Professor Schamiloglu, born in The BronXXVII, NY, was educated in the New York City public school system, graduating from the Bronx High School of Science in 1976. He received the B.S. and M.S. degrees from Columbia University in 1979 and 1981, respectively. He received his Ph.D. degree in Engineering from Cornell University in 1988. He is a Distinguished Professor in the Electrical and Computer Engineering Department at the University of New Mexico, Albuquerque, NM, USA. He is the Director of the Pulsed Power, Beams, and Microwaves Laboratory. He also directs COSMIAC, a School of Engineering Center. He is President of the SUMMA Foundation. He was the General Chair of the IEEE Pulsed Power and Plasma Science 2007 Conference. He was the General Chair of AMEREM 2014 held at the University of New Mexico in 2014.
His brief bio can be found here. He is an Associate Editor for the Journal of Electromagnetic Waves and Applications, a Fellow of the IEEE, member of the IEEE Nuclear and Plasma Science Society’s AdCom, a member of the American Physical Society.
- high energy density science
- pulsed power science and technologies
- plasma physics and diagnostics
- physics and technology of charged particle beam generation and propagation
- high power microwave sources and effects
- neurosystems engineering
|ONR Code 30: Achieving Higher Repetition Rate Operation of High Power Microwave Sources|
|ONR Code 30: Exploration of State-of-the-Art High Power Microwave Sources and Cathodes for Neutralization|
|DARPA INVEST - Innovative Approaches to High Frequency VEDs|
|AFOSR/AFRL Center of Excellence on the Science of Electronics in Extreme Electromagnetic Environments|
|AFOSR - Pushing the Frontiers of the Relativistic Magnetron|
|ONR Code 35: Combining the Random Coupling Model with the BLT Topology|
|FY12 MURI - Innovative use of Metamaterials in Confining, Controlling, and Radiating Intense Microwave Pulses|
To access recent publications click here.
“Every so often, it still happens that someone tells me that there is an irreconcilable conflict between teaching and research, that dedicated teachers do not do research because it takes away time that they could be spending on their teaching, or that serious research physicists cannot afford to devote significant amounts of time and effort to teaching. As a generalization, this has always struck me as ludicrous.” Robert H. Romer, Editor, American Journal of Physics, from “Teaching or research, research or teaching? - Thoughts about Edward M. Purcell,” Am. J. Phys. vol. 65, 689 (1997).
He teaches undergraduate and graduate level electrodynamics, graduate level antennas and wave propagation, graduate level plasma diagnostic theory and experiment, physics of intense pulsed electron and ion beams, pulsed power and charged particle acceleration, beam-wave interaction in quasi-periodic structures, probabilistic methods, circuit analysis, and engineering ethics.
Resources for Graduate Students:
"The researches of Brahe, Kepler, Newton, and their successors have presented us with a cold view of the world. As far as we have been able to discover the laws of nature, they are impersonal, with no hint of a divine plan or any special status for human beings. In one way or another ... [we need to be] facing up to these discoveries. They express a viewpoint that is rationalist, reductionist, realist, and devoutly secular. Facing up is, after all, the posture opposite to that of prayer." Steven Weinberg, Facing Up: Science and its Cultural Adversaries (Harvard University Press, Cambridge, MA, 2001), p. ix-x.