Course Descriptions

ENEE302: Digital Electronics
Large signal terminal characteristics of P-N junction diodes, bipolar and MOSFET transistors. Digital electronics at transistor level: inverter, NAND, NOR AND, OR gates. CMOS and TTL logic. Combinatorial and sequential digital circuits, memory design. Circuit simulation with SPICE.

ENEE 416: Integrated Circuit Fabrication Lab
Characterization of wafers and fabrication steps. Oxide growth, lithography, dopant diffusion, and metal deposition and patterning will be discussed in the lectures and carried out in the lab in fabricating NMOS transistor circuits. The transistor characteristics will be measured and related to the fabrication parameters.

ENEE 605: Design and Fabrication of Micro-Electro-Mechanical Systems (MEMS)
The goals of this course are to explore the world of Micro-Electro-Mechanical Systems (MEMS) by understanding its design and fabrication aspects. More specifically, students learn that MEMS are sensors and actuators that are designed using different chemical detection and assays and they are constructed using a microlithographically-based manufacturing process in conjunction with both semiconductor and micromachining microfabrication technologies. Different examples of MEMS designs and fabrication technologies would be studied that are currently employed in a wide range of devices, including microaccelerometers for crash detection in vehicles, pressure sensors for implantable medical devices, arrays of miniature mirrors for projection displays, and systems for chemical detection and assay. The results of homework, case studies and course project demonstrate the benefits of MEMS devices, which include small size, low power consumption, ease of integration into arrays, potential for monolithic integration with electronics, and low cost in high volume.

ENEE 719F: Advanced Topics in Microelectronics: Fabrication and Testing of Micro-Electro-Mechanical Systems
The goals of this course are to go beyond the "design stage" in Micro-Electro-Mechanical Systems (MEMS) to provide students with a strong background in fabrication, testing and characterization of MEMS. The main focus is to understand the fundamental challenges and limitations involved in developing and testing MEMS devices and systems. Various MEMS devices will be developed based on preliminary designs from the earlier course, ENEE 605 Design and Fabrication of MEMS, using MEMS fabrication and instrumentation technologies. This is a "hands-on" course where students are likely to spend an average of ten hours per week in the cleanroom and testing labs. Students' progress will be monitored through lab reports, monthly presentations and reports.  The experimental testing and characterization results will be compared with the original models, giving a real world experience to the students.


Valuable lessons and guidelines on mentoring have been reported and published frequently by colleagues on some of the "Best Practices for Mentors and Mentees in Academic Settings” to enhance and improve faculty, staff and student lives in higher education communities. Having lived most of my life in academia (Wisconsin, MIT and Maryland), at each stage of my own career (undergraduate and graduate student, post-doctoral associate, assistant, associate, full professor levels and then director) I learned to appreciate and recognize the significance of “mentoring.” It is in fact only through effective mentoring practices that we as educators could provide  “an early exposure” to science and engineering disciplines to those who may not have that opportunity otherwise. For example, mentoring undergraduate engineering students in our group, teaching them "how to do research" and “how to think creatively” to address some of the global health challenges that we face today in our society, has always been the most rewarding experience for me, my graduate students and post-doctoral associates.

Each year in the spring, our lab is one of the active participants at “Maryland Day” by showcasing our research projects to those young children and their parents who visit us on campus. Moreover, I have also come to appreciate how important and necessary it is for junior faculty, and even tenured faculty to be mentored by senior professors in their departments and institutes as well as their respective unit director and chair. In June 2016, in honor of celebrating the impacts of one of my own great mentors, Denice D. Denton, I organized a one-day Leadership Workshop in Madison, WI, for mid-career faculty members (women and men) in engineering and physical sciences in academia. Over 180 participants from some of the key universities and colleges across the country attended this special event, aimed at learning about some the best mentoring practices in academia from some of the most experienced senior colleagues and university administrators, while being challenged to come up with their own personal roadmap for their future career goals. Aside from many excellent outcomes and lessons that resulted from this workshop, there were several important messages that surfaced strongly throughout the day: (a) “the chain of mentoring” never ends, particularly in academia, no matter where and at what stage one is in life and (b) one should try to initiate some of those personal mentoring experiences and make an effort to sustain those special relationships throughout one’s career.

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UMD Flags, Cole Field House

Reza Ghodssi and youngster visitor in lab