2009 Senior Design Projects (Professor Pond)
Seniors are required to complete a two-semester capstone course sequence in engineering design (Engineering Design Project I - EG 497 and II - EG 498). They are responsible in these courses for the creation, proposal, completion and presentation of a large-scale engineering project. Preliminary selection of topics is required at the end of the junior year. Each student's project area is consistent with his or her discipline and education concentration, and each student has a faculty technical advisor as a consultant. Emphasis is made to align the project topic with a student's prior and current 400-level courses.
Students meet weekly with the instructor in a simulated business environment and develop project management, presentation and team building skills. Topics on ethics, industrial safety, project management, environmental responsibility, social relevance, critical self-assessment and job interviewing skills are covered. The students receive presentations of project engineering experiences from the industry. Students are required to adopt a methodology to plan, schedule, budget and control their projects. The documentation of their progress is reviewed every other week. Project teams are allowed with the constraint of clear definition for primary responsibilities of the team members. Faculty technical advisors are available to assist in the designs of the projects and to assist as consultants on problems that are encountered throughout the project.
At the end of the fall semester, students generate written proposals for their projects. The proposals contain the project history and description of social and academic relevance, performance and design specifications, alternative design solutions, and a schedule and budget. The students also generate an oral presentation for their proposals. The oral presentations are given to the engineering faculty and Industrial Advisory Board in the form of requests for permission to proceed and as demonstrations of the challenge of the projects and reasonableness of the project plans.
In the spring semester, students complete their projects, measure the capability of their creations against their performance specifications, and write a report on their results. They also prepare and deliver an oral presentation to the engineering faculty, Industrial Advisory Board, staff and underclass students, and they provide project demonstrations at a project fair. They are required to present their results as a page for the engineering Web site.
Class of 2009 Design Projects
- A. C. Green (Low-cost environmentally-friendly air conditioning)
Brian Gormley, Eric Kohl, Eric Scotto and Thomas Kelly
- Hand:H.E.L.D. (Heat Enhanced Laboratory Device)
Gina Landini, John Magrogan, Katie Hill, Thomas Laughlin and Timothy Rucinski
- The Impact Projecct (Hybrid Magnetic Accelerator Design)
Adam Carpenter, Erich Jakober, Ryan Sekac and Dozie Udenwa
- CSI: Concrete Spall Inspectors
Ryan Bennett, Gabriel Dicker, Todd Green and Matt Schumacher
2009 Student Research Activities
The department strongly encourages undergraduate student research activities. Currently, two forums exist for student participation:
The Hauber Summer Fellowship Program (Student receives a stipend and housing allowance.)
Summer 2009 Projects
"Fire Damage in Corrugated Stainless Steel Gas Supply Tubing (CSST)"
Lisa CooteAdvisors: Professors Pond and Coyne
"Poisson's Ratio Effects in Electrical Resistance Strain Gages"
Advisors: Professors Pond and Coyne
"Enhancing a Soap Film Apparatus to Study Two-Dimensional Hydrodynamics"
Advisors: Professsors Bailey and Lowe (Physics Department)
- Research projects assigned in upper-level engineering courses
Research activities allow a student to apply textbook knowledge and laboratory training in an integrated manner to attack challenging problems. This provides excellent preparation for students to continue their engineering educations in graduate school as well as to enter the job market with an undergraduate degree. Students have the opportunity to work closely with faculty members and benefit from their experience in approaching, planning and performing research.
Students typically are given the opportunity to make oral/poster presentations of their research results to their peers and faculty members. In addition, written reports are prepared to provide permanent documentation of their work.