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University of Delaware - 2016

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Engineering Information

Student Projects

Student Design Projects Description

BIOMEDICAL ENGINEERING SENIOR DESIGN: Sponsored, interdisciplinary or BME-only team-based design projects in the medical devices or research arena. Systems approach requiring design strategy and principles of reliability, safety, ethics, economic analysis, marketing, FDA regulations, and patents. Senior Design represents the capstone engineering design experience for students to integrate and apply the knowledge of their previous years of biomedical engineering education in a focused project. The design component involves establishing a problem statement, developing design criteria to solve the problem, recognizing design constraints, and executing a systematic adaptation of the design specifications to achieve the design goal by generating concepts, developing a prototype, and validating and testing the prototype against specified metrics. The student teams, while working on real-world engineering-design projects to incorporate the unique needs of external sponsors, are mentored by UD faculty.

CHEMICAL & BIOMOLECULAR ENGINEERING SENIOR DESIGN: Chemical & Biomolecular Engineering Senior Design: Chemical engineering students take two semesters of capstone design in the fall and spring of their senior year. Students are required to design a chemical product as well as a process, including economic analysis. The courses are jointly taught by Chemical Engineering faculty members in conjunction with senior level engineers from industry (e.g. Engineering Department of the DuPont Company, W.L. Gore, etc…). Classes are held in a regular classroom and in a computer classroom when demonstrating ASPEN design software. The first part of the sequence emphases the design of mass transfer operations, safety, ethics, and product engineering. In the second part, a common design study is used as the basis for further instruction in relevant material not covered in other courses such as economic evaluation of a chemical process, heat integration, advanced flowsheet development, and process operation. The students are then assigned group projects and the majority of the second semester is dedicated to a small group project in design. Heavy use is made of process simulation software, such as Aspen. Students also have the option of a project in product engineering. Students perform all technical work in teams of two to four; some written reports are authored individually, others as group reports. Once the final project is started, written and oral progress reports are given to the instructors on 10-day intervals. A group written and oral report is given at the end of the semester. The student’s grade is a combination of the classroom project, the mid-term exam, the progress reports, the written report and the oral report, as well as peer and self-evaluation. The largest weight is on the common project final report and the final design report and oral presentation.

CIVIL & ENVIRONMENTAL ENGINEERING SENIOR DESIGN: Civil and environmental engineering students are engaged in a full year senior design experience (fall and spring of the senior year). Students are divided into multi-disciplinary teams, each of which constitutes a civil/environmental engineering firm. The teams perform the preliminary engineering for a complex, multi-discipline civil engineering project based on an actual local project. Four experienced practicing professionals serve as discipline instructors. Each team has a young practicing engineer as a mentor. The teams are required to develop: (1) a team plan for the execution of the work over two semesters, (2) a proposal to win the commission for the project, (3) an engineering report documenting the preliminary design of the project. They are also required to make formal presentations to the owner’s panel of experts for the proposal and the engineering report, plus working presentations in two progress meetings with the owner.

ELECTRICAL & COMPUTER ENGINEERING SENIOR DESIGN: The degrees of Electrical Engineering and Computer Engineering require 6 credits designated as "design." Senior Design I, ELEG/CPEG 498 (3 credits) will be offered in the fall semester and Senior Design II, ELEG/CPEG 499 (3 credits) will be offered in the spring semester of the student’s senior year. The degrees of Electrical Engineering and Computer Engineering require that students be prepared for engineering practice through a curriculum culminating in a major design experience. In Senior Design, students apply their accumulated classroom knowledge to an Electrical or Computer Engineering design problem. Problems typically involving the design of a hardware and software systems in many potential domains including: computers/devices, robotics, signal processing, control, and communications. Students select projects from external sponsor-suggested problem or propose a self-defined problem and form a small team to address a major design problem over the two semester course sequence. Teams, typically formed from multiple disciplines, write a project proposal which describes the problem, sets goals with multiple realistic engineering constraints (e.g. performance, required interfaces, budget, etc.) and defines an approach to the problem. Design, ongoing oral and written communication, experimentation, implementation, and final testing make up the majority of class efforts. Ongoing project activity is recorded on a project web site (wiki). Each semester, mid-point and final presentations and reports which detail all aspects of the project including the incorporation of engineering standards are presented to sponsors and faculty.

MECHANICAL ENGINEERING SENIOR DESIGN: Mechanical engineering students take a six-credit senior design course in the fall of the senior year. The course is structured to imitate the scenario a young engineer could experience on a company-focused design team. The students are divided into several teams, and each student team is then aligned with a company-sponsored project. When appropriate, teams may also include students from multiple engineering majors. The students in each team then discover the customers' needs and wants - along with the design constraints, benchmark the best practices for each desired function, generate design concepts, and choose the best approach to solving the design problem. Following this, the students in each team build a prototype, test it, and improve the design along with recommending a path-forward plan to the company sponsor. Additionally, based upon student interest, there could be a few teams focused on design, build, test toward the international Formula SAE student automotive competition.