Engines of Innovation: Polytechnic Brooklyn’s Legacy in U.S. Aerospace Engineering and Space Exploration 

                                                                 By: Christy Liu 

Introduction  

This project grew from my interest in how academic institutions contribute to world-changing technological shifts. Aerospace engineering is not just about rockets and aircraft—it’s about systems thinking, collaboration across disciplines, and solving problems on a national and global scale. Studying Polytechnic’s contributions offers insight into how universities can drive both educational and engineering breakthroughs.

This article explores how the Polytechnic Institute of Brooklyn made significant contributions to American aerospace engineering during the Cold War by examining several key dimensions. First, it traces the development of the Department of Aerospace Engineering and Applied Mechanics, highlighting how the program expanded in response to national defense needs and the broader militarization of science during the postwar era (McDougall, 1997). Second, it examines how the Cold War reshaped the school’s curriculum, prompting rapid academic innovation and alignment with federal research priorities—a transformation mirrored across the aerospace industry as described in economic histories of the sector (EH.net, n.d.). Third, it focuses on two emblematic figures: Antonio Ferri, a pioneering researcher in hypersonic aerodynamics who helped establish the institute as a center for experimental aerospace research; and Sol Lutwak, a distinguished alumnus whose post-graduate work in satellite systems reflects the real-world impact of Polytechnic’s educational mission. Together, their stories illuminate the dynamic relationship between Polytechnic’s academic environment and its broader technological contributions. Finally, the article considers how the institute’s Cold War–era research continues to shape aerospace innovation today, underscoring the enduring relevance of university-led engineering in addressing both historical and contemporary challenges.

1. The Aerospace Engineering Department 

Image 1 and 2: Cover and foreword pages from Teaching and Research Activities: Department of Aerospace Engineering and Applied Mechanics, ca. 1962.

The images above provide insight into the early growth of the Department of Aerospace Engineering and Applied Mechanics at the Polytechnic Institute of Brooklyn. According to the department’s own brochure, the aeronautics program was formally established during the 1940–41 academic year and steadily expanded over the next two decades. What began as a modest operation—with just two professors, a handful of graduate students, one laboratory, and minimal research funding—evolved into a fully developed academic and research institution. By the early 1960s, the department offered both undergraduate and graduate degrees, supported by specialized laboratories and extensive research initiatives (Polytechnic Institute of Brooklyn, ca. 1962; see Image 1 and 2). Below is an image of some of the faculty members in the department of Aerospace Engineering around the 1950s.

Image 3: Faculty and staff from the Department of Aerospace Engineering and Applied Mechanics at the Polytechnic Institute of Brooklyn, ca. 1950s. Polytechnic Institute of Brooklyn Faculty Photograph, Poly RG 026, Box 6, Item 22. NYU Poly Archives, NYU Libraries. Accessed April 24, 2025.  

By the early 1960s, the Department of Aerospace Engineering and Applied Mechanics at the Polytechnic Institute of Brooklyn operated across three primary locations (see Image 4). These included the main campus on Jay Street in downtown Brooklyn, the Aerodynamics Laboratory in Freeport, NY, and the Long Island Graduate Center in Farmingdale. Each facility played a distinct role in the department’s academic and research mission. 

Image 4: Polytechnic Institute of Brooklyn, Department of Aerospace Engineering and Applied Mechanics – Location of Facilities.Department of Aerospace Engineering and Applied Mechanics Teaching and Research Activities Brochure, c.1962. Polytechnic Institute of Brooklyn Archives.  

One of them is the Brooklyn Campus (Jay Street, Brooklyn, NY): This was the central hub of academic life and administration for the Polytechnic Institute. It housed classrooms, faculty offices, and the core undergraduate and graduate aerospace curriculum. Students attended most of their courses here, and it served as the main base for academic programs and degree administration.

Another one is Aerodynamics Laboratory (Freeport, NY): Located on Long Island, this facility was dedicated to experimental research in aerodynamics (Polytechnic Institute of Brooklyn, ca. 1962). The lab likely included wind tunnels, instrumentation for flow visualization, and facilities for high-speed testing, which are crucial for studying aircraft design and performance. It provided hands-on opportunities for faculty and graduate students to conduct advanced aerodynamic studies relevant to Cold War-era aerospace challenges. Below are two archival images that document this facility in action and context. The first shows hypersonic wind tunnel testing conducted by faculty and staff within the lab, capturing the technical sophistication of the facility in the 1950s (Image 5). The second image depicts the exterior of the Aerodynamics Laboratory building in Freeport, NY, as faculty and guests arrive—visually situating the lab’s role as a dedicated research space during this era (Image 6).

Image 5: Hypersonic Wind Tunnel Testing at Aerodynamics Laboratory . Polytechnic Institute of Brooklyn, c.1950s.Polytechnic Institute of Brooklyn Archives, NYU Special Collections. Accessed April 24, 2025.

Imag 6: Visitors Entering Wind Tunnel Facility at Freeport, N.Y. Polytechnic Institute of Brooklyn, c.1950s.Polytechnic Institute of Brooklyn Archives, NYU Special Collections. Accessed April 24, 2025.

The last one is Long Island Graduate Center (Farmingdale, NY): Established in the 1950s, the Aerodynamics Laboratory in Freeport, NY, was a pivotal facility for the Polytechnic Institute of Brooklyn's Department of Aerospace Engineering and Applied Mechanics. This laboratory was instrumental in advancing research in aerodynamics, including studies on supersonic and hypersonic flows. It featured state-of-the-art equipment such as wind tunnels and shock tubes, enabling faculty and students to conduct cutting-edge experiments that contributed significantly to aerospace developments during the Cold War era. The lab not only enhanced the department's research capabilities but also served as a training ground for future aerospace engineers, reflecting Polytechnic's commitment to combining theoretical education with practical application (Rodengen, 2005).The following image shows that students at that time spent their time at Farmingdale and worked on their research.

Image 7: Students Conducting Research in a Laboratory Setting at Polytechnic Institute of Brooklyn. Polytechnic Institute of Brooklyn, c.1970s.Polytechnic Institute of Brooklyn Archives, NYU Special Collections. Accessed April 24, 2025.

Based on departmental records from the late 1980s (see Image 8 and 9), the Department of Aerospace Engineering and Applied Mechanics at the Polytechnic Institute of Brooklyn experienced a period of significant reorganization and renewal. After a decade-long merger with the Mechanical Engineering program, the Aerospace department was re-established as an independent academic unit in January 1988. This change allowed for focused investment in both undergraduate and graduate programs, including a wave of new faculty hires specializing in areas such as transonic aerodynamics, aeroelasticity, gas dynamics, and experimental flow facilities. Professors Gabriel Oyibo, Volkan Otugen, and Iraj Kalkhoran played key roles in expanding the department’s research capabilities and updating laboratory infrastructure.

Curricular revisions reflected emerging aerospace needs—courses were renamed and updated, such as transforming a core dynamics course into “Space Dynamics,” and introducing new electives like Rocket Propulsion. Materials science instruction also shifted to address modern engineering challenges, incorporating topics like ceramics and composite failure. Meanwhile, undergraduate involvement in faculty-led research grew substantially, enhancing student engagement with advanced technical topics. Faculty pursued high-impact research related to space structures, high-speed missile flows, and rotor aerodynamics in collaboration with organizations like NASA, AFOSR, and SDIO, reinforcing the department’s active role in national aerospace advancement (Image 8 and 9).

Image 8 and 9: Cover and foreword pages of the Department of Aerospace Engineering Annual Report 1989–1990. Source: Polytechnic Institute of Brooklyn, Department of Aerospace Engineering Annual Report 1989–1990, Polytechnic Archives, NYU Tandon School of Engineering, Brooklyn, NY.

Moreover, from the student perspective, the Department of Aerospace Engineering and Applied Mechanics at the Polytechnic Institute of Brooklyn steadily grew and evolved throughout the postwar decades, not only in terms of its expanding curriculum but also through rising levels of student engagement and enthusiasm. Interest in the field was reflected not only in the department’s strengthening faculty and research efforts but also in the clear growth of enrollment numbers. As shown in image 10, both undergraduate and graduate enrollment steadily increased from the late 1940s through the early 1960s. Graduate enrollment, which was negligible or unreported during World War II, began rising sharply in the postwar period, surpassing 100 students by the mid-1950s and reaching nearly 200 by 1962. Undergraduate enrollment also climbed steadily, peaking around 1956, which coincided with national surges in science and engineering interest following the launch of Sputnik. These trends suggest that students responded positively to the emerging aerospace curriculum and were motivated by the broader national mission of scientific advancement. While few firsthand student narratives from the time are available, this enrollment growth alone offers strong evidence that Polytechnic’s aerospace program resonated with students who sought to be part of the era’s technological momentum.

Image 10: Student enrollment chart for the Department of Aerospace Engineering and Applied Mechanics, 1940–1962. Polytechnic Institute of Brooklyn, Department of Aerospace Engineering and Applied Mechanics Teaching and Research Activities Brochure, c.1962. Polytechnic Archives, NYU Tandon School of Engineering, Brooklyn, NY.

2. Curriculum Evolution and Course Innovation 

Image 11 and 12: Polytechnic Institute of Brooklyn. Course Catalog 1964–1965. New York: Polytechnic Institute of Brooklyn, 1964. Polytechnic Institute of Brooklyn Archives, NYU Special Collections. Accessed April 24, 2025.

Image 13: Polytechnic Institute of Brooklyn. Course Catalog 1964–1965. New York: Polytechnic Institute of Brooklyn, 1964. Polytechnic Institute of Brooklyn Archives, NYU Special Collections. Accessed April 24, 2025.

As we can see from Images 11 and 12, from its early days, the Polytechnic Institute of Brooklyn’s curriculum was both rigorous and responsive to national needs. The aerospace engineering program, founded in the early 1940s, quickly aligned itself with evolving industry standards and wartime demands. During World War II, Polytechnic restructured its academic schedule to support the national defense effort, adopting a condensed calendar of four twelve-week terms per year. It also partnered with military initiatives such as the Army Specialized Training Program, enabling engineering students to accelerate their studies while preparing for defense-related technical roles (Polytechnic Institute of Brooklyn, 1964–1965).

This alignment with military goals was not incidental. As Pasquale Sforza (2009) explains, Polytechnic’s aerospace program was deeply intertwined with federal defense priorities, with many graduates and faculty contributing to military and government-sponsored research throughout the 1940s and 1950s. The postwar years saw Polytechnic transition its curriculum to meet Cold War-era technological imperatives. While courses like propulsion were added, the broader transformation lay in how existing classes, such as “Airplane Structures” or “Airplane Design,” were updated to reflect emerging aerospace challenges related to missile systems and space vehicles (Sforza, 2009).

The launch of Sputnik in 1957 further accelerated this trend, pushing institutions like Polytechnic to emphasize advanced engineering education in areas like control systems, aerodynamics, and space dynamics (Urban, 2010). As we see in Image 13, Polytechnic structured its degree programs around a demanding quarterly system, requiring 10 to 11 full-time quarters with roughly 18 term hours each. This format reflected the urgent national need for technically trained engineers and scientists, and it mirrored other federal efforts to mobilize education in service of Cold War defense strategy. Polytechnic’s agile and responsive curriculum became a model of how academic institutions could serve both educational and strategic national interests (Sforza, 2009; EH.net, n.d.).

3. Influential Faculty and Research Leaders 

3.1 Dr. Antonio Ferri

The national reputation of the Polytechnic Institute of Brooklyn's aerospace program was significantly shaped by its faculty, particularly Dr. Antonio Ferri. A pioneering figure in hypersonic aerodynamics, Ferri served as both the head of the Aerodynamics Laboratory and the department chair. His contributions extended beyond pedagogy; he led the development of cutting-edge experimental infrastructure, conducted foundational research, and secured critical government research contracts during the Cold War (Rodengen, 2005).

In the early 1950s, Ferri spearheaded the development of one of the most advanced hypersonic wind tunnels in the United States, located at the Polytechnic Aerodynamics Laboratory in Freeport, Long Island. This facility enabled controlled testing at speeds above Mach 10, distinguishing it from other supersonic tunnels of the time that could not replicate the thermal and pressure conditions experienced during high-speed flight ("World's Most Advanced Hypersonic Wind Tunnel," 1954). Under Ferri's supervision, the wind tunnel featured a two-stage heating system to simulate reentry temperatures, and a closed-return design with an open throat section and variable nozzle configuration. These engineering choices allowed researchers to manage the test environment with unprecedented precision. The tunnel was powered by compressed helium to simulate the low-density conditions of high-altitude flight, and an enormous steel stack—70 feet in length—was installed to serve as the main flow duct. This stack was among the largest ever used in a university-based facility at the time. Its size and engineering allowed for the acceleration of test gases to extremely high velocities within a controlled chamber.

This facility placed Polytechnic in the same league as MIT, Caltech, and other elite institutions pursuing high-speed aerodynamics. Archival images from the 1954 issue of Poly Men magazine document the tunnel's construction and early testing phases, illustrating Ferri's direct involvement in shaping the facility (see Image 14 and 15).

Image 14 and 15: Poly Man working on wind tunnels. c. 1950s. Photograph. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

Ferri's expertise in high-speed flow led to groundbreaking studies on the behavior of cone-shaped test bodies at hypersonic velocities. His research focused on shockwave interactions and boundary layer transition, where the thin layer of air around a vehicle becomes turbulent, increasing heat and drag. Delaying this transition was critical to minimizing structural stress and enhancing vehicle survivability. His work directly informed the design of reentry vehicles and missiles (Ferri, 1958; Heppenheimer, 2007).

These technical contributions had a profound effect on aerospace education at Polytechnic. Ferri introduced advanced courses such as Compressible Flow, High-Temperature Gas Dynamics, and Propulsion Systems, ensuring that students gained both theoretical understanding and hands-on experience with real-world aerospace problems. By the 1960s, Polytechnic graduates were contributing to Air Force and NASA projects, entering defense labs, federal research agencies, and private contractors equipped with skills in thermal protection systems, shock tube dynamics, and reentry vehicle design.

Another enduring legacy of Ferri's leadership is the Polytechnic Institute of Brooklyn Aerospace Laboratory (PIBAL) Technical Reports series. This archive contains over a thousand documents authored by students and faculty, covering topics such as missile guidance, hypersonic testing, and atmospheric reentry physics. Originally classified, many of these reports are now accessible through NASA archives and are still cited in contemporary research, highlighting the national significance of Polytechnic's contributions to Cold War aerospace R&D networks.

The historical photographs (Image 14 and 15) further illustrate how Ferri and his team bridged theory and practice. One image shows a 70-ft steel stack used for wind tunnel experiments; another captures engineers explaining shockwave measurement instruments to students and visitors. These visual records underscore the collaborative, experimental, and future-facing environment Ferri cultivated.

Beyond the technical and institutional achievements, archival letters and internal documents from the era reveal the emotional and intellectual urgency driving Ferri's team. Researchers were asked to solve problems tied to missions that had never been attempted—from orbital surveillance to intercontinental ballistic delivery. At Polytechnic, students were not just solving equations; they were actively participating in shaping the technological architecture of the Cold War (Sforza, 2009).

3.2 Sol Lutwak

The other influential person I want to introduce is Sol Lutwak—one of the Polytechnic Institute’s most accomplished and impactful alumni in aerospace engineering. Archival photographs (see Image 7 and 8), including a formal portrait and academic documentation from the early 1950s, confirm Lutwak’s status as a standout graduate of Brooklyn Poly, where he completed his degree in aeronautical engineering. His academic excellence and technical foundation at Polytechnic positioned him to enter the aerospace sector during a period of rapid technological change and growing national investment in space and defense.

Image 16: Portrait of Sol Lutwak as a Polytechnic student. c. 1950. Photograph. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

Image 17: Stamped pages from Sol Lutwak’s academic records and coursework. c. 1950s. Archival materials. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

After graduating from the Polytechnic Institute of Brooklyn in 1950, Sol Lutwak went on to build a distinguished career at the forefront of American aerospace innovation. His early academic records, preserved in the NYU Poly Archives, show not only academic excellence but leadership roles in student life, including service as editor-in-chief of The Polytechnic Reporter and as an assistant in the Structures Lab (Poly Archives, 2023). After earning a master’s in applied mechanics at UCLA, Lutwak began his engineering career at Hughes Aircraft, working on rotor blade mechanics and flexible structural systems for helicopters—an area that built directly on his academic training in structural dynamics (Poly Archives, 2023).

By the late 1950s, Lutwak joined the pioneering Space Technology Laboratories (STL), later known as TRW Inc., where he became one of the early engineers advancing the next generation of satellite and launch vehicle systems for U.S. space and defense programs. At TRW, he co-developed an early structural dynamics computer program to model booster behavior under variable launch conditions, and authored technical reports like The Influence Coefficient Method for the Determination of Wind Shear Loads in the Preliminary Design of Booster Vehicles, which established analytical methods still referenced in structural loading design (Poly Archives, 2023). His focus on guidance, control systems, and satellite survivability reflected Cold War priorities—specifically, ensuring that space-based assets could withstand high G-loads, vibration environments, and rapid thermal shifts.

Image 18 and 19: TRW correspondence and aerospace technical documents associated with Sol Lutwak. c. 1960s–1970s. Manuscript and printed materials. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering. 

Internal documentation from TRW further confirms Lutwak’s leadership in critical satellite missions. A 1987 commendation letter from the Space & Technology Group recognized him for his “significant contribution” to a successful Contractor Operations Review, emphasizing that “high reliability spacecraft do not happen by accident” but instead reflect deep engineering commitment and technical accuracy (TRW Space & Technology Group, 1987; see Image 9). That same attention to detail appears in his involvement with the Compton Gamma Ray Observatory (GRO)—a 17-ton NASA observatory satellite built at TRW to detect gamma ray bursts from deep space. Archival engineering summaries from the project note that the GRO’s 70-foot deployable boom, modular instrument pods, and on-orbit servicing requirements required sophisticated structural integration, load modeling, and control analysis—work that engineers like Lutwak were known to lead (TRW, c.1988; see Image 18 and 19).

Through his decades-long career, Lutwak contributed to some of the most advanced spacecraft of the Cold War era, including early defense support satellites and scientific observatories. His work bridged structural theory and systems design, and his leadership on projects like GRO reflected the central role Poly-trained engineers played in shaping U.S. aerospace supremacy in the latter half of the 20th century.

Lutwak’s career serves as a powerful example of how Polytechnic graduates bridged the worlds of academic preparation and industrial application. His trajectory—from student in Brooklyn to aerospace engineer at the forefront of national security projects—demonstrates the institute’s critical role in preparing engineers not only for scientific inquiry but for the practical demands of Cold War-era aerospace challenges.

Together, the contributions of Antonio Ferri and Sol Lutwak illuminate how the Polytechnic Institute of Brooklyn functioned not only as a center of academic excellence but as a launchpad for national impact.

4. Polytechnic’s Aerospace Research and Its Continuing Contributions Today

Image 20 and 21: Laboratory equipment listings and research infrastructure descriptions, Polytechnic Institute of Brooklyn. c. 1950s. Course catalog excerpt. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

Throughout the mid-20th century, the Polytechnic Institute of Brooklyn established itself as a major research hub, securing key contracts with NASA, the U.S. Air Force, and the Navy. These partnerships enabled Polytechnic to conduct investigations that directly supported national aerospace and defense priorities. Research topics ranged from missile aerodynamics and high-temperature gas dynamics to combustion analysis and fluid flow under extreme conditions. As we can see from Image 20 and 21, which are two pictures from the course catalog during that period of time, showing that Polytechnic Institute of Brooklyn already contained several laboratory equipment for researchers and students. This further proves the school's emphasis and investment in research in different fields. The research results produced from these research sites have also provided strong assistance for the future development of the country.

PIBAL reports from 1961–62 reflect the breadth and technical sophistication of Polytechnic’s research portfolio. Major projects included Hypersonic or Low Density Flow Effects, funded by the Air Force Office of Scientific Research (AFOSR), which examined gas behaviors at high altitudes and velocities—critical challenges for missile reentry and spacecraft design. Other notable efforts like Shock Tube and Flame Research advanced experimental techniques for studying supersonic combustion, while Surface Heat Transfer research contributed to understanding the thermal stresses faced by high-speed flight vehicles and early space systems.

Image 22 and 23: Antonio Ferri, Joseph H. Clarke, and Paul A. Libby, technical reports from the Aerodynamics Laboratory, Polytechnic Institute of Brooklyn, 1957. "Favorable Interference in Lifting Systems in Supersonic Flow" and "A New Technique for Investigating Heat Transfer and Surface Phenomena Under Hypersonic Flow Conditions." Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

Importantly, Polytechnic’s aerospace research continues to have an impact well beyond its original era. The Polytechnic Institute of Brooklyn Aerospace Laboratory (PIBAL) produced over 1,000 technical reports during this period, many of which are still referenced by aerospace engineers and researchers, including those at NASA. To illustrate this enduring legacy, Images 22 and 23 are two research papers from Professor Antonio Ferri, focusing on supersonic and hypersonic flow phenomena, that have been preserved and analyzed as part of this project. These documents offer direct evidence of the depth and forward-looking nature of Polytechnic’s contributions. Altogether, this ongoing relevance underscores how foundational Polytechnic’s work was, not only advancing Cold War-era aerospace technology but also shaping the knowledge base that today’s innovations continue to build upon.

Conclusion

Through its Department of Aerospace Engineering and Applied Mechanics, Polytechnic not only trained skilled professionals but also fostered a research culture that addressed the urgent needs of a Cold War world. From developing advanced wind tunnel facilities to producing pioneering research in supersonic flight, propulsion, and spacecraft reentry systems, the institute became an essential partner to federal agencies such as NASA and the Department of Defense. Faculty members like Antonio Ferri and alumni such as Sol Lutwak demonstrated how academic research could directly influence national policy and technological innovation.

Moreover, Polytechnic’s evolving curriculum—designed to respond to geopolitical pressures and scientific breakthroughs—illustrates how education itself became a strategic national investment. Programs in fluid dynamics, control systems, and aerospace structures were not merely academic exercises; they were frameworks for solving real-world challenges in defense and space exploration.

The enduring impact of Polytechnic’s research lives on through the remarkable archive of PIBAL (Polytechnic Institute of Brooklyn Aerospace Laboratory) technical reports. Ultimately, Polytechnic’s story reminds us that transformative historical change often begins in classrooms and laboratories, far from public view. Its influence persists in the technologies we rely on today, the engineers who continue to drive innovation, and the archival records that remain vital to ongoing scientific discovery. In uncovering the history of the Polytechnic Institute of Brooklyn, we reveal a powerful example of how localized academic efforts can ripple outward—shaping national trajectories and global futures in lasting ways.

References 

Primary Sources

• Ferri, Antonio. Research Papers on Hypersonic Flight. ca. 1950s. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering.

• Diverse Group of Students Working on an Electronics Project at Polytechnic Institute of Brooklyn. Polytechnic Institute of Brooklyn, c. 1970s. Photograph. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering. Accessed April 24, 2025. https://findingaids.library.nyu.edu/poly/poly_rg_026/images/4tmpgc59/ 

• Hypersonic Wind Tunnel Testing and Visitors at Wind Tunnel Facility, Freeport, NY. Polytechnic Institute of Brooklyn, c. 1950s. Photograph. Polytechnic Institute of Brooklyn Archives, NYU Tandon School of Engineering. Accessed April 24, 2025. https://findingaids.library.nyu.edu/poly/poly_rg_026/images/280gbd9x/ 

• Faculty and Staff of the Department of Aerospace Engineering, Polytechnic Institute of Brooklyn. Polytechnic Institute of Brooklyn, c. 1950s. Photograph. Polytechnic Institute of Brooklyn Archives, NYU Libraries. Accessed April 24, 2025. https://findingaids.library.nyu.edu/poly/poly_rg_026/images/80gb5v99/ 

• Cover Page of the Department of Aerospace Engineering Annual Report, 1989–1990. Polytechnic Institute of Brooklyn. Department of Aerospace Engineering Annual Report 1989–1990. Polytechnic Archives, NYU Tandon School of Engineering, Brooklyn, NY.

• Course Catalog 1946. Polytechnic Institute of Brooklyn. Course Catalog 1946–1947. Polytechnic Archives, NYU Libraries.

• Course Catalog 1963. Polytechnic Institute of Brooklyn. Course Catalog 1963–1964. Polytechnic Archives, NYU Libraries.

• Location of Facilities – Department of Aerospace Engineering and Applied Mechanics. Polytechnic Institute of Brooklyn. Location of Facilities, c. 1962. Brochure. Polytechnic Archives, NYU Tandon School of Engineering.

• Department of Aerospace Engineering and Applied Mechanics Teaching and Research Activities Brochure. Polytechnic Institute of Brooklyn. Teaching and Research Activities Brochure, c. 1962. Polytechnic Archives, NYU Tandon School of Engineering.

• Poly Man Working on Wind Tunnels. Polytechnic Institute of Brooklyn, c. 1950s. Photograph. Polytechnic Archives, NYU Tandon School of Engineering.

• Portrait of Sol Lutwak as a Polytechnic Student. Polytechnic Institute of Brooklyn, c. 1950. Photograph. Polytechnic Archives, NYU Tandon School of Engineering.

• TRW Correspondence and Aerospace Technical Documents Associated with Sol Lutwak. Lutwak, Sol. Aerospace Technical Documents and Correspondence with TRW, c. 1960s–1970s. Manuscript and printed materials. Polytechnic Archives, NYU Tandon School of Engineering.

• Stamped Pages from Sol Lutwak’s Academic Records and Coursework. Lutwak, Sol. Academic Records and Coursework, c. 1950s. Archival materials. Polytechnic Archives, NYU Tandon School of Engineering.
• International Council of the Aeronautical Sciences. ICAS+1AIAA Journals+1
• Heppenheimer, T. A. (2007). Facing the Heat Barrier: A History of Hypersonics. NASA History Division.
• Ferri, A. (1958). A Review of Some Recent Developments in Hypersonic Flow.International Council of the Aeronautical Sciences.
• Polytechnic Institute of Brooklyn Archives. (2023). Sol Lutwak Papers, 1939–1993 (Poly RG 054). NYU Libraries, Bern Dibner Library of Science and Technology. Retrieved from https://findingaids.library.nyu.edu/poly/poly_rg_054/ 

Secondary Sources

• McDougall, Walter A. ...The Heavens and the Earth: A Political History of the Space Age. Johns Hopkins University Press, 1997.

• EH.net. The History of the Aerospace Industry. EH.net, n.d.

• Rodengen, J. L. (2005). Polytechnic University: Changing the world – The first 150 years. Write Stuff Enterprises.
• NYU Tandon School of Engineering. (2017, November 20). Celebrating Tandon’s storied history in aviation. https://engineering.nyu.edu/news/celebrating-tandons-storied-history-aviation 

• Urban, W. J. (2010). More than science and Sputnik: The National Defense Education Act of 1958. University of Alabama Press.
• Sforza, P. M. (n.d.). A History of Aerospace Engineering at the Polytechnic Institute of Brooklyn. University of Florida. Retrieved from https://arc.aiaa.org/doi/epdf/10.2514/6.2009-1164