent a week, under the guidance of Professor M.E. Cooley, in visiting industrial works at Detroit, Cleveland, and Pittsburgh.”

During the 23 years of the Cooley era, the Department acquired a strong curriculum, launched its first successful building program, and formed a strong relationship with business and industry. In 1904, Cooley was named dean of the College of Engineering, a post he held for the next 24 years.

With a foundation well laid in the Cooley era, the ME Department, as well as the entire engineering program at Michigan, was primed to step into a leading role in engineering education in the early decades of the 20th century. Drawing students from across the country and throughout the world, the engineering student body grew tenfold over the next 40 years; graduate degrees were offered for the first time; laboratories were updated and equipped with modern instrumentation; and independent research projects became important academic endeavors along with the education of students. The University strengthened its relationships with industry and other schools. Interdisciplinary programs leading to joint degrees with either law or business schools were created. The Department grew from a fledgling organization to one of the nation’s leaders in mechanical engineering education.

In the 1800s, ME had emphasized steam power and manufacturing machinery almost exclusively, but the world of science and industry was changing and the Department changed as well. By 1940, the curriculum for the bachelor’s degree had grown to include 54 courses with 74 semester hours of preparatory work, 50 hours of secondary and technical work and 16 hours of electives. Semester were 16 weeks long. Courses were grouped under these headings:

Steam Power Engineering

Internal Combustion

Hydro-Mechanical

Heating, Ventilation and Refrigeration

In 1910 Felix Pawlowski, a young scientist from Poland, arrived in the U.S. At the University of Paris, he had taken the first course in aeronautical engineering ever given; now he was determined to become America’s first aeronautical engineer. When he sent letters to engineering colleges around the country requesting the chance to start an aeronautics program, he mostly received negative replies. The field was too new, and there was no assurance that it would amount to anything.  However, Mortimer Cooley appointed Pawlowski to Michigan’s ME faculty and encouraged him to create a course of study in aeronautical engineering. The course was begun in 1914, the first of its kind in the U.S., just 11 years after the Wright brothers’ historic first flight at Kitty Hawk. The first degree in aeronautical engineering was awarded in 1917.

An advanced educational program requires advanced facilities, and the Department’s growth in this area kept pace. The building that would be the symbol of Michigan engineering over the next 70 years was constructed in 1904 — the West Engineering Building, now West Hall. Its laboratories were among the most sophisticated in the country for the time, including several in ME:

General Mechanical Engineering Laboratory

The equipment consisted of steam power machinery and apparatus; internal combustion engines; air compressors; refrigeration machinery; and heating and ventilating apparatus; as well as the auxiliary apparatus for use in testing the various machines.

Hydraulic Laboratory

This occupied a space of 40-by-60-feet on two floors. A canal four feet wide and six inches deep conveyed water from the naval tank to a well which furnished the suction supply for the pumps. A fifteen-inch centrifugal pump geared to a 150-hp variable speed motor returned the water through two weighing tanks, each holding 600 cubic feet, to the naval towing tank. Nearby, the canal was provided with bulkheads, screens, weirs, and nozzles arranged with bulkheads dividing it into basins each 100 feet long, and by means of a sluice in the bottom connecting the canal with pumping systems.

Physical Testing Laboratory

Materials were tested for strength in this laboratory.

Highway Laboratory

Tests were made on all materials used in road or pavement construction.

Walter E. Lay: Automotive Engineering

The automotive engineering program was an example of how the Department responded to new directions in industry. The Department’s program in automotive studies began in concert with the beginnings of the auto industry in nearby Detroit. In 1913, the Department offered its first automotive course, Gasoline Automobiles. In 1916, Walter Lay joined the faculty with a mandate to create a laboratory and an entire automotive slate of courses. The first he designed featured a full day’s road test of a motor vehicle —either a single-cylinder Oldsmobile engine, a 1910 Krit, a 1907 air-cooled Franklin, or a 1911 Franklin engine.

By 1914, at the beginning of World War I, ME had gained a strong reputation in automotive engineering and was called upon by the government to help in the war effort. Over the next few years, faculty trained 1,081 Army personnel in automotive engine repair.

Following the war, Lay carried out pioneering research in cooperation with nearby automotive manufacturers. The laboratory was one of the first to present comprehensive experimental data showing the advantages of streamlining. Another important project was a cooperative study with the Michigan State Highway Department to determine optimal highway grades, balancing cost of construction against operational cost of cars and trucks climbing the grades. Other studies were on engine heat balance, testing and improving of automotive parts, car safety, car noise, and riding comfort. By 1937, equipment in the Department’s automotive laboratories consisted of motor vehicles, engines, transmissions, axles, superchargers, carburetors, mufflers, all the major units used on aircraft, motor vehicles, tractors and some marine applications of internal combustion engine power, electric dynamometers, water brakes, air meters, fuel meters, tachometers, and potentiometers.

Industrial and Production Engineering

The birth of the automotive industry also established southeastern Michigan as the home of US manufacturing, with world-changing innovations such as the moving assembly line and interchangeable parts. During this same 40-year period, industrial practices and processes in all branches of manufacturing changed dramatically, and in response, the Department created a program on the leading edge of the discipline. The changes began in 1915 when a course inspired by Gilbreth’s “scientific management” was introduced called Scientific Shop Management. It featured the study of applications of scientific management in manufacturing plants. During World War I, this course was expanded to include two courses in the preliminary training of officers of the Ordnance Department of the Army – the first such course offered by an American university. (The program was eventually expanded to 173 hours of study, and the first degree was awarded in 1926 to William Alden Capen who later became superintendent of the Keeler Brass Company in Grand Rapids).

Orlan W. Boston and manufacturing science

In 1921, Orlan W. Boston joined the faculty. Dean Cooley assigned him the task of developing courses that would coordinate the disciplines of design, metallurgy and production. Under Boston’s leadership, the emphasis in the plan of instruction moved from that of manual training to the teaching of principles related to modern industrial practice. The Department soon was playing a major role in establishing the scientific basis for manufacturing processes, such as machining operations (e.g., turning, milling, drilling). In addition to curriculum development, Boston also initiated research projects, including pioneering investigations on the principles involved in the machinability of metals. In 1934, Boston was made the chair of the Department of Metal Processing within ME and in 1936 was named Custodian of the Gaging and Measuring Laboratory of the Detroit Ordnance District. By 1935-1936, enrollment in metal processing courses was so large that crowded sections were taught every half-day during the week.

Stephen P. Timoshenko and applied mechanics

Stephen P. Timoshenko was a member of the faculty from 1927 to 1936. During that period at Michigan he formulated, through his research efforts, the essential rules for how structures deform under stress. As a key figure between the World Wars, he became the world’s leading authority in applied mechanics. He established the foundations of the theory of the elastic behavior of solid matter, and he introduced scientific and mathematical approaches to mechanics instruction. Under Timoshenko’s leadership, Michigan became the first university in the nation to offer bachelor and doctoral programs in engineering mechanics.

Timoshenko also made important contributions in the use of the energy method in problems of structural stability and buckling, and the formulation of the differential equation for lateral vibrations of beams, including the effects of shear and rotational inertia. He was the first to formulate the basic differential equation for the problem of torsion of structural sections and the first to obtain the shear center of a beam.

He introduced scientific and mathematical approaches to the teaching of mechanics. During his tenure, Michigan established the first bachelor’s degree program in engineering mechanics in the U.S. as well as the first doctoral degree. During the course of his career, Timoshenko wrote 18 textbooks that were translated into 36 languages. His work and his acclaimed textbooks gave birth to the science-based engineering education that is now the standard all over the world. Timoshenko was the recipient of numerous honorary degrees and medals in both the US and Europe, and in 1948 the ASME named a medal after him to honor his contributions.

By 1940, the Department was well established as one of the leading mechanical engineering programs in the country.

The production engineering group carried out world-recognized research on surface roughness measurement and machinability of exotic materials as requested by the War Production Board during World War II. In this group were Orlan W. Boston, Robert Caddell, Lester Colwell, Joseph Datsko, William Gilbert and Kenneth Ludema.

1940-1970: The postwar era

The three decades following World War II brought remarkable changes to the Department reflecting changes in the worlds of science and industry. During this era, the space race began, new technologies were developing in industry, and the Cold War demanded advanced military systems. Both government and business turned to universities for expertise in meeting these challenges. For the first time, funded research projects sponsored by the National Aeronautics and Space Administration (NASA), the Department of Defense, and industry became an important focus of Department activity. The graduate program expanded dramatically as a result and undergraduate education began to incorporate new technologies and methodologies. In COE, Mechanical Engineering played a lead role  in responding to these changes, creating a modern curriculum and building a research-oriented faculty.

The Department had split and merged with various engineering programs over the years; in 1956 it experienced another such change. Industrial engineering was becoming too large and prominent an area to remain as a subset within Mechanical Engineering. The first solution was to elevate it to department status within Mechanical, and the Department was renamed Industrial and Mechanical Engineering. Two years later, the industrial engineering component split off to become a separate entity. The faculty in that group was split, some going to the new department, called Industrial and Operations Engineering, some staying in Mechanical as the Production Engineering group.

Another change during this time was the establishment of the University of Michigan’s Dearborn branch in the late 1950s. ME faculty, including Raymond Pearson, Axel Marin, Howard Colby and Gordon Van Wylen, were instrumental in the creation of the ME program at the new campus.

Another program that came to life with the help of ME faculty was the Bioengineering Program in the College of Engineering. ME Professor Glen Edmonson was its founding father, establishing the group and arranging for the original funding. The Bioengineering Program continues today as the Biomedical Engineering Department in the College.

In October 1968, the Department hosted a two-day centennial celebration. A report on the activities, edited by Charles M. Vest, then an assistant professor, was published in 1973. The report documented the Department’s position as a leader in modern engineering education and research.

The new emphasis on research during this era was seen in traditional areas such as automotive and production engineering as well as in newly emerging technologies such as space, nuclear, and automation engineering. Along traditional lines, one of the first ME faculty to be heavily involved with basic research was Edward, who investigated heat transfer in gas turbine rotor disks and wrote Gas Turbines , the first book of its kind, which brought Vincent international distinction. The production engineering group carried out world-recognized research on surface roughness measurement and machinability of exotic materials as requested by the War Production Board during World War II. In this group were Orlan W. Boston, Robert Caddell, Lester Colwell, Joseph Datsko, William Gilbert, and Kenneth Ludema.

Other important research included the Orthetics Research Project in the School of Medicine to develop assistive devices for the upper limbs of disabled persons. ME researchers on this project included Raymond Pearson, Robert Juvinall, Rune Evaldson, and Robert Hess. The project was sponsored by the Department of Vocational Rehabilitation and the National Science Foundation (NSF) at $100,000 per year.

One of the first environmental impact studies having to do with control of exhaust emissions of power plants was carried out by Clay Porter in cooperation with civil engineering faculty.

Research exploring newly emerging technologies started receiving strong support in the Department during Gordon Van Wylen’s tenure as chair. He was the first to pursue money for basic research from the government when he went to the Army Ballistic Missile Center (a precursor to NASA) in Huntsville, Alabama, and obtained funding for the project “Discharge of Cryogenic Liquids from Tanks.” Throughout the 1960s, faculty members Wen-Jei Yang, Herman Merte, Vedat Arpaci, and John A. Clark worked on it and other space projects that had impact on the design of NASA’s Saturn launch vehicle.

Research related to nuclear power was carried on in the 1960s on projects funded by the government. Two examples were Frederick G. Hammitt’s work on cavitation in liquid metal used in breeder reactors and Edward Lady’s doctoral research on boiling at low head flux.

In another emerging technology, Lester Colwell did pioneering work on numerical control of machines. The total contract research conducted in ME labs through the 1960s was estimated at $1.1 million. The publications of the faculty from their research and teaching in these laboratories numbered about 80, including three textbooks.

As research activities expanded, so did the graduate program. In the first seven decades of the Department’s existence, it conferred only 21 Ph.D. degrees. From 1940 to 1970, that number soared to 151. In line with these changes, the Department began to actively recruit faculty members with doctoral degrees.

In 1958, graduates and undergraduates in the Department received a first taste of a technology that would one day revolutionize engineering education and research. Several faculty members were released from teaching duties to participate in the Ford Foundation-sponsored Project on the Use of Computers in Engineering Education. They learned about the University’s mainframe computer and how it could be used in teaching and research. Faculty began to assign key punch computer problems in classes.

In 1961, to keep pace with all of these changes, the undergraduate program was completely revamped. Gordon Van Wylen, then ME’s chair, described the reorganized curriculum in the 1961 departmental annual report: “A complete reorganization of the undergraduate laboratories has been effected. Each of the undergraduate laboratories will be made an integral part of one of the classroom courses and both will be handled by the same faculty member. It is anticipated that this will make the lab work a more significant educational experience for the student and that the theoretical and experimental aspects of engineering will be more effectively related to each other.” This new educational approach was copied in the following year by many universities across the country.

By the early 1950s, it was apparent that the College’s old buildings were no longer adequate for the level of research activity and the growth in the educational programs. Chairs of ME complained that their classrooms and laboratory space in the East and West Engineering Buildings were woefully inadequate. Some relief was provided by a partial move to new buildings on the North Campus. In 1956 the Walter E. Lay automotive laboratory was completed and occupied. The state of Michigan had provided the construction costs of $1.85 million, and Michigan industries added $500,000 for equipment (including facilities for testing 15 engines at a time). Steelcase had donated the furniture, and International Nickel Company donated a mobile laboratory. In 1958-1959, researchers in thermodynamics, heat transfer, and fluid mechanics moved to new laboratory facilities in the G.G. Brown Building on North Campus.

Researchers and students in ME also began to have access to extensive on-campus computing facilities. In 1953, the Michigan Digital Automatic Computer (MIDAC) was designed and built at the Willow Run Research Center. It was one of only 20 high-speed electronic digital computers in the country – the second in the Midwest. It was said to be “some 20,000 times faster than a professional mathematician using a desk calculator,” ( TechniUM + No. 18, June 1980 ) and in 1959, the Board of Regents authorized construction of a new Computing Center on North Campus, with powerful mainframe computers and a terminal system known as the Michigan Terminal System (MTS).

When the Department was established in the late 1800s, an engineer needed to prepare for a career in railroads, surveying, shipbuilding or manufacturing. In every era since then, the role of the mechanical engineer has evolved and expanded to include new industries and fields, including automotive engineering, hydraulics, cryogenics, space technology, and nuclear power. The last 30 years of the 20th century were no exception as the field expanded into new areas of high technology including lasers, solar energy, automation and control, acoustic emission, composite materials, and flexible manufacturing. In addition, many of the activities of the mechanical engineer were transformed by easy access to one of the most influential developments of any era – the computer, which came to permeate the everyday world of business and industry. Computers made it possible to explore many problems in traditional research areas that were previously inaccessible. In response to these developments, the Department also underwent significant change. Sponsored research and graduate programs grew rapidly; researchers expanded beyond the University to create high-tech businesses arising from their studies; the first female faculty member, Maria Comninou, joined Applied Mechanics in 1974; the first African-American faculty member, Elijah Kannatey-Asibu, Jr., joined ME in 1983; the long-awaited move to North Campus was realized; and the Department gained strength through its merger in 1979 with the Applied Mechanics Department, acquiring the new name Mechanical Engineering and Applied Mechanics (MEAM).

The MEAM External Advisory Board (EAB), which was formed in 1993, made important contributions. The board was comprised of ME’s chair and business leaders (including many MEAM alumni) representing a variety of industries, all of which had a high interest or experience in MEAM disciplines. The board provided advice and counsel on matters related to the needs of industry. The Department also established the ME Student Leaders Board (MESLB) to advise the Chair on major issues from the student perspective.

As MEAM looked toward the next millennium, the Department created its 1997-2000 Planning Document. The document, which was put together with extensive input from faculty, staff, students and EAB members, served as a road map that charted MEAM’s future in the areas of academics and research, with a strategic goal to be recognized as one of the top three mechanical engineering departments in the country. By 2000, the Department was ranked consistently among the top five departments by U.S. News & World Report and the National Research Council, and occasionally among the top two or three. Thirteen percent of ME Faculty were now female — the largest percentage of any ME department in the country at the time.

The research focus that had begun some 30 years earlier came into its own in this era as total research expenditures climbed from about $500,000 per year in the early 1970s to over $20 million in 2000. This enabled steady growth in the doctoral program. This emphasis not only increased engineering knowledge but also enriched the educational experience of all MEAM students. Researchers pursued interests in many areas of high-technology as well as in traditional areas.

John A. Clark’s work in the area of solar energy was an example of research in a new field. The energy crisis of the mid-1970s sparked a search for alternative energy sources, and solar energy was considered one of the most promising. Clark established the Department’s Solar Energy Laboratory in 1973. It was the chief source of technical advice and research for all the solar energy companies in Michigan from 1973 to 1985. Clark carried his activities into the private sector as the technical director of Star Pak Energy Systems Company, which developed and marketed the devices conceptualized in the U-M solar lab.

ME made strides in traditional areas as well. In the decade of the 1970s, important automotive research was carried out by Donald Patterson, William Mirsky, Jay Bolt and David Cole. One example was a project supported by a three-year grant from a consortium of industrial firms. The purpose was to see if thermal reactors could control emissions as well as catalytic converters. Industry was interested because thermal reactors would have allowed the continued use of leaded fuel. The group’s research revealed the limitations of thermal reactors, paving the way for universal use of catalytic converters. Another important development was the establishment in 1978 of the Office for the Study of Automotive Transportation (OSAT) by David Cole. OSAT was the only ongoing university-based group in the country that focused on a study of strategic issues in the automotive industry; it continues at the non-profit Center for Automotive Research. The OSAT staff examined the auto industry from every angle, researching a range of topics from industry competitiveness and labor relations to forecasts of technical and market trends.

Automotive faculty were among the first to carry their technology beyond the University in establishing private companies. Cole, Mirsky and Patterson were among the founders of MI Automotive Research for testing automotive engineers and products. The firm spawned another small company, Engine Test Instrumentation, Inc. Later the group founded QED Environmental Systems to manufacture a pump design they invented for obtaining water samples around dump sites. These three firms combined to employ 150 people in the Ann Arbor area. Departmental depth and technical and scientific expertise in the automotive area also led to the establishment in 1994, under the leadership of Panos Papalambros and colleagues, in partnership with the U.S. Army Tank Automotive Research Development and Engineering Center (TARDEC), the Automotive Research Center (ARC) which continues today. The emphasis on automotive engineering also led to the creation of several other related and ongoing centers and research facilities, including a new $5 million General Motors Satellite Research Laboratory, which was established at the U-M in 1998, also under Papalambros’s leadership. This partnership then grew into several such collaborative research centers with General Motors research labs on automotive engines (Dennis Assanis), automotive assembly (Jack Hu) and smart materials (Diann Brei).

The emerging field of robotics research became important during this period, and saw many major and lasting contributions from the research conducted in the ME Department by Yoram Koren and Johann Borenstein. They developed a potential field method for mobile robot navigation, an electromechanical snake robot, an electronic guide cane for the blind, and many other robotic technologies. Their mobile robot CARMEL took first place in the 1992 artificial intelligence robotics competition. The traditional areas of manufacturing research also flourished during this period, expanding in areas of measurement and automation and new processes such as laser processing and additive manufacturing. Elijah Kannatey-Asibu used acoustic emission sensing for tool wear and breakage monitoring, and conducted research in welding and laser processing. Jyoti Mazumder conducted research on laser processing of materials as well as additive manufacturing using laser metal deposition. A Center for Dimensional Measurement was established by Sam Wu with funding from industry and the NSF. Wu, together with his students, Jun Ni and Jack Hu, also established the “2-mm Program” with funding from the National Institute of Standards and Technology and the automotive industry. This program used in-process dimensional measurement during assembly of automotive bodies to improve dimensional accuracy. It had a major impact on the U.S. automotive industry, and has been cited by NIST as one of its most successful programs. After Wu’s untimely death in 1992, the Department hired his former students Jun Ni and Jack Hu; they co-directed the S. M. Wu Manufacturing Research Center, which was named in his honor.

Yoram Koren and Galip Ulsoy developed the concept of Reconfigurable Manufacturing Systems, which was crucial to the establishment, in 1996, of the NSF-funded Engineering Research Center (ERC) for Reconfigurable Manufacturing Systems (RMS). This was the first ERC at U-M.  With grants from the NSF, leading Michigan manufacturers and the state of Michigan, the ERC/RMS would develop RMS-enabled factories capable of readily designing new production systems, sensors, controls, and machining equipment. The ERC/RMS was a massive and effective response to industry’s need for flexible manufacturing and speedier machine transformations during a time of rapid technological change — and with the creation of the world’s first reconfigurable machine tool in 2002, Michigan engineers helped to enable factories to respond quickly to market demands, reduce product-development time and expense, offer more choices to consumers, and become a driver of economic growth.

Other research of this period includes work by Samuel Clark (adhesion and reliability of flexible composites); Maria Comninou (crack closure and contact at interfaces); Deba Dutta ( computer aided design and manufacturing); David Felbeck (failure and toughness of engineering materials); Julian Frederick (ultrasonic imaging and acoustic emissions); Kenneth Ludema (rheology and tribology); Christophe Pierre (vibration and wave localization in spatially repetitive structures with imperfections); Albert Schultz (biomechanics of mobility impairments in the elderly); Richard Scott (optimization of layered composite media vibration and wave propagation in rotating elastic structures); Leonard Segel (vehicle dynamics); George Springer (structure of rarefied rocket plasma); Gretar Tryggvason (bubbles and droplets); Wen-Jei Yang (thermal fluid phenomena in biological, anatomical and physical systems); Vedat Arpaci (efficient drying versus pulse combusters); Michael Chen (thermocapillary flows in welding and crystal growth); and Herman Merte (forced convection boiling in microgravity).

In 1983, the Department completed the move to North Campus that had begun some 30 years earlier.  Now all faculty, staff and students occupied new laboratories, offices and classrooms in the G.G. Brown and Walter E. Lay Automotive Laboratory Buildings. Laboratory facilities in the North Campus buildings were upgraded to an unprecedented degree during this era, thanks to increased research funding, to support advanced laboratories with state-of-the-art computing and experimental equipment for research in the areas of automotive /combustion; biomechanics; computational mechanics; computation design; design prototyping; dynamics; computational fluid mechanics; cavitation and multiphase flow; transport, reaction and phase change in porous media; variable gravity heat transfer; optical and mechanical coordinate measuring machines in manufacturing; precision machining; tribology; welding; machine tool sensing and control; mobile robotics; and ceramic composites.

During the 1970’s, computing was performed using the Michigan Terminal System (MTS), which provided time-shared access to mainframe computers. Time-sharing on MTS was the principal method of computing employed by both faculty and students until the advent of the personal computer in the 1980s. That revolution was brought to the College of Engineering in 1983 with the establishment of the Computer-Aided Engineering Network (CAEN). CAEN operated one of the largest integrated, multi-vendor workstation networks in the academic world. Over 2000 workstations and microcomputers were distributed in faculty and graduate offices and in research and teaching laboratories throughout the College. Several distributed systems provided over 150 gigabytes of centrally administered file storage that could be reached by any computer on the network. The system was recognized as a model distributed computing environment for engineering and computer science instruction and research. The early 1980’s also saw ME faculty employ the first laboratory data acquisition and control systems in their research, and the establishment of a laboratory course equipped with PC’s for real-time data acquisition, signal processing and control.

By the mid-1990s, faculty numbers and research funding had again grown by leaps and bounds, leaving MEAM in need of still more space for classrooms, laboratories, and offices. In 1996-1997, the Department undertook a variety of major facilities projects, including upgrades to the Lay Automotive Laboratory and the facilities used by the Center for Laser-Aided Intelligent Manufacturing. In 1997, funded by a grant from NSF, the former engineering library on the ground floor of the H. H. Dow Building was renovated to establish the Integrated Manufacturing Systems Laboratory (IMSL), which housed the S. M. Wu Manufacturing Research Center as well as the new, NSF-funded ERC/RMS.

The ME Department during this period was world-renowned as a source of popular engineering textbooks for courses such as Mechanical Design (Shigley, Juvinall), Thermodynamics (Van Wylen, Sonntag, Borgnakke), Materials and Manufacturing (Datsko), Manufacturing Systems (Koren), Heat Transfer (Arpaci, Kaviany), Design Optimization (Papalambros) and many others. As rankings of graduate and undergraduate programs began to emerge in the 1980s, ME established itself as a leading department for both graduate and undergraduate programs, as reflected in rankings by U.S. News & World Report and the National Research Council.

An undergraduate curriculum review committee was appointed in the spring of 1992 by the new chair, Panos Papalambros. The committee gathered informal input from the faculty and students, examined the curriculum at other engineering schools, and conducted two formal surveys of the alumni from the classes of 1987, 1982, and 1972. Both surveys showed that generally the Department was doing well in preparing students in the engineering sciences, but less well in the nontechnical aspects of engineering. The alumni, in particular, stressed the need for a stronger communication component. In the spring of 1993, the committee presented to the faculty a preliminary proposal for curriculum revisions, which was given general approval. It maintained the curriculum’s strong core in engineering science but also put much more emphasis on hands-on experience, creative problem-solving, and communications and teamwork. Two major changes were implemented. The first was a reorganization of the required laboratories. Instead of single-credit laboratory modules attached to a number of introductory courses, these laboratories were consolidated into two courses — a junior and senior laboratory class, which would include a strong technical communications requirement focusing on presentations and technical report writing. The second change was the establishment of a sophomore class in design and manufacturing to include computer-aided design and hands-on experience in a machine shop. This early introduction to actually making things would allow the subsequent junior and senior courses to put more emphasis on the completion of working prototypes. The junior and senior courses would also include life-cycle issues, such as environmental impact and disposal after useful life. To support the work in these courses, plans were made for a major renovation of the student machine shop. Floor space and staffing were doubled, hours of operation expanded to evenings and weekends, and the inventory of machines increased by 80 percent. The senior project-based design course, ME450, utilized engineering projects form local industry, and became a role model for senior design project courses throughout the College of Engineering.

New requirements set forth by the Accreditation Board for Engineering and Technology (ABET) for 2000 and beyond stated that departments must define the objectives and outcomes of the entire program together with the objectives and outcomes of its core (or required) courses. Departments were also asked by ABET to demonstrate that they were achieving those objectives and outcomes. According to Noel Perkins, then director of the ME undergraduate program, because of the intense preparation by ME faculty members during ABET’s visit in 1999, ME was already on course to align with the ABET’s requirements and received a renewal of its accreditation without any difficulty.

Undergraduate students in ME, in addition to benefiting from an enhanced formal curriculum, engaged in many extracurricular activities. By 2000, over 95 percent of all ME undergraduates were involved in one or more extracurricular learning opportunities. These included co-op experiences, summer internships in companies around the country and the world, as well as numerous project teams. In 1990 and 1993, Michigan engineering students, competing against the best undergraduate engineers in the country, won national championships in the solar car competition. Michigan’s dominance in this event began in 1988, when GM issued a challenge to college students across the country to design and build solar cars to race from Florida o Michigan in Sunrayce ’90. Over the next two years, a team of about 100 student Wolverines toiled for long hours to create their car, and in June 1990, they arrived at the starting line with Sunrunner, ready to take on the competition from 32 other student-built cars from around the country. As the race progressed over the next seven days, Sunrunner pulled into the lead and stayed there, crossing the finish line with a 90-minute lead over the second-place finisher. Five months later, in November 1990, Sunrunner competed in the World Solar Challenge in Australia and finished third in the world. The following summer, Sunrunner was retired from competition and put on exhibit in the Henry Ford Museum in Dearborn, Michigan.

Soon thereafter, when the call went out from GM for Sunrayce ’93, a new team of Michigan students went to work. Starting from scratch, the team began to build Michigan’s second solar car, Maize & Blue. One change in the rules for the 1993 race was that cars were not allowed to use space-grade solar cells as Sunrunner had; only the less efficient standard cells were allowed for the 1000 mile race from Texas to Minneapolis. Using a daring strategy and synchronized teamwork, the Michigan students pulled into the lead on the fifth day of the race and finished in first place, 90 minutes ahead of the second-place car.

The Department also played the leading role in the development of the Master of Engineering and Doctor of Engineering professional degree programs, and their delivery by distance learning systems to engineers in industry. The programs were structured to accommodate the needs of working engineers who wanted to acquire graduate-level experience and credentials, but could not be away from work full time. These interdisciplinary degrees combined courses from various disciplines, including business, and provided professional as well as academic preparation. The first M. Eng. and D. Eng. Degrees were awarded in manufacturing in 1994. The founding director of the new manufacturing program was Galip Ulsoy. Ulsoy developed an agreement with General Motors for its engineers worldwide to enroll in the M. Eng. program via distance learning technologies. In the fall of 1995, MEAM launched another M. Eng. Program in automotive engineering, which was led by Dennis Assanis. The M. Eng. in Automotive Engineering program focused on contemporary engineering practice, balancing technical aspects with a strong emphasis on executive skill development. Eventually, other M. Eng. and D. Eng. Degree programs were developed, and InterPro (Interdisciplinary Professional Degree Programs) grew to award the second largest number of masters degrees in the College after the ME Department.

Chia-Shun “Gus” Yih and Fluid Mechanics

Chia-Shun Yih was the Stephen P. Timoshenko Distinguished University Professor in the Department from 1968 until his retirement in 1988.  He was one of the most honored professors in the Department’s history and was a member of the U.S. National Academy of Engineering (NAE) and of the Academica Sinica in China.  His contributions to the literature of fluid mechanics were extensive and important.  His books have been classic references for many students and researchers in the field.

Milton Chace and Mechanical Dynamics Software Solutions

As a Michigan doctoral student in the 1960s and faculty member in the 1970s and 1980s, Milton Chace conducted pioneering research in computer-aided engineering and mechanical dynamic system analysis, which enabled computerized mechanical simulations that would eliminate the need for expensive prototypes. Chace recognized that problems in mechanism design could be clarified using classical vector calculus, and that predicting and simulating planar mechanism motions could be solved with simple vector loop equations. Using these methods, Chace’s initial research team, which included Don Smith, Mike Korybalski, Allan Rubens and John Angell, first developed a two-dimensional program named DRAM (Dynamic Response of Articulated Machinery), completed in 1969. The program included a computer language that provided automated development of the correct differential equation set for whatever problem was modeled by the user, thus increasing practical utility and eliminating the number of errors per problem that occur with user-developed equations. Later, Ph.D. student Nicholae Orlandea, advised by Chace and his electrical engineering colleague Don Calahan, succeeded in creating a prototype three-dimensional computer simulation program, which he named ADAMS (Automated Dynamic Analysis of Mechanical Systems). In 1977—in an early and highly successful example of the increasing sophistication of the Department’s involvement in technology transfer—Chace and Michigan Engineering colleagues Mike Korybalski and John Angell formed Mechanical Dynamics, Inc. (MDI). Though it was sold to MSC Software Corporation in 2002, MDI continues to develop mechanical simulation software for Fortune 500 companies and other clients in more than 30 countries.

Charles M. Vest: Holography, Tomography and Academic Leadership

Charles M. Vest was a graduate student in ME advised by Vedat S. Arpaci. He stayed on to become a faculty member the Department. Vest’s early work on holographic measurement of temperature fields in natural convection (inspired by U-M Professor Emmett Leith and his colleagues in Electrical Engineering) led to experiments in computed tomography. In the early 1970s, Vest and his students considered the experimental information generated by multiple beams traversing fluids in various directions and realized, given enough viewing directions, that three-dimensional measurements of the density of fluids could be mathematically obtained from interferometric measurements. The mathematical procedure for obtaining these measurements is similar to procedures for obtaining medical images from CAT and MRI scanners, and Vest’s work led to a powerful imaging method widely used to validate predictions in combustion, aerodynamics, and heat transfer. Vest was one of the most accomplished alumni of the ME Department. He went on to serve as associate dean and dean of COE, then provost of the University. From 2000 to 2014 he was president of the Massachusetts Institute of Technology (MIT). He was also elected president of the U.S. National Academy of Engineering.

Shien-Ming “Sam” Wu: Statistical Methods and Manufacturing Engineering

In 1987, Shien-Ming “Sam” Wu, who played a key role in establishing manufacturing as an academic discipline, joined the Department after 30 years on the faculty of the University of Wisconsin.  He was the first researcher to introduce advanced statistical techniques to manufacturing research and development, and brought rigor and quantitative methods into manufacturing processes and systems. Wu created a “game changer” for the manufacturing industry by building the strongest academic/industry collaborative research program in the nation.  With funding from the NIST Advanced Technology Program, he created the “2-mm Program.” His industrial partners included Chrysler, Ford and General Motors as well as their suppliers represented by the Automotive Body Consortium. The project focused on methods for improving dimensional variations in automotive body assembly to the world-class 2-mm target. His vision and contributions, as well as the numerous doctoral students he advised, have modernized manufacturing processes of major industries in the U.S. and abroad.  His death in 1992 at the age of 68 limited his tenure as a Michigan faculty member, but his impact during that time was profound. His legacy in the Department continues with research conducted in the S. M. Wu Manufacturing Research Center, led by his former doctoral student, Jun Ni.

Albert B. Schultz: Spinal Biomechanics and Falls in the Elderly

Albert B. Schultz started his career at the University of Illinois in Chicago, but moved to ME at U-M in the mid-1980s. He was recognized as a leader in whole body biomechanics for his research on spinal mechanics, spinal cord injuries and his studies of balance and falls in the elderly. His early research explored the mechanics of idiopathic scoliosis and low back pain. Subsequently he studied — from the viewpoint of engineering mechanics — the assessment, treatment, and prevention of physical problems and injuries that commonly arise in older populations. He was among the most honored faculty to serve in the Department and was elected to NAE. He retired in 1999, but the biomechanics lab he established continues under the leadership of his long-time colleague and collaborator James Ashton-Miller.

In another name change, in 1999-2000 the MEAM Department once again became the Department of Mechanical Engineering. Declines in student enrollment led to the discontinuation of the applied mechanics program. This was not a failure of the applied mechanics program; quite the contrary, it was a clear victory for the science-based engineering education that was originally championed by Timoshenko at U-M. In fact, the applied mechanics program had so transformed Mechanical Engineering that the distinction between the two programs was no longer valid.

Once again, the ME Department was faced with a challenge of redefining itself. Mechanical engineers were needed to address new problems, such as micro-electromechanical systems (MEMS), nano-manufacturing, robotic rehabilitation, and biomechanics at the cellular and molecular level. As a means to address the rapid changes occurring in the field of mechanical engineering in the early 2000s, Galip Ulsoy, as chair, joined forces with mechanical engineering department heads in the Big Ten Plus Group, which had submitted a proposal to NSF to hold a workshop in January 2002 entitled “Redefining Mechanical Engineering.” The Big Ten Plus Group included all Big Ten schools except Indiana University plus Carnegie Mellon, Cornell, Georgia Tech, MIT, Stanford, the University of Texas, and the University of California, Berkeley. The workshop addressed the discipline’s evolving nature and attempted to redefine the field by focusing on how current trends were likely to affect the future of mechanical engineering research and education. Later workshops (“The 5xME: Transforming Mechanical Engineering Education and Research in the USA,” and “Implementing the Recommendations of the 5xME Workshop”), with the involvement of Kon-Well Wang as chair of ME, continued the national discussion. As a member (2012-2015) and chair (2014-2015) of the ASME Department Heads Executive Committee, Wang developed agenda items at ASME’s Department Heads Forum and its International Mechanical Engineering Education Leadership Summit, which kicked off several new initiatives among ME chairs nationwide.  Wang also nominated U-M ME colleagues as panelists and speakers at these events to present the U-M experience in emerging and future ME trends. For example, Sridhar Kota spoke about how to drive a national agenda at the White House Office of Science and Technology Policy; Diann Brei described U-M’s ME curriculum flexibility enhancement and RISE program; Noel Perkins addressed U-M’s major facility renovation for design/manufacturing education; and Steve Skerlos spoke about sustainable manufacturing). These engagements provided the Department with a platform to more significantly impact the academic community.

The Department continued its strategic planning activities.  Under Kon-Well Wang’s leadership as chair, the most recent strategic plan was developed in 2010. Annual faculty retreats were held to follow up on strategic action items. Strategic goals included undergraduate and graduate education, faculty and staff development, facilities and space, and a research and hiring focus on: (1) bio- and health systems, (2) emerging manufacturing, (3) energy and environment, and (4) future transportation.

During this period, the number of tenure track faculty grew from about 50 to 65. With such growth, actions were developed to enhance junior faculty mentoring, which included a mentoring luncheon program for junior faculty to form a support platform and engage senior faculty or administrators; a new faculty resource guide; and a structured mentor-mentee program. These steps have been proven effective by the many early career awards won by junior ME faculty. Seven received the prestigious NSF CAREER award during 2013-2015. Many new faculty brought in expertise in emerging new areas, such as the science, design and manufacturing of micro- and nano- scale devices, biomechanics at the cellular and molecular levels, connected and automated vehicles, rehabilitation robotics, and energy storage materials. Basic courses in the ME were enriched with these new areas, and new courses and labs were developed to support undergraduate and graduate studies in these emerging fields. Under the leadership of successive associate chairs for graduate education — Karl Grosh, Steve Skerlos and Kevin Pipe — the ME Ph.D. qualifying exams were redesigned and further enhanced.

Throughout its history, the Department has taken full strategic advantage of its geographical location in southeastern Michigan and excelled in automotive and manufacturing engineering. Its faculty and students have developed close ties to engineers working in related industries. Many students from the Department have conducted research, and undertaken projects in special facilities in nearby industries. This continued in the 21st century. The TARDEC-funded ARC (Automotive Research Center) expanded its operation with several renewals under the leadership of Dennis Assanis and Anna Stefanopoulou. But  even these traditional areas of automotive engineering and manufacturing engineering were changing. The automotive area saw an increasing emphasis on automotive control systems to reduce emissions, improve fuel economy and enhance safety. Automotive engineers focused on new technologies such as electric vehicles, hybrid vehicles and batteries, and automated and connected vehicles. Of course, the manufacturing of batteries and fuel cells also became an important topic, and new processes such as lasers and additive manufacturing came to the fore. The ERC/RMS, led by Yoram Koren, continued its operation with NSF funding through 2007, then through 2014 with industrial funding. The Department’s leadership in manufacturing continued in close partnership with industry, and is maintained today with emphases on sensing, diagnostics and manufacturing automation including new processes such as assembly, laser processing, additive manufacturing, sustainable manufacturing, and micro and nano manufacturing.

A number of ME faculty have taken scholarly leaves to become involved in national policy through service to various government organizations. Galip Ulsoy served as director of the Division of Civil and Mechanical Systems at NSF, overseeing an annual research budget of over $85 million. He also briefed the House Committee on Science and Technology and testified before a subcommittee of the U.S. Senate Committee on Commerce, Science and Transportation.   Sridhar Kota spent several years in Washington, D.C., as an assistant director for advanced manufacturing at the White House Office of Science and Technology Policy. In that role, he influenced the national science and technology agenda; promoted advanced manufacturing; and devised strategies to improve U.S. competitiveness. He played a key role in launching the National Advanced Manufacturing Partnership and the Manufacturing Innovation Institutes. Bill Schultz and Arvind Atreya also spent several years as NSF program officers.  In 2017, Dawn Tilbury was selected to serve as an NSF Assistant Director and lead the Directorate for Engineering.

In 2008, departments in the College of Engineering were given the flexibility to perform development work. As chair, Kon-Well Wang has worked closely with the College Advancement Office to raise funds for ME’s strategic needs.  One example: the Department and College raised some $15 million in private funds and $30 million from the state of Michigan for the G. G. Brown new addition and major renovation projects.  Another success story: Tim Manganello, chief executive officer of BorgWarner, Inc., and the BorgWarner Foundation endowed ME’s chair with a $2 million gift. As the first endowed department chair in the College, the gift enables new departmental initiatives to achieve some of the ME planned strategic goals. Through this process, ME has created a comprehensive alumni email database (over 9,000), allowing the Department to send emails and e-newsletters to ME alumni. Members of the External Advisory Board were actively engaged in discussing new departmental initiatives, strategic directions and ABET, as well as alumni relations and fund raising enhancements.

Overall, the Department of Mechanical Engineering continues to appear at the top in U.S. News and World Report’s annual rankings. Its Ph.D. program was ranked first or second by the National Research Council and PhD.org. The Department has also been ranked among the top 5-6 in the world by QS-World Universities.

Research funding in the ME Department increased from about $20 million per year in 2000 to around $30 million per year in 2015. Much of the increase has been associated with major research centers. These included long-standing centers such as the ARC, the ERC/RMS, the S. M. Wu Manufacturing Research Center and CLAIM as well as new centers in  areas such as advanced battery systems, robotics, clean energy, lightweight materials and socially engaged design. The Ground Robotics Reliability Center (GRRC) was established in 2007 with support from the U.S. Army TARDEC with a focus on the reliability of unmanned ground vehicles. The founding GRRC director was Galip Ulsoy; he was followed by Dawn Tilbury in 2010. The GRRC then continued as part of the ARC.

Under the leadership of Steve Ceccio, a new Naval Engineering Education Center was launched in 2009 with the goal of developing and educating the next generation of naval systems engineers. A Department of Energy U.S.-China Clean Energy Research Center was established in 2010 under the leadership of Dennis Assanis; it continues under the directorship of Huei Peng. The center is the Clean Vehicle Consortium  and focuses on disruptive technologies to improve fuel efficiency in vehicles. Another major center, established in 2014, is the American Lightweight Materials and Manufacturing Innovation Institute (ALMMII) under the leadership of Alan Taub, professor of materials science and engineering and professor of mechanical engineering, and with the active participation of numerous ME faculty. The ALMMII, a $148-million effort, is one institute in a National Network for Manufacturing Innovation. Its research focus is the lightweighting of components used in transportation vehicles of all kinds.

Extensive cutting-edge research led to various commercialization efforts by ME faculty. For example, Jyoti Mazumder established POM Group Inc. (now DM3D Technology LLC) to develop laser direct metal deposition machines, which are capable of additive manufacturing, or 3-D manufacturing, with metals. Ann Marie Sastry’s research on nanoscale design of materials led to innovative new battery designs and their commercialization through a company named Sakti3.  Noel Perkins developed an ultra-small MEMS-based inertial measurement unit, which then served as the basis of his commercialization efforts in fly-fishing (Castanalysis LLC) and is being extended to other sports such as golf, baseball and basketball. Steve Skerlos’s research in cutting fluids led to two very different startup companies: Accuri Cytometers, which supplies desktop instruments to automate cell analysis using microfluidics; and Fusion Coolant Systems, which provides a better way of lubricating cutting and drilling tools. Shorya Awtar’s innovations in laparoscopic and minimally invasive instruments helped established the FlexDex Surgical. Sridhar Kota’s research in compliant mechanisms and further development via his company FlexSys, Inc. in collaboration with the U.S. Air Force and NASA have created a revolutionary shape-changing aircraft wing that took to the air in successful test flights. Karl Grosh’s research led to the creation of Vesper Technology, which uses piezoelectric materials to create the most advanced Micro Electro-Mechanical (MEMS) microphones on the market.

Other research of this period includes work by Rayhaneh Akhavan (turbulence), Ellen Arruda (behavior of materials including elastomers, polymers, polymer composites), James Ashton-Miller (biomechanics of mobility impairments in the elderly), Arvind Atreya (flame spread over charring materials), Jesse Austin-Breneman (design research, complex systems design, design of product eco-systems, multi-disciplinary design teams, multi-disciplinary design optimization), Shorya Awtar (precision engineering, including mechatronics, flexure mechanisms, and minimally invasive surgery), James Barber (thermoelastic effects in contact mechanics and tribology), Kira Barton (control theory and applications, including high-performance nano-scale printing for electrical and biomedical applications), Andre Boehman (automotive engineering, including fuel production and formulation), Claus Borgnakke (combustion and turbulence modeling, including engine combustion and pollutant formation),  Diann Brei (smart materials and structures), Jesse Capecelatro (developing large-scale simulation capabilities for prediction and design of the complex multi-physics and multiphase flows relevant to energy and the environment), Steve Ceccio (experiments in cavitation), Nikos Chronis (bio-MEMS), Daniel Cooper (manufacturing and sustainability, considers multiple scales: identifying significant opportunities to cut emissions and/or costs by conducting large scale analyses on processes, factories and material supply chains, and pursuing a rigorous technical analysis in order to capitalize on the opportunities), Samantha Daly (microstructural features of materials), Shanna Daly (front-end design processes, idea generation, creativity and innovation, design cognition), Neil Dasgupta (renewable energy and energy storage, including nanomanufacturing and atomic layer deposition),  David Dowling (fluid mechanics and acoustics), Bogdan Epureanu (nonlinear dynamics), Yue Fan (long time scale atomistic simulation, irradiation defects structure evolution in structure materials), Jianping Fu (micro/nanofluids and BioMEMS/NEMS as well as ultra-sensitive  single molecule biosensors), Krishna Garikipati (nonlinear mechanics, materials physics, applied mathematics and numerical methods),  Vikram Gavini (computational tools for electronic structure calculations at macroscopic scale), Brent Gillespie (haptics), Karl Grosh (vibration, noise and acoustics), S. Jack Hu (manufacturing systems: configuration design, performance analysis and mass customization), Greg Hulbert (computational dynamics), Eric Johnsen (fluid mechanics with an emphasis on multiphase flow, cavitation and bubble dynamics), Elijah Kannatey-Asibu Jr. (multi-sensor monitoring of manufacturing processes, specifically machining, welding and laser processing), Massoud Kaviany (heat transfer in porous media), Noboru Kikuchi (computational mechanics including mechanics of composite materials, structural design optimization and the analysis of material processing), Sridhar Kota (compliant mechanisms), Art Kuo (biomechanics of walking and balance), Katsuo Kurabayashi (microscale thermal engineering and design for MEMS), Xiaogan Liang (advanced nanofabrication and nanomanufacturing technologies), Allen Liu (mechanobiology, mechanotransduction, bottom-up synthetic biology and droplet microfluids),Wei Lu (mechanics in nano/micro systems), Edgar Meyhofer (bionanotechnology, cellular and molecular biomechanics), Jun Ni (intelligent maintenance of large industrial systems, optimization of manufacturing operations), Chinedum Okwudire (sustainable manufacturing, including the optimization of mechatronic systems), Kenn Oldham (MEMS and micro-mechatronic systems), Gabor Orosz (nonlinear dynamics and control, time-delay systems and network and complex systems), Jwo Pan (fracture and failure of materials, fatigue testing and modeling and constitutive laws for porous and pressure-sensitive materials), Panos Papalambros (optimal mechanical design), Huei Peng (automotive control systems), Noel Perkins (dynamics of cable and belt, and inertial measurement units), Kevin Pipe (microscale heat transfer for electronic and optoelectronic devices), Bogdan Popa (design, optimization and dynamics of new generations of engineered materials that allow improved control over the propagation of acoustic, elastic and electromagnetic waves with applications in biomedical engineering, telecommunications, aero- and underwater acoustics; noise control; smart materials; mechatronics), Kazu Saitou (computational design for manufacture/assembly/environment), Pramod Sangi Reddy (nanoscale charge and energy transport, thermoelectric devices, microscale heat transfer), C. David Remy (design, simulation, optimization and control of legged robots and other nonlinear systems), Jeff Sakamoto (materials and manufacturing processes to develop new energy storage and biomedical technologies), William Schultz (fluid mechanics of waves, fish locomotion), Albert Shih (biomedical device design and manufacturing, surgical thermal management), Volker Sick (laser-based and other optical measurement techniques in IC engines), Don Siegel (development of high-capacity materials and systems for energy storage applications), Kathleen Sienko (medical device design), Steve Skerlos (sustainable manufacturing), Anna Stefanopoulou (engine control), Jeff Stein (automated modeling), Michael Thouless (fracture in thin films and coatings), Dawn Tilbury (logic control for manufacturing systems, networked control systems), Ramanarayan Vasudevan (optimization, modeling, design and control of nonlinear and hybrid dynamical systems especially as related to human and robot interaction with one another and the environment), Angela Violi (applied chemical kinetics, aerosols, fuels, lubricants), Kon-Well Wang (adaptive structures and materials systems, structural dynamics and controls), Alan Wineman (mechanical response of rubber and polymers under conditions of large deformations) and Margaret Wooldridge (combustion, fluid mechanics and thermodynamics).

ME faculty were often recognized as among the best teachers at U-M through the Arthur F. Thurnau professorship. This university-wide award recognizes faculty for outstanding contributions to undergraduate education. ME faculty who have received this prestigious award include Alan Wineman, Noel Perkins, James Barber, Dennis Assanis, Ann Marie Sastry, Michael Thouless, Margaret Wooldridge, Steve Skerlos, Volker Sick and Kathleen Sienko. Under the leadership of Noel Perkins, ME established the Findley Learning Center (endowed by the family of former ME faculty member William M. Findley) as a dedicated space for student-instructor interaction. The learning center is used to provide office hours for individual and group advising by instructors in large ME lecture courses. It has been so popular with students (who can find assistance with homework and exam preparation at the center virtually any time of the day) that it has now been adopted by other departments and is being expanded as part of renovations in G.G. Brown.

Degrees awarded by the Department in 2000-2001 totaled 265 BSEs, 93 MSEs and 39 doctorates. In 2013-2014, the numbers were 220 BSEs, 134 MSEs and 47 doctoral degrees. The undergraduate program became slightly smaller, the graduate programs slightly larger. In 2000 the Department established the ME Graduate Symposium, which gives current graduate students an opportunity to present their research in a relaxed environment and offers new graduate students a chance to learn about what is going on in the Department’s many research laboratories. The symposium, organized by the graduate students themselves, was expanded to include best presentation awards and poster sessions and became so popular it continues today as a College of Engineering-wide event held every fall term.

Under the leadership of Diann Brei, ME’s associate chair for undergraduate education (2012-17), new initiatives were carried out to realize the vision of redefining mechanical engineering following the outcomes of the national 5xME workshops.  For example, ME’s undergraduate curriculum has been revised to improved flexibility for students to explore disciplines outside of engineering. The Department has also supplemented its core curriculum with the new Research, Innovation, Service, Entrepreneurship (RISE) program and supporting the Mechanical Engineering Undergraduate Symposium. In the RISE program, undergraduates work alongside faculty on projects that impact our society and future.  The ME Undergraduate Symposium provides a venue for sophomores, juniors and seniors to showcase their projects from RISE and from their Design and Manufacturing courses (Design Expo). In addition, significant resources were allocated and new ME curriculum/courses were developed to support undergraduate education in the emerging new fields. For example, initiated by Shorya Awtar, ME has embedded mechatronics into our Design and Manufacturing core curriculum spine, covering ME250, 350, 450 and 552.  Also, initiated by Edgar Meyhofer and Pramod Sangi Reddy, nano-scale concepts were embedded in the senior lab core course (ME495) via leveraging upon atomic force microscope technology, introducing undergraduates to nano-scale phenomena in mechanics, biomechanics and heat transfer.

In this period the Department began various international partnerships to provide global experiences for its students. These included major partnerships with the Technical University of Berlin, the Korean Advanced Institute of Science and Technology and Shanghai Jiao Tong University. For example, in the summer of 2000, ME formed a strategic partnership with Shanghai Jiao Tong University (SJTU) in Shanghai, China to help assist in reshaping the way Chinese colleges of engineering educated their students. SJTU used an ME model to restructure its undergraduate curriculum, and a pilot class of 60 students was admitted into the new program that same year as ME faculty members began their first set of lectures at SJTU. This effort, under the leadership of Jun Ni, has developed into one of the most successful international academic collaborations in the world and has resulted in the establishment of the UM-SJTU Joint Institute. In February of 2001, ME signed a memorandum of understanding for a collaborative program with the mechanical engineering department of the Korean Advanced Institute of Science and Technology (KAIST). The agreement created a formal relationship between the two schools that included a plan to exchange students and faculty members for research and academic purposes of common interest, including joint workshops and short courses, publications co-authored by the two parties, an exchange of scholars and academic staff, and visits to industry and research establishments.

Extracurricular activities continued to play a major role in the education of the Department’s undergraduates, with essentially all students involved in student project teams, internships in industry or co-op experiences before they graduate. The Better Living Using Engineering laboratory (BLUElab), advised by Steve Skerlos, provides engineering-based service opportunities for ME students. The mission of BLUElab is to develop a community of students who serve society and the environment through the practice of sustainable design. BLUElab activities include water accessibility, solar technology, resource management in homes, anaerobic digestion, engineering education, and wind powered technology. Each project team works with a partner community in Ann Arbor or in Mexico, El Salvador, Guatemala, Jamaica, India, or Nicaragua. The Laboratory for Innovation in Global Health Technology (LIGHT), advised by Kathleen Sienko, uses design ethnography techniques to co-creatively design and assess cost-effective technology solutions to healthcare challenges in low-income countries such as Ghana, Ethiopia and China. ME students and alumni helped bring the U-M solar car M-Pulse to victory in 2001 at the American Solar Challenge. M-Pulse was the third Wolverine winner (in addition to Sunrunner in 1990 and Maize & Blue in 1993) in the six times the American Solar Challenge had taken place. This success continued in the coming years with first place finishes by Momentum (2005), Continuum (2008), Infinium (2009), Quantum (2011) and Quantum II (2014). That made seven national championships to date for the U-M solar car team.

To meet the needs of the “new ME” in teaching and research necessitated major improvements to the Department’s facilities. This was advocated by several previous chairs (Papalambros, Ulsoy and Assanis) during their tenure.  Planned, designed and constructed under the leadership of the succeeding chair, Kon-Well Wang, several major facility projects were carried out.  First, a new 62,880-square-foot world-class research complex was completed in 2014 with special facilities to support emerging areas, such as micro-, nano-, and bio- systems. This $46-million addition to the G.G. Brown building was partially supported by a $9.5-million grant from NIST. At the core of the building, and resting on a separate and isolated foundation, lies an ultra-low vibration laboratory, which includes eight separate testing chambers with stringent control of temperature and humidity. A separate renovation project costing $50 million, with $30 million from the State of Michigan, was launched upon the completion of the G.G. Brown addition in summer 2014. Driven by tremendous growth, the renovation creates a central hub for the Department directly connected to the new G.G. Brown addition. It improves the infrastructure of G.G. Brown enormously, and, in addition, realizes a vision of a student-centric environment for teaching, learning and advising.  The newly renovated space integrated many facilities in the central hub, including a large auditorium-style classroom, an advisee-friendly advising center, a modernized learning center for student-faculty interaction, and expanded laboratory spaces for all the required Design & Manufacturing courses and instructional laboratory courses that support the “Design, Build, Test” pedagogical paradigm. The renovation project was completed in summer of 2016. After the G.G. Brown major renovation, another interior renovation project was carried out, which upgraded the public spaces and offices of the Walter E. Lay Automotive Laboratory and improved the working environment of the residents.

Another major U-M facility that has strong connection with ME is the MCity of the Mobility Transformation Center (MTC). The MTC, launched in 2013, is a partnership between U-M, the U.S. and Michigan Departments of Transportation to dramatically improve the safety, sustainability and accessibility of the ways that people and goods move from place to place in our society. The current director of the MTC is ME faculty Huei Peng. In 2016, an offspring of the MTC, MCity, was launched. MCity is a one-of-a-kind test site for connected and automated vehicles located on U-M’s North Campus Research Center.  The test site has over 3,000 connected vehicles in Ann Arbor, and is instrumentation at most major intersections being used to collect traffic data. MCity is the world’s first connected and automated vehicle proving grounds, and will provide a unique resource for not only data collection, but for evaluation of vehicle connectivity and automation technologies in a controlled but realistic environment.

National Academy of Engineering and Distinguished University Professorships

During this era, seven ME faculty members were inducted into the National Academy of Engineering (NAE): Yoram Koren, Galip Ulsoy, Dennis Assanis, Jyoti Mazumder, Jack Hu, Ellen Arruda, and Noboru Kikuchi. Election to the NAE is among the highest professional distinctions accorded to an engineer. Three ME professors were recognized with Distinguished University Professorships, one of U-M’s top honors: Galip Ulsoy, Yoram Koren and Panos Papalambros.

Yoram Koren: A Leader in Manufacturing Automation

In 1980, Yoram Koren joined the Department as the Paul Goebel Visiting Professor from the Technion in Israel. He stayed until his retirement in 2014 as the James J. Duderstadt Distinguished University Professor of Manufacturing and the Paul G. Goebel Professor of Engineering . He made many important and innovative contributions to research, including the first adaptively controlled machine tool, cross-coupled controllers for contouring, and state modeling of tool wear, a virtual field methodology for obstacle avoidance in mobile robots. His autonomous mobile robot CARMEL was featured on CNN in 1988 (see on YouTube), and won in 1992 the U.S. Autonomous Mobile Robot competition. Most importantly, he is widely recognized as the founder of reconfigurable manufacturing systems. Koren’s 1995 NSF proposal to establish an Engineering Research Center for Reconfigurable Manufacturing Systems was granted, and from 1996 to 2007 he received a grant of $32.5 million. (See Wikipedia “Reconfigurable Manufacturing Systems”.) The ERC/RMS was the first NSF-sponsored ERC at U-M.

Koren was the director of the NSF-sponsored ERC/RMS, a massive research effort involving dozens of faculty, hundreds of students, and dozens of companies that paid $12 million in membership fee . At the time it was the single largest funded research project in the history of U-M. Koren’s vision was to make manufacturing responsive to the changing needs of the consumer, by enabling the manufacturing system, machines and controllers to be reconfigured to produce different parts and at different volumes. Many of the technologies developed by the ERC/RMS researchers are in use in manufacturing plants around the world. Koren is among the most honored faculty in the history of the Department, winning numerous national and international awards, including election to the NAE , SME Honorary member, and a Distinguished University Professorship. The U-M honored him by establishing the Koren Conference Room.

Yoram Koren wrote three popular original textbooks:

  • Computer control of manufacturing systems . 1983, McGraw-Hill.
  • Robotics for engineers . 1985, McGraw-Hill. (This book was translated by the publisher to Japanese and French)
  • The Global Manufacturing Revolution: Product-Process-Business Integration and Reconfigurable Systems . 2010, Wiley.

Noboru Kikuchi: Homogenization and Topology Optimization

Noboru Kikuchi, the Roger L. McCarthy Professor of Mechanical Engineering, was an expert in computational mechanics, including the finite element method (FEM). He joined the Department in 1980 and worked on a variety of important research topics, including computational methods for contact problems, for adaptive mesh generation in FEM, and the homogenization method. That method, developed with Martin Bendsoe of the Technical University of Denmark, enabled not just the optimization of the dimensions of a given mechanical design, but the determination of the optimal topology itself from the loading and material properties. The homogenization method is based on the observation that topological design is necessary in addition to size and shape design. If topological changes are not allowed, size and shape optimization procedures can improve a design by approximately 5-15 percent. Topological modifications, however, can often yield 30-50 percent improvement. In the homogenization method, the topology and shape problem is formulated as a new optimization problem involving material distribution. This field of topology optimization has had profound impact on the design of complex mechanical structures. Kikuchi collaborated with many colleagues, such as Sridhar Kota on design of compliant mechanisms, Panos Papalambros and Deba Dutta on rapid design and fabrication of parts designed using homogenization, and Jyoti Mazumder on additive manufacturing. Kikuchi’s work is widely used in industry, and he eventually spent more and more of his time working with automotive industry researchers. He retired from the Department in 2015 and became the president of the Central Research and Development Labs at Toyota Motor Company. He was elected to NAE in 2017.

Department of History

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Ravarino Lecture: "Enzo Biagi in Italy’s Postwar Culture and the Indulgent Memory of Fascism" by Giorgio Bertellini (University of Michigan)

Time: Thu Mar 21, 2024, 5:00 pm - 6:00 pm

Location: Eck Visitors Center Auditorium & Zoom

The Spring lectures are being planned in a hybrid online and in-person format. Please register here .

The Center for Italian Studies presents the seventh annual Ravarino Lecture on March 21, 2024. This year's lecture, titled  "Enzo Biagi in Italy’s Postwar Culture and the Indulgent Memory of Fascism," will be delivered by Giorgio Bertellini of the University of Michigan.

The post-1990s public de-mystification of the long celebrated Italian armed resistance against Fascism and Nazism (1943-1945), resulting from the decades-long efforts by a few journalists of either obvious or latent “anti-anti-Fascist” leaning, has appeared to many professional historians as a politically motivated assault against the antifascist foundations of the Italian Republic. Over the years, this accusation claimed, a conspiracy of popular journalists and bestselling authors Indro Montanelli, Giorgio Pisanò, and Arrigo Petacco, among others, produced an indulgent domestication of the memory of Fascism that distracted Italians from the regime’s violent, undemocratic nature.

In this talk I explore a complementary explanation by focusing less on those writers’ political motivations and more on the appealing formats of Italy’s postwar cultural industry that authors and journalists of a wider political spectrum were also adopting.

To articulate this hypothesis, I focus on the least likely case study: the career of Enzo Biagi (1920-2007), a former member of the Resistance, and one of Italy’s first “total journalists.” A reporter since the late 1930s, after the war Biagi edited a most popular periodical (Epoca) directed a daily newspaper (Il Resto del Carlino), curated richly illustrated authoritative encyclopedias about Fascism and World War II, sold weekly at newsstands, before devoting his time to anchoring news television programs and writing yearly bestsellers.

Over the years Biagi maintained an impeccable reputation as truth-telling reporter and principled commentator — a do-gooder, in fact — on world affairs, but especially on 20th century Italian history. Professional historians largely ignored his work even though in most of his roles, I argue, he engaged in a much copied form of entertaining journalism that dealt with Fascism (and history in general) with an influential degree indulgence. A historical witness, he positioned himself as vicarious participant who had chosen to be on the right part of History but who did not linger in moral condemnation. Instead, he reported on the private life, psychology, and the contingent actions of notable figures of the regime and, sometimes, of the Resistenza — whether through biographical profiles or the interview format — and made them relatable. He therefore contributed to reducing World War II, the colonial campaigns and the civil war from historical phenomena impacting millions of lives to a series of sketches and anecdotes featuring colorful, and rarely consequential characters. Fascism emerged as a clumsy and humane regime that was incomparably different from Nazism, as the apologists of Mussolini were also contending. Furthermore, Biagi’s publications and television programs’ extensive use of photographs and film footage of the Istituto Luce — rarely discussed as one-sided source — served as a visible correlative to this forgiving version of the past and gave the impression that nothing more needed to be shown and revealed.

Each year, thanks to the Albert J. and Helen M. Ravarino Family Endowment for Excellence, the Center for Italian Studies sponsors a public lecture by a distinguished scholar of Italian Studies.

Originally published at italianstudies.nd.edu .

University of Michigan Athletics

Michigan

NCAA Championships

Wrestling 2024 NCAA Championships Team Photo

Wolverines Place Third at NCAAs Behind Four All-Americans

3/23/2024 11:23:00 PM | Wrestling

By: Leah Howard

» Michigan claimed third place (71 points) to earn an NCAA Championships team trophy for the second time in three seasons. » Austin Gomez (149 pounds) and Lucas Davison (heavyweight) dropped their championship finals to Virginia Tech's Caleb Henson and Penn State's Greg Kerkvliet, respectively. » Dylan Ragusin (133) and Shane Griffith (174) both finished with wins in their morning medal matches.

Site: Kansas City, Mo. (T-Mobile Center) Event: NCAA Championships (Day 3 of 3) U-M Standing: 3rd Place of 68 Teams (71 points) Next U-M Event: Season Completed

KANSAS CITY, Mo. -- University of Michigan graduate students Austin Gomez and Lucas Davison fell short in their bids for individual national titles at 149 pounds and heavyweight, respectively, on Saturday night (March 23) in front of a crowd of 15,950 at the T-Mobile Center. With four NCAA All-Americans, the Wolverines claimed third place (71 points) in the finals team standings -- their second trophy finish in three seasons.

Gomez, seeded sixth at 149 pounds, could not overcome a sizable early deficit against Virginia Tech's fourth-seeded Seth Gross. He scored the bout's first takedown on a reattack single early in the first, but Henson responded with points in bunches, scoring five on a feet-to-back takedown, adding four on a suck back on the subsequent restart and another takedown when Gomez went for a cement mixer late in the frame. Gomez scored on another single-leg takedown in the second period and was in another deep shot late in the frame but could not finish on the edge and could not get to his attacks in the third.

Gomez is a two-time NCAA All-American, previously placing fourth in 2022, and twice came out of retirement -- the first time after missing two full seasons due to injuries -- before joining the Wolverines in December. He posted an 80-20 career record, including a 13-3 mark this season. Also a member of Michigan's Cliff Keen Wrestling Club, he is qualified for the 2024 Paris Olympics at 65kg freestyle.

Davison, seeded 10th at heavyweight, fell to Penn State's top-seeded Greg Kerkvliet 13-4 in his championship final. Kerkvliet scored four total takedowns in the bout, including a pair of single legs in the first period before scoring off Davison attacks in the second and third.

Davison defeated the seventh, second and third seeds en route to the championship final and his best-ever NCAA finish. He completes his collegiate career as a three-time All-American, placing sixth, fifth and second since moving up to heavyweight from 197 pounds. He compiled a 113-37 career record, including a 22-5 mark this season at Michigan.

Graduate student Shane Griffith , seeded fourth at 174 pounds, defeated the second and first seeds in the morning consolation semifinals and medal match to close out his stellar collegiate career in third place. He defeated South Dakota State's second-seeded Cade DeVos 6-2 in the consolation semifinals -- his second win over the Jackrabbit this season -- with a low single-leg takedown in the first and a second-period rideout to eventually finish with 1:33 in advantage time.

In a third-place matchup of previous NCAA champions in the third-place bout, Griffith used a third-period takedown to edge Virginia Tech's top-seeded Mekhi Lewis 4-0. Lewis earned 1:11 time advantage before Griffith's escape in the second, then with a neutral start in the third, the Wolverine fought off a single leg before finishing on one of his own with just 36 seconds remaining. He rode out the bout to eliminate Lewis' riding time and earned the shutout win.

Griffith, a 2021 NCAA champion while at Stanford, completed his wrestling career as a five-time All-American and four-time placewinner, including three top-three NCAA finishes. He posted a 131-17 career record, including a 19-4 mark this season at Michigan.

Senior/junior Dylan Ragusin , seeded fifth at 133 pounds, split his consolation bouts in the morning medal round to take fifth place after securing his first ever All-America honor with his quarterfinal win yesterday. Ragusin cruised to a 17-6 major decision against Iowa State's eighth-seeded Evan Frost in the fifth-place match. Ragusin scored five total takedowns in the bout, including three in the first period -- two early on snap downs and another late on a single. He added a reattack double leg in the third and earned a point for 2:24 in riding-time advantage to ice the bonus point.

With the four All-Americans this season, Michigan now has 212 over its 102-year history. The Wolverines have boasted at least one All-American in 27 of the last 29 NCAA tournaments, including three or more in each of the last nine.

Team Standings (Top 10)

Michigan Results (Day 3)

Numbers listed are tournament seeds

133 Pounds -- #5 Dylan Ragusin Consolations - dec. #7 Nasir Bailey (Little Rock), 5-0 Fifth Place - major dec. #8 Evan Frost (Iowa State), 17-6 Finished in fifth place with a 4-2 record

149 Pounds -- #6 Austin Gomez Final - major dec. by #4 Caleb Henson (Virginia Tech), 15-7 Finished as runner-up with a 4-1 record

174 Pounds -- #4 Shane Griffith Consolations - dec. #2 Cade DeVos (South Dakota State), 6-2 Third Place - dec. #1 Mekhi Lewis (Virginia Tech), 4-0 Finished in third place with a 5-1 record

Heavyweight -- #10 Lucas Davison Final - dec. by #1 Greg Kerkvliet (Penn State), 13-4 Finished as the runner-up with a 4-1 record

• Previous Results: Day 1 | Day 2

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With a program and faculty that are recognized regionally, nationally, and internationally, the history department at the University of Miami is dedicated to producing Ph.D.s of the highest quality.  Our selective program offers close, individualized training for the next generation of teachers and researchers who will shape and lead the historical profession.  While we have particular strengths in the histories of Latin America and the Caribbean, Europe, and the United States, our faculty shares interests that cut across geographies: gender and sexuality; religion; race and ethnicity; law; and economy, among others.  Additionally, we have a strong commitment to interdisciplinarity, as we actively maintain bridges to other departments, programs, and centers at the University of Miami.  Our graduate students are encouraged to take advantage of these dynamic scholarly connections as they cultivate their own intellectual pursuits.

We are looking for applicants with a record of outstanding academic achievement and evidence of potential success in graduate studies, attributes which can be measured in various ways such as grades, recommendations, written work, and test scores. Students with a master’s from an accredited institution may apply for admission to the doctoral program. Students with a bachelor’s degree only and with very strong credentials may be admitted into the doctoral program. Applicants must meet the admissions requirements set by both the graduate school, which are listed in its materials, and the department of history.

Because one of the strengths of our program is a close working relationship between faculty members and students, we cannot always accept qualified applicants when no one in the department can provide the guidance they need in their area of interest. Applicants should explore the listing of faculty on our website and contact the DGS or relevant faculty members if they have any questions.

The complete application contains:

  • A completed application form.
  • A completed financial aid application, if seeking aid.
  • Three letters of recommendation, preferably from the applicant’s former professors.
  • Recent Graduate Record Examination scores. 
  • For international students, TOEFL scores.
  • Official transcripts.
  • the student’s background and education;
  • the student’s interests (field, topic, etc.);
  • why the student wants to pursue a graduate degree in history at the University of Miami; and
  • what the student plans to do with the degree upon completion. This statement constitutes a very important part of the application review process and should indicate the student’s understanding of the professional nature of the training that the student is about to begin.
  • A representative writing sample.

Admission from M.A. to Ph.D. Status

Students admitted at the master’s level who are performing well in their studies are encouraged to proceed to Ph.D. status. Advisors who believe that a student should be admitted to the Ph.D. program, and have the consent of the student, inform the DGS of this desire early in the spring semester and at least before the annual departmental meeting reviewing graduate students’ progress. The request is then reviewed by the department at its annual meeting for recommendation to the graduate committee. Students who move from the M.A. to the Ph.D. program are eligible for the same number of years’ aid as students entering the Ph.D. program directly from the B.A., minus the years of aid they have already received. For course requirements, see below.

January 5: Applications for admissions and aid for Fall semester.

Curriculum Requirements

The required credit hours of coursework are only the formal minimum.  Although course work is necessary preparation for the comprehensive examination, students are examined on the mastery of fields of knowledge rather than courses.  The number of courses taken depends on the student’s background, choice of fields, nature of related work, language skills, etc.  Courses should be selected only after consultation with the Major Advisor.

This course is normally given in the fall semester.  All students are required to take the Historiography course in their first year.  The credit hours from this course are included in the total required.

Typically, students take HIS 701 and HIS 702 in their 2 nd  and 3 rd  semesters in the program.  The credit hours from these courses are included in the total required.

Typically, students take HIS 762 in their forth semester in the program. The credit hours from this course are included in the total required.

Typically, students take HIS 722 in their 5 th  semester in the program.  The credit hours from this course are included in the total required.

  Students must demonstrate a reading knowledge in at least one foreign language.  Reading knowledge in additional languages may be required by the major advisor. 

The comprehensive examination for Ph.D. candidates consists of written and oral examinations in three fields.  All doctoral students are expected to take their comprehensive exams no later than their 6 th  semester in the program.  

 Following the completion of course credit hours, students will need to take sufficient dissertation research credit hours (HIS 830 if before the comprehensive examination has been passed; HIS 840 after passage of the comprehensive examination) to reach a total of 60 credit hours beyond the B.A. in order to receive the doctorate.  Graduate School rules require that students take a minimum of 12 dissertation credit hours.  Students who enter the Ph.D. program with an M.A. from another university or from another program at the University of Miami receive 30 credit hours towards the 60 credit hour requirement.

For requirements relating to the dissertation, see below.

As indicated, the number of required course credit hours varies depending on the student’s previous graduate work, but all students must reach a total of 60 credit hours beyond the B.A.

Upon admission to the program, the student is assigned a provisional major advisor.  As noted above, students should then concur or select a different advisor by the beginning of the second semester in the program. An advisory committee of four or five, including the major advisor and faculty members representing the second and third fields, must be formed no later than the student’s third semester in the program. It is the responsibility of the student and the advisor to form this committee and notify the DGS of its composition. The major advisor chairs the advisory committee and oversees the student’s course of study and progress in the program. The advisory committee will also administer the oral and written comprehensive examinations. Students may change advisor and other committee members throughout the program provided that the faculty member(s) selected agree(s).

Incompletes

All incompletes from the fall semester must be made up by the official end of the following spring semester. All incompletes from the spring semester must be made up before the official start of the subsequent fall semester. No student will be allowed to proceed to exams until all incompletes have been made up.

Languages Requirement

Reading knowledge of at least one foreign language is required. More than one foreign language may be required if the major advisor deems it necessary. 

Comprehensive Examinations

It is the responsibility of the student and major advisor to organize the comprehensive examinations. Students may take them at any time of the year that classes are in session.  Arrangements for the exams, including selection of their dates and a final list of committee members, should be made by the end of the first month of the semester in question, with notification to the Department Chair and DGS.

The student takes the written part of the examinations in three history fields, which are normally administered over a period of two successive weeks. The portion for each field is four hours in duration. Only after the advisory committee deems that the student has successfully passed the written portions for each field is the student permitted to take the oral part of the examination.

The oral section covers the three history fields and is approximately two hours in duration. The prospectus may form part of the discussion, but the examination will focus on coverage of the fields. The committee consists of at least three faculty members.

The student advances to candidate status after passing the comprehensive examinations and submitting an acceptable dissertation prospectus.

Students who have not already received a master’s degree from the University of Miami will be awarded an M.A. upon successful completion of their doctoral comprehensive exams.

Dissertation

After passing the examinations, students form a dissertation committee. This may be the original advisory committee, but it may also be revised to meet the needs of the dissertation work. The students, in consultation with the Major Advisor, put forward the names of individuals suggested to serve on the dissertation committee. The committee must be comprised of at least three members within the department and one outside the department. The committee is then approved and appointed by the dean of the graduate school.

The dissertation must make a significant contribution to the candidate’s field of specialization. It must meet the highest standards of research, substance, and form, and demonstrate an ability to conduct and report independent and original scholarly investigation.

The student must apply for graduation in his or her penultimate semester (i.e. fall for spring semester).

Upon completion of the dissertation and its tentative approval by the dissertation committee, the student takes a final oral examination that is a “defense” of the dissertation and that lasts for approximately two hours. It is open to the university community.  Following the defense of the dissertation, the dissertation committee will render its decision to accept or reject the dissertation. Approval of the dissertation must be indicated by the signature of all members of the dissertation committee.

Chronological/Geographical fields:

  • Medieval Europe
  • Early Modern Europe
  • Modern Europe
  • Early American History
  • Modern U.S. History
  • Colonial Latin America
  • Modern Latin America

Topical Fields. These must cover either two of the geographic or two of the temporal fields listed above.:

  • African American History  
  • African Diaspora
  • Colonialism
  • Race and Ethnicity
  • Gender and Sexuality
  • History of Religion
  • History of Science and Medicine
  • History of Crime and Law
  • Political History
  • Diplomatic History
  • Urban and Environmental History
  • Economic History
  • Business History
  • Labor History
  • History of Sport
  • Military History
  • Cultural and Intellectual History
  • Public History
  • Atlantic World
  • Renaissance
  • Mediterranean World
  • Empires and Nations
  • Global 19 th   Century

Students may create their own fields in consultation with their advisory committee. The student opting for this approach must file a plan of study listing relevant courses, the faculty member(s) involved, and the rationale. To pursue the individualized concentration, the student must obtain written approval of the plan by the major advisor, DGS, and the Department Chair.

The plan and signed approvals are placed in the student’s file. With rare exceptions, a customized field may not be the major field of study.

Concentrations

Ph.d. in history with a concentration in caribbean studies.

This is an interdisciplinary concentration to be earned in conjunction with the individual Ph.D. requirements for the departments of English, History, and Modern Languages and Literatures. Ph.D. students pursuing the doctoral concentration take a minimum of two Caribbean-focused courses (6 credit hours) within their home department, and a minimum of two Caribbean-focused courses (6 credit hours) outside of their department.

Students pursuing the doctoral concentration in Caribbean Studies must take as part of their required course credit hours a minimum of four Caribbean-focused courses (12 credit hours) as shown below.

For courses  not listed as fulfilling requirements for the concentration,  the student should reach out to the professor to obtain the following confirmation to get the course approved:

1. at least 50% content of the course focuses on the Caribbean region 

2. that the student’s papers for the class and/or the final project should focus on Caribbean studies.

Guidelines for one-time approval of a course with less than 50% of Caribbean content:

If you are taking this course to meet the Caribbean Concentration requirements, you will need to supplement the readings for the course in consultation with the departmental Caribbean Concentration representative and your advisor so that it meets the reading requirement of 50% content in Caribbean studies (i.e. the additional readings include at least one Caribbean focused reading for 7 weeks or more of the course).  Your final project will also need to meet the requirement by focusing on a topic in the field of Caribbean Studies.

Students must demonstrate a reading knowledge in at least one foreign language.  Reading knowledge in additional languages may be required by the major advisor.  For more information on fulfilling language requirements, see below.

 As indicated, the number of required course credit hours varies depending on the student’s previous graduate work, but all students must reach a total of 60 credit hours beyond the B.A.

Medieval and Early Modern Studies 

Graduate concentration in medieval and early modern studies.

The Medieval and Early Modern Studies Concentration is an interdisciplinary concentration to be earned in conjunction with the individual Ph.D. requirements for the departments of English, History, and Modern Languages and Literatures (Romance Studies, Spanish, and French). Graduate students will continue to be housed in any one of the three departments and must fulfill the requirements of their discipline. To qualify for the Concentration, students must successfully complete a minimum of two courses (6 credit hours) in medieval and/or early modern studies in one or both of the other two departments, substituting for courses within their department; and a minimum of two courses (6 credit hours) in medieval and/or early modern studies within their home department. Thus, for example, a student whose home department is History would need to take two courses in medieval and/or early modern studies in History and then either two courses in English or MLL or one course in English   and one course in MLL.  A list of courses for the academic year is posted regularly on the website of the Center for the Humanities .

The major goals of the Ph.D. in History are 1) to ground students in historical knowledge and scholarship at the most sophisticated level; 2) to provide each with the skills necessary to cultivate an area of specialization and an original research agenda; 3) to train students for teaching at the college/university level; and 4) to prepare graduates to obtain appropriate employment.

Student Learning Outcomes

  • Students will grasp historical knowledge and scholarship at the most sophisticated level.
  • Students will cultivate an area of specialization and carry out an original research agenda.
  • Students will demonstrate the ability to teach at the college/university level.

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