Prof. Batric Pesic

Nanomaterials
Prof. Batric Pesic
Electrochemistry Lab
Hydroprocessing Lab
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UNIVERSITY OF IDAHO

College of Engineering

Department of Materials Science and Engineering

McClure Hall

Moscow, ID 83844-3024

 

Tel. (208) 885-6569

Fax (208) 885-2855

e-mail: pesic@uidaho.edu

 

 

Current Research Interest

Nanomaterials:  Application of chemical and electrochemical principles toward production of nanomaterials.  Electrochemical deposition of nanostructures. Thin film deposition from aqueous solutions based on self-assembly.  Relevant electrochemical reaction mechanisms.  Electrochemical deposition of metal oxide films.  Elecrochemical deposition of magnetic thin films.  Electrochemical etching (nanolithoghraphy).  In-situ electrochemical studies (AFM/STM).  AC assisted electrodeposition of multilayered magnetic thin films.  Photoelectrochemistry.

Biocorrosion: reaction mechanisms at the metal surface-bacterial cells interface.

Scanning probe microscopy (SPM) toward the elucidation of biocorrosion reactions.

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Education

Ph.D. (1981) and M.S.(1979)- Metallurgical Engineering University of Utah 

B.S.(1973) -Metallurgical Engineering, University of Belgrade-Campus Bor

 
Employment

Tenure track position, University of Idaho-Metallurgical Engineering Department (1983)

Research Metallurgist, H.B.M.S. Co., Canada(1981)

Graduate Research Assistant, University of Utah (1976)

Assistant to a Professor, University of Belgrade-Campus-Bor (1973-76)

 
Courses Taught

Materials Hydroprocessing (Met 344; MSE 344)

Materials Pyroprocessing (Met 442; MSE 442)

Materials Thermodynamics (Met 308; MSE 308)

Corrosion (Met 423; MSE 423)

 
Teaching Philosophy
 

The Students.  Students are always the most important, regardless if they are in the classrooms or not.  They came to learn but also to be advised.  A good professor must develop the feel on the progress of entire class. Outside the classroom, a professor must ensure to be available to the students during 'the office hours' in spite of personal busy schedule, and ready to help. The help should not be limited to the academic matters only.  As everyone is different and unique so are the students' needs, perceptions, motivations, approach to solving the encountered problems.  Everything appears easy when the major functioning parameters are under control, but that is not how the life always works, and sooner or later everyone is faced with dilemmas which lead to confusion, anxiety and reexamination of self values.  These are the times when another type of help becomes more important then the help with a typical academic material.  Because the engineering classes typically involve small number of students, it is not that difficult to find the time for every student in need. 

The Classroom.  A classroom is not just a meeting place for delivery of "dry" lectures.  It is the place where learning is in progress.  New learning is always fun and interesting if clearly and enthusiastically presented.  If a class is organized to be in an interactive mode then everyone participates, and the learning becomes even visible.  A student must leave the classroom with the feeling of accomplishment.  Class after class.  The teaching must rest on the presentation of concepts, inspiration to think and ask questions.  The class should never be burdened with presentation of details.  The subject details can be recovered elsewhere whenever need develops.

The Research.  In academic and outside circles, from time to time, a debate emerges on what is more important, the teaching or the research. The inescapable answer is  that both are equally important, therefore indistinguishable.  The research is necessary to learning.  Learning is necessary to teaching.   "By learning you will teach; by teaching you will learn." - Latin Proverb.