Professor, University of Michigan
Steve Yalisove obtained a PhD in Materials Science and Engineering at the University of Pennsylvania in 1986. After a post doc at Bell Laboratories, he joined the Michigan faculty in 1989. In 1996 he was a Fulbright scholar at the FOM institute in the Netherlands. Yalisove’s current research focuses on understanding the relationships between atomic structure and materials properties at surfaces and interfaces in a wide variety of material systems. He has made important contributions to the fields of surface science, thin film growth, evolution of thin film morphology, and most recently, the interaction of high intensity femtosecond laser pulses and materials. His work focuses on the modification and material removal processes in metals, semiconductors and ceramics as well as organic materials including graphene and carbon nanotubes. Yalisove uses a variety of characterization techniques including pump-probe ultrafast microscopy, femtosecond Laser Induced Breakdown Spectroscopy (fsLIBS), dual pulse LIBS, optical and transmission electron microscopy, and a variety of in-situ probes. A recent discovery of non-thermal point defect injection mechanisms offers a novel approach for doping materials and fabrication of unique sensors. His group is also using still higher fluence to push materials into extreme states for creating materials that would not exist otherwise. He is also very interested in revolutionizing engineering education. He has been teaching team based/project based alternatives to large lectures since 2013. Recently he has been working on methods to exploit diversity, equity, and inclusion to drive deeper learning. He is also working with the School of Art and Design to help engineers communicate visually. He has been a ABET evaluator since 2005 and has served as an associate member of the ABET board of directors.
Now that programs are rebooting their assessment processes to address the new criteria, it is an excellent time to consider making the assessment and analysis process more efficient. Most engineering programs develop assessment and analysis processes independently. This leads to duplication of efforts and significant variations of assessment processes across the same engineering school. We […]