Engineering (Non-Departmental) (EG)

A noncredit course for high school students who have completed the junior year. A survey of the courses of study and career paths in aerospace, chemical, civil, computer, electrical, and mechanical engineering. An introduction to problem solving and computer programming through group projects. Trips to tour local and nearby industries, as examples of various engineering environments, are included. Offered in the first half of the summer session.

Introduction to Engineering summer program for High School Juniors.

The same course content as EG 00100. Offered in the second half of the summer session.

Study of engineering topics as directed by faculty member.

Advanced study of engineering topics as directed by faculty member.

The first of a two-part sequence intended to introduce engineering to first-year intents and to establish a foundation for their studies in any of the engineering disciplines. Team-oriented design projects are used to provide a multidisciplinary view of engineering systems and to present the engineering method. Structured programming is introduced, and computing skills are developed for engineering analysis, synthesis, and technical communication. Fall.

The second of a two-course sequence intended to continue the introduction of first-year intents to the engineering disciplines. Multidisciplinary projects are used to illustrate the application of engineering modeling, analysis, and design principles to solve a variety of practical problems. The projects are intended to span areas of interest in all departments of the College of Engineering. Structured programming and software skills are further developed. Spring.

A course intended to introduce the five engineering departments (Aerospace and Mechanical, Civil and Environmental Engineering and Earth Sciences, Chemical and Biomolecular, Computer Science and Engineering, and Electrical Engineering) offered at the University of Notre Dame to first-year engineering intent students for informed major selection. The course involves exposure to each of the five engineering departments through hands on activities and discussions and culminates with "choice" sessions in which students select to participate in further sessions with a particular department. Fall.

This general engineering project course enables students to apply mathematical and computing tools. Students will define and demonstrate a general engineering design process: define necessary performance metrics and constraints, recognize options and viable solutions, design a system to meet performance metrics, build the system, and evaluate whether the system met performance metric. Students will also demonstrate the ability to work effectively in a diverse group of varying skill sets on a common project and gain experience with technical communication.

This course is intended to develop fundamental computer programming skills needed for future study in the College of Engineering. Concepts such as variable assignments, vector and matrix operations, plotting, conditionals, loops, and user defined functions will be covered using both MATLAB and Python programming platforms.

This engineering design course enables students to apply mathematical and computing tools in an engineering design process: defining the constraints, performing data analysis for data-driven decision making, evaluating and analyzing viable solutions, designing a system to meet requirements, build the system (using innovation tools), and evaluate the system's performance. Students will also demonstrate the ability to work effectively on a diverse team to gain experience with technical communication. Additionally, students will engage in engineering discernment activities to help select their engineering discipline.

The engineering computing course is designed to introduce fundamental concepts of computing that includes basic understanding of computing hardware/software tools and usage of those tools to model, analyze and solve engineering problems. Basic programming concepts such as variable assignments, vector and matrix operations, plotting, conditionals, loops, and user-defined functions will be introduced using both MATLAB and Python programming platforms and will culminate in an engineering programming project.

Selected topics in PHYS I as directed by the instructor

Selected topics in Physics I as directed by the Instructor

This course exposes students to topics from multivariable calculus and linear algebra that they are expected to use in their sophomore engineering classes. The objective is to provide the students a basic understanding of the topics that will allow them to apply them to the engineering and science presented in the sophomore courses. These topics will be covered in more detail in their follow-on sophomore year courses. Math topics will be motivated and reinforced by showing engineering applications of the concepts.

The course examines the stuff we use in our daily lives, including where it comes from and what happens to it when we are done with it. The sustainability of our use of materials and the impacts on society and our planet will be discussed.

A course exploring the materials used in modern sports equipment. The materials science and engineering behind the metals, polymers, composites, and foams used in items such as golf clubs and golf balls, running shoes, bicycle frames, are discussed, including why particular materials are selected. The materials processing and manufacturing methods used to make these items will also be covered. Specific examples of sports equipment development where materials have revolutionized performance will be studied in detail. Basic concepts of materials mechanical properties including strength and fracture will be described. The overall goal of this course is to teach some of the principles in materials science and engineering in the context of modern sports equipment. The course introduces some fundamental materials strength and materials processing principles, but is designed for the non-scientist, non-engineer. The goal is to understand materials, their properties, how engineers select them for particular properties and attributes, specifically for use in sports applications, and how equipment used in sports are manufactured.

Have you ever wondered how a prescription drug works? Or if the dose prescribed is right for you? Or why you should not be drinking grape fruit juice or alcohol with certain drugs? Or if generic drugs are really as good as brand name? Or if the over the counter supplements are regulated or not? This class covers the fundamental aspects of drug discovery, development, and pharmacology, including mechanism of action for therapeutic outcomes. Pharmacokinetics, pharmacodynamics, metabolism, and toxicity as a basis for drug development are also covered. This class is particularly suitable for anyone who may consider going into pharmaceutical business consulting, pharmaceutical sales/marketing, medical liaison, venture capital firms, or simply for anyone who would like to be able to make more informed choices about pharmaceuticals and advocate for themselves.

For Students in Engineering: Topics include: Functions, Trigonometry, Limits, Derivatives and Integrals.

This course continues the three-course Topics in Engineering Math sequence and will include basic and advanced techniques of integration, calculus with parametric equations, calculus with polar equations, and Taylor series. Particular emphasis will be placed on examples in engineering and science contexts.

Selected topics in Calculus I and Calculus II as directed by the instructor.

Selected topics in Physics as identified by the instructor

To enrich and perfect problem solving and topics presented in EG 10550.

The objective of this course is to explore math topics that you are encountering or may encounter in your Engineering or MATH 10550/10560 in such a way that it helps expand your understanding of math and how it fits into your field of study.

Tutorial course for EG 10550

Tutorial for EG Math 2

Exploring topics of engineering through readings assigned by a faculty member.

This one credit course introduces core concepts and builds competencies that are important for the development of proficient academic scholars.

The central idea behind this course is that engineering can and should ultimately be considered a calling from God, and not simply a discipline one joins or struggles through to achieve a lucrative career upon graduation. But how does one hear the voice of God in their training to become an engineer, especially given the technical focus of the material? the class is broadly divided into three sections. The first section promotes understanding the broader Catholic teaching on university education and the dignity of work. What is the role of the Catholic Church in educating engineering students? While technology and innovation serve a core purpose in the engineering enterprise, how does one rightly merge technical progress with Catholic position on the rights and dignity of workers, and care for God's creation? The second section moves on to the process of discernment, or hearing God's calling in our lives. Specifically, how the tools of spiritual discernment can be used to hear how to best deploy the technical skills and training of an engineering vocation. How do we make a choice about which engineering discipline to pursue? This portion of the class is based on a simple basic answer to these questions: to hear God's calling in our careers as engineers, one needs to read well and pray well. The class will explore the Catholic Church's rich store of tools for hearing and incorporating the voice of God in our work. The third section of the class focuses on engineering ethics. If we follow God's call to the engineering vocation, how should we act with integrity, compassion, and love? We will understand engineering ethics from a distinctly Christian perspective, and develop the idea that an ethical framework has a strong analogy with the engineering design process itself.

Physicalism is the worldview that reality is completely and exhaustively accounted for by particles and fields governed by the physical law. You are a biochemical machine, nothing more. Students will engage and analyze physicalism, as presented by some of its most articulate and persuasive advocates, and compare it to Catholic teaching and the biblical account. Science as a total worldview is relatively new, but science has a history. A common view is that science emerged in the scientific revolution as Europeans began to cast off the weight of old religious dogma and arguments from authority and started to look for truth on the basis of empirical evidence. Part of the course will be an encounter with the scientific revolution as it actually occurred.

This is a one-credit course that is the first in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will be proficient in basic machine shop safety and procedures, including demonstrating correct usage of basic hand and power tools, basic machining practices, basic shop print reading and creation, basic geometric dimensioning and tolerancing, and multi operation part design and fabrication. This one-credit course may only be combined with AME 31243 and AME 41243 to satisfy an AME Technical Elective degree requirement.

The aim of this course is to engage students in readings and deep reflection related to their experience in the Center for Civic Innovation winter term internship. Students will build a foundation in the winter term internship through design-thinking, leadership, project management, and diversity training and completion of a team civic innovation project in collaboration with community partners in the South Bend-Elkhart region. In the spring term, students will read relevant academic publications, reflect, then discuss their experiences, successes, and project constraints.

Dean selected Engineering topics of current interest.

Engineering research course over 2020 winter semester

Engineering research course over winter semester

A practicum in project leadership and project management. Learn about relationship and task elements of using your engineering skills to execute complex real world challenges in the city. Learn about effective team building, learn to use design thinking, learn to plan your work and work your plan. Connect your STEM problem solving skills to helping people who need your help for a better quality of life.

This course is intended to introduce a broad audience of undergraduate engineering students to practical modes of conversion between electric energy and various forms of mechanical energy. It will confer a basic understanding of the generation of electric power from hydropower, wind, and steam, and conversion of electric to mechanical power through AC, DC and universal motors.

This course provides a comprehensive introduction to the theory of probability and statistics, with a focus on applications in computer science and engineering. Key topics include discrete and continuous random variables, joint probability distributions, the central limit theorem, point and interval estimation, and hypothesis testing. The course emphasizes both the theoretical foundations and practical applications, equipping students with essential tools for analyzing and interpreting data in technical fields.

This course introduces students to approaches to develop and deploy modern complex systems. It emphasizes and encourages students to think about the system as a whole and not the sum of its parts. The systems engineer must understand and address the system from a number of perspectives and constituents. As such, this course will provide students with enough of the terminology and basic principles from each constituent to understand their requirements and develop solutions that are acceptable to all.

This is a one-credit course that is the second in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will be proficient in basic machine shop safety and procedures, intermediate machining practices, mating part and assembly print reading and creation, advanced geometric dimensioning and tolerancing, including true position, datums, and profile measuring with surface plates, height gauges, and an optical comparator. The use of CAD and 3D printing in tandem with basic manual machining to create basic assemblies.

What happens when computing moves into new spaces of engineering, science, and medicine? In this course, students will engage with ethical questions at the intersection of computing and biotechnology as a launching pad to consider additional ethical dilemmas in other areas of engineering and propose solutions to them. This course will be grounded in an overview of the philosophy of technology and tech ethics. The focus will then shift to contemporary ethical challenges within biotech work, including big data, computational biology, and artificial intelligence. Finally, we will look toward the future and examine how technology may support a future worth wanting. The course will ask big questions such as: how does technology shape the way we see ourselves and others? Students will be equipped to reflect seriously on these topics by reading contemporary think pieces, academic journal articles, short fiction, and political theory. This course will prepare students to engage with the practical and intellectual challenges of an ethically engaged tech career. This signature course is part of the Ethics at Work Project.

Fundamental discoveries in physics and advancements in engineering have transformed the prevention, diagnosis, and treatment of human disease. In the past 60 years alone, we have seen the first whole body medical imaging (MRI and CT), successful use of the artificial heart and other implantable devices, decoding of the human genome, wearable and remote monitoring technologies, and numerous laboratory- and home-based diagnostics. These technologies and methods were enabled by critical research in the fundamental engineering disciplines. The goal of this course is to use these examples to introduce students to important concepts in biomedical science, with an overall goal to demonstrate how students can use their engineering training to address unmet clinical needs and opportunities. Topics to be explored include medical devices and instrumentation, biomechanics, biomaterials and implants, medical imaging, diagnostics, and bioinformatics / artificial intelligence. Examples will draw heavily from the diagnosis and treatment of cancer, which will remain a major societal challenge for the foreseeable future. If selected, I will take advantage of local resources to arrange for a trip of a biomedical research facility; for example, in Ireland I have connections through the Naughton Fellowship Program and the Biseach Cancer Research Initiative. Course objectives Upon successful completion of this course, students will be able to: - Apply concepts of physics, chemistry, electronics, mechanics, and computer science to understand the functioning and creation of medical devices, diagnostics, and imaging - Describe the pathogenesis, diagnosis, monitoring, and treatment of solid tumor cancers - Identify and understand unmet clinical needs that can be addressed by multidisciplinary teams composed of their core engineering knowledge - Recognize the breadth and scope of the biomedical science industry and its various professional opportunities for engineers

Embedded systems are everywhere. Use your phone, look at your watch, turn on your TV and you are interacting with an embedded system. Complex systems such as cars, robots, and airplanes will have dozens of embedded systems that work together to complete a complex task. In this course you will learn the basics of designing, programming, and interfacing needed to build an embedded system. It will provide a hands-on experience on how an embedded system can be used to solve Electrical Engineering problems

In this course, students from different majors will work in teams on projects that develop innovative solutions to real-world problems that come from industry, government, and not-for-profit organizations. All projects will contain substantial technical engineering content, with many projects employing multidisciplinary concepts. Students will have the opportunity to select their preferred projects from a list of available projects in a given semester and then be assigned to teams. The course may be taken for 1 or 2 credits (or 3 by special permission), and taken repeatedly so that credits can be accumulated and count towards a Technical Elective for any Engineering degree. Each student is expected to spend approximately 3 hours per week on the course per credit earned for semester-long projects (shorter projects may require a few more hours per week). All project teams will participate in a common orientation that includes topics such as project management and team leadership, but otherwise will meet at times convenient to the teams and their industry/community partners.

The course is designed to improve the effectiveness of engineers working in corporations by teaching how and why businesses operate. Subjects covered include business financial reporting, business plans, the development processes, project management, the supply chain, and a history of quality topics. Numerous guest speakers are utilized to give the students exposure to successful business executives and reinforce the business processes covered in class. Fall.

The second course in the sequence integrates the elements taught in the fundamentals course. Subjects covered include a team-oriented Web-based business simulation exercise, management, effective communications, and a review of leading-edge trends in modern corporations. Spring.

Introductory course in a three course sequence to help prepare engineering students for navigating the US engineering business workplace. Course consists of lectures and final assignment (paper). Students are required to have an internship in order to satisfy all requirements for this course.

Second of three course sequence. Students will gain further understanding of topics explored in EG 40423 as well as be introduced to new topics.

Last of the three course sequence. Students explore topics chosen by the professor based upon student interest and experience.

This is a one-credit course that is the third in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will have a baseline knowledge of the capabilities of CNC fabrication, as well as its optimization. This one-credit course may only be combined with AME 21243 and AME 31243 to satisfy an AME Technical Elective degree requirement.

This is a zero-credit, ungraded course for students engaged in independent research or working with a faculty member or a member of the University staff on a special project. Registration requires a brief description of the research or project to be pursued and the permission of the director of the Summer Session. This course is taken as an indication of the student's status on campus and is meant to allow the registered student to use the University facilities as the Summer Session permits. No course work is required.