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University of Arkansas - 2016

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Engineering Information

Student Projects

Student Design Projects Description

BIOLOGICAL ENGINEERING: Design concepts are integrated throughout the curriculum including an introduction in the sophomore course, BENG Design Studio. Other open-ended design opportunities are presented in junior courses followed by a two-semester senior design sequence. In the capstone senior design, students select a client-centered real world problem. They explore various alternatives and finalize detailed designs based upon application of their previous coursework building models and seeking optimal solutions for the client. With two semesters to complete the work, detailed analyses and prototyping can be performed as needed with interaction with clients and external resource people. Students gain experience with the design process, open-ended problem solving, communicating with clients, understanding the complex nature of problems, and learning to develop new expertise outside the classroom.

BIOMEDICAL ENGINEERING: Senior (capstone) biomedical engineering design is a two-semester course. Students design, fabricate, and test a medical device following Food and Drug Administration (FDA) design control guidelines. The Biomedical Design course is intended to be a partnership between end users (clinicians and patients) and student engineering teams. The end users supply the ideas, clinical relevancy and mentoring while the student teams develop requirements, build prototypes, and conduct testing. Throughout the course student teams are required to prepare design documentation and conduct oral design reviews. The course is designed to mirror the product design approach that is taken by industry, thereby exposing our students to current best practices. At the completion of this course biomedical engineering students will have hands on experience with the intricate FDA regulated process of designing medical devices.

CHEMICAL ENGINEERING: Capstone design projects that place the responsibility for decision making on the students in the design of a comprehensive, open-ended industrially important process. Computer simulations, flow diagrams and both oral and written reports are required that address process economics, operation, and safety as well as societal and environmental impacts and regulatory compliance. Selected student projects are coordinated with a national design competition which students attend to present their work including a working prototype of their technology. The project is sponsored by the Martin Enrichment Fund.

CIVIL ENGINEERING: Students complete two of four available culminating design experiences. Each culminating design has a major civil engineering sub-discipline focus but also incorporates other sub disciplines of civil engineering. Each culminating design experience consists of a comprehensive, open ended design problem which must include multiple sub-disciplines of Civil Engineering as well as realistic code, economic and societal constraints. The design projects come from a variety of sources, including consulting firms and governmental agencies. Students work on these design projects in teams of 4 to 5. The teams are required to prepare preliminary and final design documents and to make oral presentations of the design.

COMPUTER SCIENCE & COMPUTER ENGINEERING: Students complete a comprehensive design project during their final year of undergraduate studies. The Capstone project is done over two consecutive semesters in phases: design, formal proposal, implementation, and presentation. The project includes the integration of hardware, software, and human factor elements and is developed to standard engineering specifications. Project ideas are developed by the students as well as solicited from external sources such as industry partners and other Engineering departments and research groups, with an emphasis on interdisciplinary work for selected projects. The teams consist of 4 or 5 students, and are required to prepare preliminary and final design documents and to make oral presentations of their project proposals and final products.

ELECTRICAL ENGINEERING: 1) Senior students are given a list of projects to choose from. These projects are either industry supplied projects or projects that involve other departments across campus. The first semester the students are required to develop the project with in the guidelines given, design all circuits and circuit boards. The second semester the students are required to build the project. This course enhances the students' problem solving, communication, and critical thinking skills. The work is conducted in teams of 2 or more depending on the project. 2) Students may participate in the Arkansas Robotics Club, which competes in the NASA Lunabotics Competion, the IEEE Region 5 Competition, and the National Robotics Challenge. Students also are involved in a series of outreach projects mentoring students in local robotics projects. The local schools will compete in the FIRST Tech Challenge and the FIRST Robotics Competion. The organization represents a practical educational experience for students and increases students' awareness and knowledge of the field of robotics. 3) The students may also participate in the Summer Undergraduate Educational Design Experience (SUEDE). This program is for students on campus in the summer. The students will take a simple design enter the schematic, simulate the design, and design the physical prototype. The physical prototype includes the circuit board as well as the box that will contain the design. The student then builds all the parts and assemblies them into a finished unit.

INDUSTRIAL ENGINEERING: The Industrial Engineering curriculum culminates with an open-ended design course, INEG 4904 Industrial Design. The course draws on all prior courses by exposing the student to an integrated, capstone design experience. The course represents a major design experience and allows students to demonstrate that they have the ability to design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy. The primary objectives of this course are:
• An ability to identify the industrial engineering problems faced by a real organization
• An ability to apply a broad range of industrial engineering skills to solve these problems
• An ability to communicate the scope of and solution to these problems through both written reports and oral presentations
The class is based on projects developed in conjunction with industrial sponsors. Teams of 3-5 (typically 4) students work on the projects throughout the semester. Within IE Design students must 1) use the mathematical, science, methodologies, computational skills, and analysis techniques of industrial engineering, 2) present their team’s work in both written and oral form, 3) design, improve, and manage an integrated system, 4) formulate and solve unstructured problems, and 5) be faced with just-in-time learning and interact with professional engineers.


MECHANICAL ENGINEERING: The senior capstone project is a two-semester sequence of classes where students work in a group to solve an open ended design problem and it is the culmination of the Conceive Design Implement and Operate initiative being implemented throughout the MEEG curriculum. Projects are typically national design competitions, industry projects or cooperative projects with other departments. Through the application of fundamentals learned in undergraduate courses, students develop skills in: project planning, budgeting, working as a team, and making formal technical presentations. Students also learn the importance of problem definition, customer requirements, simulation, testing, and documentation.