US Air Force Institute of Technology - Integrator Yearbook (Dayton, OH)

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INTRODUCTION Over the past half century, the history of powered flight and of the Air Force has been written. During this time, the world has realized great changes in the way of life and warfare due to the vast knowledge that has been gained in the broad field of the engineering sciences. Many of these either directly or indirectly affected the Air Force as we know it today. In the field of aircraft propulsion, with the use of stronger and lighter materials, engines were made more powerful and efficient with less weight until it seemed that they were reaching their ultimate. lnevitably we reached the iet age, and are even now looking forward to the advent of newer, more powerful methods of propulsion for flight well into the supersonic realm. Great progress has been made aerodynamically in going from the externally braced biplanes to the high aspect ratio, flexible wings of today with high effi- ciency. Undoubtedly the future holds more improve- ments structurally and aerodynamically for faster, more economical flight. Not too many years ago, the pilot of an airplane was required to perform all duties necessary for the control of the craft. Gradually, instruments to aid the pilot were built, and he could maintain flight by use of instruments only. In the quest of even greater ver- satility and safety, more advanced equipment was developed and radar was born to become one of the greatest aids to aviation, for both warfare and peace- time use. Without modern electronic discoveries, the modern aircraft would be nothing but a dream. During the Korean Conflict, the use of automatic gunfire control proved a great deciding factor in the outcome of many encounters. Now electronics and automatic control is increasingly important with the advent of the use of guided missiles for both offense and defense. Obviously, as Air Force equipment becomes more and more advanced, the men who develop, test, and operate it must also become more advanced in their knowledge. This concept was first put into effect in l9l4 when the Army sent an officer to the Massachu- setts lnstitute of Technology to study aeronautical engi- neering. World War I brought about an expansion when a course in aero-engineering was established at MIT for military personnel. With the Air Force more firmly established by the war, the need for a military school of technical air education was recognized. The War Department, in l9l9, approved and established the Air School of Ap- plication at McCook Field, Dayton, Ohio with an initial enrollment of seven officers. The school was then re- designated the Air Service Engineering School in i920 with the creation of the Air Service. In l927, the year after Congress authorized the creation of the Air Corps, it was found that the facilities of McCook Field had been outgrown and a move to Wright Field was made. At the same time, the school became the Air Corps Engineering School, and the admission of iunior officers was begun to prepare them to fill positions in research and design within the Engi- neering Division of Wright Field. Classes were suspended during World War ll, but after the cessation of hostilities in I945, a survey of the Army Air Forces Officers Corps indicated a general lack of educational attainment and the need for improving the competence of the Corps. A board of officers was appointed to study the problem, and recommended that the Army Air Forces establish a technological school, using the existing Army Air Forces Engineering School as a nucleus for expansion. It was also recommended that the Institute should ultimately be conducted at the graduate level. The Army Air Forces Institute of Technology was officially opened on 3 September 1946 by Lieutenant General Nathan F. Twining, Commanding General of the Air Materiel Command. The initial components of the Institute were what in l95l became the College of Engineering Sciences and the College of Industrial Ad- ministration and formed the Resident College. When the Air Force became an autonomous unit in the military establishment, the Institute was renamed the Air Force Institute of Technology, its present des- ignation. ln April l950, command iurisdiction of the Institute was transferred to the Air University. January l95l saw the lnstitute's first step towards the teaching of graduate work with the advent of the Advanced Engineering Management Class. Today finds well over half of the students of the Resident College doing graduate work in engineering or administration. In addition to the work done at the Resident College, the Institute has the responsibility of the operation of the Civilian Institutions program through which officers on active duty are obtaining an education not available at the Resident College. Through these courses of instruction for officers, the Air Force is building a strong technical force, fully qualified to guide the Air Force in its research and de- velopment programs of the present and future. The Air Force Institute of Technology has a short but rich past, and the brightest of futures. Its graduates have played and will continue to play leading roles in the growth of American military aviation. I

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x, I fill .57 ie, 1 -M141 vga' ' N... .fam .S luv Q' sign n?. i:' 41:3 fliifgliflpt,A,..AI-J MJ ..... 'ki' - UQ J 'LJ L5 'LJFLIWJ USAFIT COAT OF ARMS The atomic symbol of oxygen repre- sents scientific progress and the atomic age, as well as the element which furnishes life to both personnel and power plants of aircraft. The gear wheel represents the engi- neering necessary to put science to work, while the lightning flashes por- tray the force of science and technol- ogy. The torch of knowledge, above the crest, is borne aloft upon the wings of the Air Force, while the motto is indica- tive of USAFlT's mission: PREPARED IN MIND THE STAFF Editor Lt. Clifford D. Cannon Business Manager Capt. Walter Dibble Photo Editors Capt. Arthur R. Steiger Capt. John W. Goodrich i' TABLE OF CONTENTS Introduction ....... Staff .,..,,..... Faculty ............,,.,.,, Graduates of l954 ...e. GACA ....... l-GAE ,...... 2-GAE ...... GE ....... GEA .,..... GIA ...,,, l -E ....... 2-E .,.,.,. l -EP ..... 2-EP ........ Class of 1955 .....,, Institute Staff .....

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STAFF iii Lt. Gen. Laurence S. Kuter Commanding General, Air University i A A'ir General Nathan F. Twining Chief of Sfaff, USAF