Electrical Engineering from Polytechnic in the 80s and 90s to NYU Tandon in 2020s
Introduction
I chose this topic because I am a Computer Engineer at NYU’s Tandon School of Engineering. I wanted to take a deeper dive into the general history of electrical engineering across universities in the United States, but also as a professional field where new discoveries were made throughout the years with a focus on the timeline between the 80s and 90s while comparing and contrasting to the field of Electrical Engineering today.
Electrical Engineering, also known as EE, is the branch of engineering that deals with the study, design, and application of systems and devices that use electricity, electronics, and electromagnetism. While preparing for the degree, students become well versed in physics, circuitry, math, and other digital systems. EE and Computer Engineering (CE) are usually grouped together because of their similarities, however CE is more specialized in combining the hardware of EE and the computer programming of CS majors.
The 5 Metrotech building is well known to the students of NYU Tandon as the Brooklyn/NYU Tandon’s Bern Dibner Library and also Pfizer Auditorium where people have lectures or take exams in, but there is another world hidden below those floors, and that is the Electrical and Computer Engineering Labs.
In this project, I analyzed many parts of the history of EE, including important professional organizations and people, the beginnings of EE in institutions, promotional methods of Polytechnic in the 80s and 90s compared to NYU Tandon in modern times, as well as the various courses and curriculums set up for students in the 80s compared to 2025. I explored the different student experiences of both Polytechnic students and students who went to other engineering schools, student clubs/organizations and events centered around EE, and finally the new facilities that were introduced to Polytechnic that brought more space and faculty for the courses that needed them.
General History of Electrical Engineering
Electrical Engineering can be rooted back to the late 1700s with the notable Michael Faraday (1791 - 1876), a British chemist and physicist considered to be the father of the field (Taylor, 2021). Faraday did not receive a traditional education, but rather gained his interest in the sciences through his early job as a bookbinder. He was especially interested in electricity, galvanism, and mechanics.
In 1821, he published his research on “electromagnetic rotation, which is the principle behind the electric motor”, and marked the birth of the “electrical engineering discipline” (Taylor, 2021). Another notable discovery made by Faraday was on electromagnetic induction in 1831, “which is the principle behind the electric transformer and generator” widely used even today (Taylor, 2021).
Image 1: Michael Faraday and his first electric motor (Bach, Circa 2020)
In Michael Faraday’s early career as a physicist, he would read books and attend scientific lectures and conferences to speak with other scientists who had as much of an interest in the field as he did, but there was no organized education set on preparing college students for this field of engineering. This changed in 1883, when the “world’s first School of Electrical Engineering was established at the Technische Universität Darmstadt”, or Technical University of Darmstadt in Germany (Taylor, 2021).
Image 2: Technical University of Darmstadt (Technische Universität Darmstadt, March 2025)
Following this opening, a United States-based society focused on supporting electrical professions was formed in 1884 known as the American Institute of Electrical Engineers (AIEE). “In 1963, this organization merged with the Institute of Radio Engineers (formed in 1912) to form the Institute of Electrical and Electronics Engineers, which today is the world’s largest technical professional organization” (Taylor, 2021).
Poly/NYU Department History of Electrical Engineering
Image 3: Timeline of Poly/NYU history (Bathel, Timeline of Poly/NYU History, April 2025)
Not even 3 years after the opening of the first electrical engineering school, we had the start of Electrical Engineering programs in American universities, including Polytechnic Institute of Brooklyn (PIB) in 1885. Samuel Sheldon, who was the second president of the AIEE, served as the head of the Electrical Engineering Department at PIB which was formally established in 1890 for 30 years. “The first EE degrees were awarded in 1891” (Department History, 2020).
Some notable graduates from Polytechnic went on to become “vice president and chief engineer of AT&T, and to win the IEEE Edison Medal in 1932”, as well as designing and developing the first telephone system in Paris, France (Department History, 2020).
In the 1940s, Polytechnic’s educational and research programs in electrical engineering “grew rapidly in scope and quality [...] to defense technology needs of World War II and the leadership of Ernst Weber, who joined the school after having been educated in Vienna, Austria.” (Department History, 2020). Since most of the fighting during the war was happening in Europe, many scientists and engineers sought to flee the land to come to the United States where they felt safe and able to progress on their research and projects. Most notable engineers fled throughout the United States and Canada, and one of those people was Ernst Weber who came to Polytechnic Institute.
Image 4: Ernst Weber (Department History, 2020)
With regards to electrical engineering, Dr. Weber “became department head in 1945, leading to the initiation of graduate degrees in Electrophysics in 1960. Dr. Weber also became the first President of the IEEE and a co-founder of the National Academy of Engineering” (Department History, 2020).
Polytechnic Promotion
In the mid 1900s, there were a lot of research and discoveries made by the professionals and graduates in the field of electrical engineering and within the student body of Polytechnic Institute, but how was it that Poly recruited more students to join the growing field to raise the next generation of engineers?
Image 5: Polytechnic Institute brochure with heading “To Meet the Challenges of the 1980’s” (Polytechnic University, Program for the 1980s Phase 2, circa 1980) [Highlighting for emphasis by Daniel]
In the brochure (Image 5), Polytechnic used language that highlighted the “broadest and greatest challenge to our technological genius in the last 40 years” and how there was a search for solutions to problems such as “the decline of industrial productivity and the deterioration of public services” (Program for the 1980s, circa 1980). Polytechnic highlighted itself by saying “one of the most valuable of these resources in the coming decade will be the Polytechnic Institute of New York” (Program for the 1980s, circa 1980). Many students would want to be part of the “big solution” to these big problems, so this school would be a great opportunity for them, making them want to apply.
Image 6: Facts about Polytechnic in a 1990s brochure (Polytechnic University, Interact with the Future, circa 1990) [Highlighting for emphasis by Daniel]
Image 7: Polytechnic University Rankings among other schools (Polytechnic University, Polytechnic Reporter, October 1990)
In this 1990s brochure (Image 6) and student newspaper (Image 7), Polytechnic highlighted the standout facts to the public to showcase how good of a school it is and the possible future students get out of going to school here. Some facts include the high percentage of students getting a job within 6 months of graduating with a good starting salary. A starting salary of $59,000 in the 90s is roughly equivalent to $140,000 today (CPI Inflation Calculator, 2025). Out of the approximate 3500 - 4000 American colleges and universities in the 90s, Polytechnic ranking 12th in the nation and having a reputation ranking in the top 5 percent gave assurance for students knowing they are applying or choosing to go to a good school (Digest of Education Statistics, 2017).
Image 8: Polytechnic brochure describing various programs provided (Polytechnic University, Interact with the Future, circa 1990) [Highlighting for emphasis by Daniel]
A 1990s brochure (Image 8) displayed the various programs that are provided to students by the school. Each description is similar in that it highlights the program itself by saying things like “rapidly growing profession that has changed the world in the 100 years since its inception” (Interact with the Future, circa 1990). The accredited courses provided and significant contributions in communications, networks, and robotics were good ways of grabbing the interest and attention of students who are thinking about what to major in when applying for college. Any person who wanted to be successful in life could see the highlighted careers that graduates have been employed to and want to be a part of that group, so applying to Polytechnic was an easier decision compared to other colleges without these accomplishments.
Current NYU Promotion
From images 9 and 10 showing screenshots of emails I received from NYU while I was in highschool, this shows that with modern times where everything is digitized, schools do their outreach to students through different forms of media whether it be to students applying to college, reels on Instagram or TikTok, or even recruiters showing up to your high school to talk about programs offered. Whereas the brochures of the 80s and 90s were probably limited and only sent to students close to the Brooklyn area, American colleges and universities can now send brochures, pamphlets, or even gift boxes through mail to applicants throughout the entire country to get their interest and hopefully their application.
From these emails and more, I received invites from NYU for different summer programs during my sophomore and junior year of high school to prepare me for the college experience and success in the classes I would eventually take. Summer sessions like the STEM program offer high school students to get a feel of the field and a head start among other students starting their college journeys.
Image 9: NYU Precollege application (Bathel, February 2021)
Image 10: Experience NYU as a high school student (Bathel, April 2021)
Compared to the promotional materials used by Polytechnic in the 80s and 90s, the language and methods for gaining the interest of possible applicants in the materials are some of the biggest changes that were introduced in the 2000s because of the big impact of modern technology. Virtual tours and online applications allow a greater population of students to apply to the same school compared to paper applications pre-2000. This change in part was one of the bigger reasons why I decided to apply to top schools like NYU.
Promotion as Biased Sources
From the previous section on promotional methods and the upcoming sections on the course history, student experience, and history of 5 Metrotech, I took an approach that was biased towards highlighting the good parts of Poly’s history with EE. In most of the screenshots of brochure or newspaper sections, they are only sections of the entire archive, so there is a lot of missing information that I don’t dig into as deeply. Even within the screenshots that I include, I highlight specific parts that I chose to focus on, parts that better support my goals for the project. This is in part due to me not finding sources or evidence that speaks on the low parts of EE, which could have included times where courses or engineering organizations had little participation resulting in their cancellation, as well as to not be overwhelmed with the amount of information to work with, so choosing to limit myself to specific information here and there creates some bias in my project.
Electrical Engineering Courses
Throughout the years of Electrical Engineering at PIB and into NYU, some of the courses have been changed to be more appropriate for the different experiences gained in each year of college, but also because some courses teach similar topics and have been combined to merge into one course. Surprisingly though, the 4-year curriculum of EE is still very similar now to what it was in 1987, maybe without the Physical Education classes. Some interesting classes I found in the 1987 course outline include Machine and Assembly language programming, compilers, and UNIX programming. These topics played a role in some of the classes I have taken like Computer Architecture, but due to the rise of other low and high-level programming languages like C, C++, and Python, it’s not as common for students to work directly with machine language which is using binary to give instructions to the computer. Seeing that there was a class dedicated completely to machine and assembly language programming is cool to see.
Image 11: 4-year curriculum of Electrical Engineering in 1987 (Polytechnic University, Course Outlines, May 1987) [Highlighting for emphasis by Daniel, Green = Similar EE Courses to 2025 Curriculum, Yellow = Similar Math, Physics, and CS Courses to 2025 Curriculum]
Images 12: 4-year curriculum of Electrical Engineering in 2025 (NYU, 2025) [Highlighting for emphasis by Daniel, Green = Similar EE Courses to 1987 Curriculum, Yellow = Similar Math, Physics, and CS Courses to 1987 Curriculum]
Between the electrical engineering curriculum of 1987 and 2025, I find it a bit surprising, but at the same time reasonable that many of the classes have a matching title and course description. Fundamental classes in math and physics including Calculus 1, 2, and 3, Physics 1 and 2, Probability, and Differential Equations are all classes that have stuck with the degree throughout the almost 40 year time frame. When it comes to EE specific courses, Circuits and Electronics 1 along with their lab sections have maintained about the same between these times. As for the extra classes that show up in the 1987 curriculum, similar courses are provided now, just that they may not be required courses to graduate with the degree, although some students do choose to take more specialized courses with the ECE electives or even free electives.
Image 13: Course outline for Sophomore and Junior EE Labs (Polytechnic University, Course Outlines, May 1987)
In this specific course description on Sophomore and Junior Labs, their equivalent courses today would be Circuits lab usually taken in sophomore year and Electronics lab either also taken in sophomore year or saved for junior year of college. The topics covered in both labs look very familiar to me and what I learned in the respective courses including Oscilloscope use, RLC circuits, filters, diodes, and BJT operation. After taking these courses now, it would be interesting to see example lectures of how these courses were taught in the late 80s and early 90s compared to now. However, this is documentation that I have not looked into nor is it available in the archives.
Electrical Engineering Experiences
Image 14: Creating a PCB using copper clad boards, a sharpie, and ferric chloride (backofficeshow, 2023)
To compare the student experiences of electrical engineering students from different colleges/universities with Polytechnic engineering students, I searched through public responses posted on Quora. One user I found is a USB expert and has 30 years of experience in chip design. Is currently a Chief Technology Officer (CTO) at Una Touch Inc. since 2013 and graduated from Worcester Polytechnic Institute in Worcester, Massachusetts in 1990. This user responded to the public question “What was it like to major in electrical engineering in the 1990s?” about 10 years ago.
He describes his experiences as an electrical engineering student as “There was no internet, no google. No USB, no PCI, no nuthin. CD's were still new, so I had boxes of floppy disks to store my work. I spent a lot of time in the library doing research to learn things because there were no online resources to look things up. Seriously -- how did we ever get anything done without Stack Overflow and Wikipedia? I made PCBs with copper clad boards, a sharpie, and a bucket of ferric chloride” (Kentley, 2015)
I wanted to see what the process was like to make the custom Printed Circuit Board (PCB), so I found a video on youtube with screenshots of different parts of the process (Image 14) showing what the Quora user was describing in his response. The screenshots show the copper clad board with the sharpie lines acting as wires, the bucket of ferric chloride turned the sharpie into a gold color, and finally the holes drilled into the board for soldering all of the components together created a finished joystick controller with light indicators. Although this user wasn’t from the Polytechnic Institute in Brooklyn, NY, this experience is likely indicative of what lab students went through while studying at Poly.
Image 15: Photos of students working with lab equipment (Polytechnic University, Poly Reporter, August 1983)
Apart from the experiences shared to the public about electrical engineering at different universities from the Quora responses, the Polytechnic student newspaper also displays a lot of student opinions on different parts of the college life.
Job Opportunities in the 80s
Image 16: Section "Co-Op Students Get Good Jobs" (Polytechnic University, Poly Reporter, August 1983)
Image 17: Student experience to recent job opportunity (Polytechnic University, Poly Reporter, August 1983)
These students, who have taken the opportunity to be part of a co-op which essentially is a full-time paid work experience that is integrated with a student’s academic program, meaning it is done throughout the academic semester or year. The experiences shown here along with others who shared their thoughts on the co-op focus on the real-world tasks of networking, building and testing circuits, and the learning curve which are all very important skills.
Job Opportunities in 2020s
Similar to how the promotional methods have changed from physical brochures and flyers in the 80s and 90s to digital programs and invites for students to involve themselves during the school year or summer vacation in the 2000s, the opportunities that college students have been involved in and the way they express themselves has also changed in this time period. One big change is how students can apply to many jobs at once through online applications on websites such as LinkedIn, Indeed, and Glassdoor which have landed many students summer internships during their college education. The competition for positions in successful companies has also increased with the increased number of applications, but the real-world skills gained through these opportunities creates the next generation of successful engineers.
Image 18: Different Job Search Sites used today (Grieve, 2025)
After these students end their summer internship or job opportunity, some students go back to these websites to post about their experiences, what they learned, and the impact that they made or the impact that the opportunity made on them. I have read through many posts made on LinkedIn of my friends or friends of friends giving thanks to companies such as Verizon, Amazon, Google and/or people who helped them on their journey to keep people updated, but to also inspire others to take the chance to explore similar careers in the future. Some students continue to get return offers to the same companies, showing the networking done within the company they were a part of.
Student Experiences
Image 19: A Freshman’s Impressions on starting college life at Poly (Polytechnic University, Poly Reporter, November 1991) [Highlighting for emphasis by Daniel]
In this publication of the Poly Reporter, one freshman student was interviewed to describe her first impressions on college life. This publication was made near the end of November of 1991, approaching the end of the fall semester. Some of the highlighted portions of the student’s impressions include glimpses of the pleasant and unpleasant aspects of “college life” with finals coming and changes in temperature. The student pointed out how the Rogers building was once the Razor Blade Company and how the beauty couldn’t compare to other private university campuses like Cornell. She liked that Poly wasn’t overcrowded, meaning that the freshman class got to know each other quickly, but also that there are fewer student lead clubs and organizations compared to larger universities. The student also found it very educational on how males act in a male-dominated environment since there were very few female students. Something relatable to college life now is how the student pointed out that “adjusting” to college was just drinking lots of coffee/energy drinks and pulling all nighters.
Image 20: Poly-IEEE Chapter Events (Polytechnic University, Poly Reporter, March 1992) [Highlighting for emphasis by Daniel]
Along with students having the typical college life of going to class, new assignments every week, maybe some parties here and there, but the academic programs and organizations offered by the school that prepare students for success also play a big role in many students’ college experience. The Poly-IEEE chapter (Image 20) held typical events like technical speaker presentations in areas of electrical engineering and computer science, as well as other activities such as candy giveaways, football games, and the Student Professional Awareness Conference (S-PAC). In this conference, students were informed about “the real world of engineering as a job, as opposed to the purely technical background they get at school” (Image 20). Probably the biggest takeaway from these conferences was the networking opportunities between professionals and students.
Image 21: IEEE helps students (Polytechnic University, Poly Reporter, October 1992) [Highlighting for emphasis by Daniel]
In this section of the Poly Reporter (Image 21) which described the IEEE at Poly in more detail, it highlights the growth that it has gone through in the past year (1991-1992). The double in population of the Poly-IEEE chapter supports the success that it had at the time, placing it “as one of the top twelve student chapters in the country” (Image 21). The further success in time is supported by the emergence of various engineering specific student societies such as the National Society of Black Engineers (NSBE), Society of Asian Scientists and Engineers (SASE), and Society of Hispanic Professional Engineers (SHPE). Similar to the IEEE chapter mentioned in the Poly Reporter screenshots, these societies bring professionals from different fields to the students to talk about their work and network with the aspiring engineers.
History of 5 Metrotech
Apart from the courses and student experiences, another big part of Poly’s history in electrical engineering comes with the new facilities that brought the necessary space, funding, and faculty to support the students in their courses, specifically engineering lab courses. The facility that helped bring all of these changes was 5 Metrotech Center, better known as the Bern Dibner Library, or just Dibner for short.
Image 22: Front Page of Student Newspaper highlighting changes to Poly Campus (Polytechnic University, Poly Reporter, February 1982) [Underlined text on original document]
In the front page of this Poly Reporter publication made in February of 1982, a big project was being worked on, with various additions foreseen in Polytechnic’s Brooklyn campus. The $1,000,000 that Poly had put aside for the new library was intended to seat many users, be electronically linked to information centers across the country, have a new auditorium, and eventually be the location for most of the electrical and computer engineering labs.
Image 23: Issues concerning current EE Labs (Polytechnic University, Poly Reporter, February 1982) [Highlighting for emphasis by Daniel]
This section of the Poly newspaper is in the same issue of the Reporter as the previous images describing the new library that was planned for the future. This section highlighted some of the issues at the time concerning the current labs that were used for the electrical engineering courses. Some of these issues include not enough funding for the current labs that was needed for equipment and faculty. The EE professors had to resort to using the older models of equipment since the newer models were just too expensive and there were a lot of benches that needed these pieces of equipment so that the students could properly conduct the experiments and tests. Another issue arose in how the students actually learned throughout the lab session. If groups were too big, there would be students who would take minimal part in the lab and not learn anything, but if the groups were too small, there was the chance that the entire lab wouldn’t be completed, resulting in important data and conclusions being missed. These were all problems that would be solved when the new facility was completed.
Image 24: New Poly library finally opens (Polytechnic University, Poly Reporter, February 1992)
Image 25: Main floor of 5 Metrotech (Polytechnic University, 5 Metrotech Floorplans, February 1990) [Highlighting for emphasis by Daniel]
Image 26: Basement level of 5 Metrotech (Polytechnic University, 5 Metrotech Floor Plans, February 1990) [Highlighting for emphasis by Daniel, Yellow = Rooms that have dedicated EE Lab courses from 1987 Course Curriculum]
In 1992, the Bern Dibner Library of Technology and Science and the Center for Advanced Technology in Telecommunications was finally opened to the public (Image 24). Looking at the floor plans of the building (Images 25 and 26), it can be seen that there was intention on having the basement floor be dedicated to the EE labs as seen by the labels of “EE Sophomore Lab”, “EE Junior Lab”, and “EE Senior Lab”. These lab names have a direct correlation to the EE courses highlighted in the 1987 course curriculum (Image 11). The other highlighted labels point to rooms that have the same purpose today such as the “EE Lab Support” and the “EE Lab”.
Pictures of EE Lab Activities
The images shown below were gathered from the NYU Finding Aids and showcases what the students looked like conducting the labs pre-Dibner. Although the images are undated, it can be estimated that they are from the mid 1900s. Some images show students who worked in groups or partners gathering data from the equipment likely for an experiment they were conducting, while others show students alone working with equipment and solving problems in their notebook.
Image 27: Various photos of students working with lab equipment (Polytechnic University, Guide to the Poly Archives Historic Photograph Collection, undated)
5 Metrotech Today
In the time from the mid-to-late 1900s to modern day in 2025, the way that labs specifically are conducted is somewhat different in that they are held almost exclusively in the 5 Metrotech basement while when Dibner first opened, there had to be a transition from labs done in the lecture halls or classrooms to the lab rooms in 5 Metrotech. Another difference is how students go through the labs. Although I didn’t research sample labs that were done in the late 1900s, I can say that today we follow a lab manual that takes the student step-by-step through what connections should be made, what data should be collected, and how this data should be collected in order to make a conclusion that relates to the topic of the lab. Each other week, there is a different lab topic where we use what we learned in lecture and apply it with real components like Integrated Circuits and equipment like oscilloscopes and waveform generators.
Images 28 and 29: Door to Junior Lab room and sign outside main stairs (Bathel, 5 Metrotech Basement Pictures, March 2025)
Image 30: Example bench in the Junior Lab room where I have my labs (Bathel, 5 Metrotech Basement Pictures, March 2025)
Image 28 and 29 are pictures that I took of the room where I take my Fundamentals of Electronics lab every other week as well as the sign outside of the main stairs of 5 Metrotech. When compared to the basement floor plan (Image 26), I am in the EE Junior Lab room. The lab bench where I work (Image 30) is a typical bench for most students in the lab and it consists of a power supply (bottom left), oscilloscope (left of computer monitor), lab computer, waveform generator (left of the 2 devices at the very top), and digital multimeter (right of the 2 devices at the very top).
Conclusion
It always takes time for things to grow, and by looking at the history of how Brooklyn Polytechnic became NYU Tandon School of Engineering, we can see that this school is no exception to that growth. The literal student population growth and demographic diversity that this school has is also a testament to the growth of Electrical Engineering to people all around the world. The reputation of the school from having the first president of the largest technical professional organization in Ernst Weber as department head to its continual recognition for strong academic programs, innovative research, and connections to industry leaders along with many other American universities support the importance of the professional field of engineering.
While exploring the changes in courses and curriculums, personal experiences between students and graduates, the growth of student affiliated organizations within the school, and history of frequently visited buildings such as 5 Metrotech, I gain a new perspective on the school, but also college life in general and how it both compares and contrasts itself to the times of before.
Overall, conducting this archival research has opened my eyes to very surprising information I would have otherwise never have known about, while also learning about how strong foundations can stick throughout time without much change as with some of the classes mentioned earlier.
References
Primary Sources
backofficeshow. “Make Your Own PCB with a Sharpie!” YouTube, YouTube, 2023,
www.youtube.com/watch?app=desktop&v=V1TYZj4kTDs&t=83.
Bathel, Daniel (March 2025). 5 Metrotech Basement Pictures
Bathel, Daniel (February 2021). NYU Precollege applications are now open! Email, Gmail
Bathel, Daniel (April 2021). Experience NYU as a high school student, Email, Gmail
Bathel, Daniel (April 2025). Timeline of Poly/NYU History, Time.Graphics
“CPI Inflation Calculator, 2025.” U.S. Bureau of Labor Statistics, U.S. Bureau of Labor
Statistics, www.bls.gov/data/inflation_calculator.htm.
“Digest of Education Statistics, 2017.” National Center for Education Statistics (NCES) Home
Page, a Part of the U.S. Department of Education, nces.ed.gov/programs/digest/d17/tables/dt17_105.50.asp.
Kentley, Michael, and C Lang. “What Was It like to Major in Electrical Engineering in the
1990s?” Quora, www.quora.com/What-was-it-like-to-major-in-electrical-engineering-in-the-1990s.
NYU. “Tandon School of Engineering.” NYU Bulletins, 2025,
bulletins.nyu.edu/undergraduate/engineering/#programstext.
Polytechnic University (Circa 1990). Interact with the Future. Poly Brochures 1990s
(Unprocessed), Poly Archives, Bern Dibner Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (Circa 1980). Program for the 1980s Phase 2. Poly Brochures 1980s
(Unprocessed), Poly Archives, Bern Dibner Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (May 1987). Course Outlines. EE and CE big green folder
(Unprocessed), Poly Archives, Bern Dibner Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (February 1990). 5 Metrotech Floor Plans (Unprocessed), Poly Archives,
Bern Dibner Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (Undated). [Electrical and Computer Engineering Lab, undated].
RG-026: Guide to the Poly Archives Historic Photograph Collection, Poly Archives (Box 4, Folder 23). Bern Dibner Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (February, 1982). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (August, 1983). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (October, 1990). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (November, 1991). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (February, 1992). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (March, 1992). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Polytechnic University (October, 1992). Polytechnic Reporter, Poly Archives, Bern Dibner
Library, NYU Libraries, Brooklyn, NY.
Secondary Sources
Bach, Eric. “Michael Faraday - The Electric Motor.” British Heritage,
britishheritage.org/michael-faraday-the-electric-motor.
Grieve, Pete. “5 Best Job Search Sites of 2025.” Edited by Kaitlin Mulhere, Money, Mar. 2025,
money.com/best-job-search-sites/.
Taylor, Matthew. “The History of Electrical Engineering.” NewEngineer, 3 Feb. 2021,
newengineer.com/blog/the-history-of-electrical-engineering-1508492.
“Department History.” NYU Tandon School of Engineering, September, 2020
“Technische Universität Darmstadt.” Wikipedia, Wikimedia Foundation, 11 Mar. 2025,
en.wikipedia.org/wiki/Technische_Universit%C3%A4t_Darmstadt.