NCEES - PE Civil Engineering Exam Braindumps

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NCEES-PE NCEES - PE Civil Engineering syllabus | [HOSTED-SITE]

NCEES-PE syllabus - NCEES - PE Civil Engineering Updated: 2024

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Exam Code: NCEES-PE NCEES - PE Civil Engineering syllabus January 2024 by Killexams.com team

NCEES-PE NCEES - PE Civil Engineering

The Principles and Practice of Engineering (PE) exam tests for a minimum level of competency in a particular engineering discipline. It is designed for engineers who have gained a minimum of four years post-college work experience in their chosen engineering discipline.

The PE Civil exam is an 8-hour exam with 80 questions. It is administered in pencil-and-paper format twice per year in April and October. See the exam schedule for specific dates.

Reviewing the PE exam specifications and design standardsReading the reference materials and examinee guideUnderstanding scoring and reportingViewing the most up-to-date PE exam pass rates

I. Project Planning

A. Quantity take-off methods

B. Cost estimating

C. Project schedules

D. Activity identification and sequencing

II. Means and Methods

A. Construction loads

B. Construction methods

C. Temporary structures and facilities

III. Soil Mechanics

A. Lateral earth pressure

B. Soil consolidation

C. Effective and total stresses

D. Bearing capacity

E. Foundation settlement

F. Slope stability

Civil Breadth exam Specifications Continued

IV. Structural Mechanics

A. Dead and live loads

B. Trusses

C. Bending (e.g., moments and stresses)

D. Shear (e.g., forces and stresses)

E. Axial (e.g., forces and stresses)

F. Combined stresses

G. Deflection

H. Beams

I. Columns

J. Slabs

K. Footings

L. Retaining walls

V. Hydraulics and Hydrology

A. Open-channel flow

B. Stormwater collection and drainage (e.g., culvert, stormwater inlets, gutter flow, street flow, storm sewer pipes)

C. Storm characteristics (e.g., storm frequency, rainfall measurement and distribution)

D. Runoff analysis (e.g., Rational and SCS/NRCS methods, hydrographic application, runoff time of concentration)

E. Detention/retention ponds

F. Pressure conduit (e.g., single pipe, force mains, Hazen-Williams, Darcy-Weisbach, major and minor losses)

G. Energy and/or continuity equation (e.g., Bernoulli)

VI. Geometrics

A. Basic circular curve elements (e.g., middle ordinate, length, chord, radius)

B. Basic vertical curve elements

C. Traffic volume (e.g., vehicle mix, flow, and speed)

VII. Materials

A. Soil classification and boring log interpretation

B. Soil properties (e.g., strength, permeability, compressibility, phase relationships)

C. Concrete (e.g., nonreinforced, reinforced)

D. Structural steel

E. Material test methods and specification conformance

F. Compaction

VIII. Site Development

A. Excavation and embankment (e.g., cut and fill)

B. Construction site layout and control

C. Temporary and permanent soil erosion and sediment control (e.g., construction erosion control and permits, sediment transport, channel/outlet protection)

D. Impact of construction on adjacent facilities

E. Safety (e.g., construction, roadside, work zone)

CIVIL–CONSTRUCTION DEPTH exam Specifications

I. Earthwork Construction and Layout

A. Excavation and embankment (e.g., cut and fill)

B. Borrow pit volumes

C. Site layout and control

D. Earthwork mass diagrams and haul distance

E. Site and subsurface investigations

II. Estimating Quantities and Costs

A. Quantity take-off methods

B. Cost estimating

C. Cost analysis for resource selection

D. Work measurement and productivity

III. Construction Operations and Methods

A. Lifting and rigging

B. Crane stability

C. Dewatering and pumping

D. Equipment operations (e.g., selection, production, economics)

E. Deep foundation installation

IV. Scheduling

A. Construction sequencing

B. Activity time analysis

C. Critical path method (CPM) network analysis

D. Resource scheduling and leveling

E. Time-cost trade-off

V. Material Quality Control and Production

A. Material properties and testing (e.g., soils, concrete, asphalt)

B. Weld and bolt installation

C. Quality control process (QA/QC)

D. Concrete proportioning and placement

E. Concrete maturity and early strength evaluation

VI. Temporary Structures

A. Construction loads, codes, and standards

B. Formwork

C. Falsework and scaffolding

D. Shoring and reshoring

E. Bracing and anchorage for stability

F. Temporary support of excavation

VII. Health and Safety

A. OSHA regulations and hazard identification/abatement

B. Safety management and statistics

C. Work zone and public safety

NCEES - PE Civil Engineering
NCEES Engineering Topics

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Description

Presentation of mathematical principles of economic analysis, with emphasis on defining alternatives and predicting consequences of proposed investments. Emphasis is placed on the economic, social and environmental impacts of proposed Civil Engineering projects. The attractiveness of investments is judged by present worth, annual worth, rate of return, and benefit-cost ratio techniques. Sensitivity analysis, depreciation and tax impacts in economic studies are also discussed.

Construction Management I (Formerly 14.475)

Description

Development of management skills and techniques to plan, schedule, supervise, and control construction projects. Project estimating; labor costs and productivity; construction plans, specifications and contracts; labor relations; time, cost and quality control; construction equipment and project decision making and financing.

Prerequisites

Pre-req or Co-req: CIVE.3720 Civil Engineering Systems.

Special syllabus in Civil Engineering (Formerly 14.480)

Description

Contemporary syllabus in selected areas of study within civil engineering. Course content is chosen by the instructor to meet the interests of the students.

Special syllabus (Formerly 14.481)

Description

Contemporary syllabus in selected areas of study within civil engineering. Course content is chosen by the instructor to meet the interests of the students.

Prerequisites

Pre-req or Co-req: CIVE.4910 Industrial Experience I, and Junior level and 2.0 GPA or higher.

Pass the Fundamentals of Engineering (FE) Exam.
Graduate with a bachelor's degree from an ABET accredited engineering curriculum (all Engineering curricula at Michigan Tech except Robotics Engineering).
Gain four years of engineering experience under the supervision of a registered professional engineer.
Pass the Principles and Practice of Engineering (PE) Exam.

During your senior year you should take the Fundamentals of Engineering (FE) exam, which is required prior to sitting for the Professional Engineers (PE) Exam. Some requirements vary by state.

The National Council of Examiners Administers Both Exams for Engineering and Surveying

Engineering students at Michigan Tech are encouraged to take and pass the FE examination during their last semester in college, or the first year after graduation. There will never be a time when you are better prepared to pass it than near graduation.

The examination is offered in April and October each year. Students must visit http://ncees.org/exams/ to register for the exam and pay the fee. The registration deadline is approximately two months before the test.

FE exam Waiver

The FE Exam may be waived for those who have earned a BS in engineering and a PhD in engineering. See the NCEES web site for details.

Sun, 04 Sep 2011 15:27:00 -0500 en text/html https://www.mtu.edu/engineering/undergraduate/professional/ Program History

1979: First Engineering class offered

Engineering courses have been offered at Hope College since 1979. Initial offerings were instituted by the Department of Physics in response to academic interests of students who were majoring in physics but whose career goals were in engineering. At that time, two faculty members, with interests and training in engineering, began offering a limited number of courses in basic mechanical and electrical engineering topics. During the decade of the 1980s, these courses included Solid Mechanics, Electronics, Thermodynamics, Fluid Mechanics, Material Science and Vibrations. This curriculum was designed and intended to prepare students for graduate study in engineering.

Another option for engineering students was the Hope College Engineering 3-2 Program, in which students combined three years of study at Hope College with two years at a traditional engineering school. Upon successful completion of this program, students received a Bachelor of Science degree from Hope College and a Bachelor of Engineering degree from the engineering school.

1989: A major in Engineering Physics offered

During the mid to late 1980s, the Department of Physics recognized that the current engineering offerings were not providing enough depth of coverage to ensure student success in graduate engineering studies. For this reason, a Bachelor of Science degree with a major in Engineering Physics was established in 1989. The objective of this degree program was to Improve the preparation of physics students for continuing on in engineering graduate school. In order to meet the requirements of this new major, the curriculum was modified to offer engineering courses on an alternate year basis. This arrangement allowed efficient use of the existing engineering faculty to provide students with a course pattern which more closely resembled that of a traditional four-year engineering school.

As a result of these improvements to the engineering curriculum, the popularity of the 3-2 Program diminished as a majority of engineering students decided to remain at Hope College for four years to pursue a major in Engineering Physics. Most of these students continued their studies in engineering graduate school, although a fair number of students began pursuing employment in industry directly from Hope College.

1992: Lab courses were added to better prepare students for engineering graduate school

In order to provide the students with an introductory engineering laboratory experience in strength of materials, mechanical testing laboratory equipment was purchased. A laboratory component to the solid mechanics and materials courses was added in 1992.

1994: Number of engineering faculty doubled to four

In 1994, the engineering faculty increased to four members through the addition of two new hires. This growth was partially supported by a grant from the Fund for the Improvement of Post-Secondary Education (FIPSE, administered by the Department of Education), which was granted to the college to develop a model for engineering programs at liberal arts colleges. The educational objectives of this expansion were to implement a capstone engineering design experience, provide core engineering classes on an every-year basis, and to increase the number of engineering syllabus courses offered. These objectives were successfully achieved with the implementation of several changes, including:

The development of a two-course capstone sequence in engineering design (ENGS 451, 452)
The switch of core engineering classes (ENGS 345, 346) from alternate year to every year basis
The development of a freshmen engineering course (ENGS 100)
The offering of syllabus courses in engineering (Finite Element Analysis, Multi-body Dynamics, Advanced CAD/CAE)

1994-1997: External reviewers encouraged pursuit of accredited program

From 1994 to 1997, as part of the FIPSE-sponsored study of the Engineering Program, a number of external reviewers from both small and large engineering colleges served as external advisors to the Engineering Program. Reviewers completed campus visits in order to assess the Engineering Program. Based partly on the largely positive reviews of the Engineering Program, the department requested permission from the administration of Hope College to pursue an accredited engineering degree. The motivation for pursuing accreditation was to further Improve the quality of engineering education at Hope College by formally implementing a system of continuous improvement via both internal and external review and assessment.

The Administration of Hope College approved the pursuit of an accredited engineering program in 1997, and the department established a new degree designation: the Bachelor of Science with a Major in Engineering. This new engineering major was designed and intended to fulfill the degree requirements as specified by the ABET 2000 criteria.

It was decided to retain the less rigorous engineering degree (which is not accredited and for which no accreditation is sought) the Bachelor of Science with a major in Engineering Science. This degree provides engineering education for students who have other interests, such as a second major in another degree program, that preclude their ability to complete the engineering major requirements within their time at Hope College.

Also in 1997, a fifth engineering faculty member was hired to continue building ties with local industry, to increase offerings in engineering syllabus courses (heat transfer and a thermofluids laboratory) and to provide necessary support for implementing assessment and outcomes instruments as required by ABET 2000 criteria. In 1998, the Hope College Curriculum Committee officially approved the new engineering major, and the Department of Physics changed its name to the Department of Physics and Engineering.

2000: Hope Engineering degree received ABET accredidation

The engineering program completed and submitted a self-study and underwent an accreditation visit and review during the fall 1999 semester. In 2000, the Bachelor of Science with a major in Engineering was accredited by the Engineering Commission of ABET (111 Market Place, Suite 1050, Baltimore, MD 21202-4012; telephone: (410) 347-7700).

Mid-2000s: Additional faculty added and Engineering department separated from Physics

As more faculty were hired and a wider ranger of courses were offered, the engineering department started to work toward forming their own department. In 2006, engineering and physics offically split, with Dr. John Krupczak serving as the first chair of the Department of Engineering. This added visibility likely contributed to the steady rise in majors over the next several years.

2016: Largest senior class ever

In the fall of 2012, Hope College enrolled its largest ever freshmen class, which corresponded to a large increase in the number of engineering majors. The growth of interest in engineering allowed the department to increase the number of faculty, and to offer more concentrations to provide students more career choices.

Fri, 16 Jun 2017 03:22:00 -0500 en text/html https://hope.edu/academics/engineering/program-history.html Environmental Resources Engineering, Department of

Developing engineering skills today for a more sustainable tomorrow.

ESF Home > Environmental Resources Engineering

Our departmental mission is to engage in teaching, research, and service to advance environmental resources engineering practices and meet the needs of the world. Our faculty strengths are in ecological engineering, geospatial engineering, water resources engineering, and the broader field of environmental resources engineering.

Teaching includes innovative class, lab, and field exercises in foundational and advanced engineering topics, where our flexible curriculum allows students to focus on traditional or novel engineering practices. Students receive a well-balanced education, including courses that consider the social, economic, and environmental impacts of engineering practice, fundamental engineering and environmental engineering courses, and specialized courses that capture the breadth of their field of study.

The ERE department is internationally recognized for coupling research and service, and many of our courses address community needs. We provide unparalleled mentoring to train students in engineering science and design so they can join our alumni as leaders in professional practice and research.

Explore ERE's Mission Statement, Educational Objectives, and Student Outcomes

Undergraduate Degree Program

Environmental Resources Engineering

Preparing qualified engineers to operate with professional competence.

Learn More

Student Clubs and Organizations

ERE Club

This club familiarizes members with current developments and events in the field of environmental resource engineering. There is an emphasis on professional development and enhancing student-student and student-faculty relationships among those in the ERE curriculum.

Engineering for a Sustainable Society

Engineering for a Sustainable Society (ESS) is a student-initiated university chapter of the national organization. This organization is devoted to implementing low-tech, high-impact, engineering projects as a means of improving the quality of life and environment all over the world.

Engineers Without Borders

The ERE Department maintains a student chapter with the national Engineers without Borders organization, organized by the ESS officers. The ESF EWB club has been coordinating international projects since 2003 and is active with the local professional EWB chapter.

NY Water Environment Association

The New York Water Environment Association Student Chapter engages students in the water resources profession, with an emphasis on water supply and wastewater systems. The student chapter participates in service activities, professional meetings, seminars and conferences to promote sustainable water quality management in order to create an environmentally sound future.

More ESF Clubs and Organizations

Thu, 13 Aug 2020 09:37:00 -0500 en text/html https://www.esf.edu/ere/index.php Engineering The Less Boring Way

We have to admire a YouTube channel with the name [Less Boring Lectures]. After all, he isn’t promising they won’t be boring, just less boring. Actually though, we found quite a few of the videos pretty interesting and not boring at all. The channel features videos about mechanical engineering and related subjects like statics and math. While your typical electronics project doesn’t always need that kind of knowledge, some of them do and the mental exercise is good for you regardless. A case in point: spend seven minutes and learn about 2D and 3D vectors in two short videos (see below). Or spend 11 minutes and do the whole vector video in one gulp.

These reminded us of Kahn Academy videos, although the syllabus are pretty hardcore. For example, if you want to know about axial loading, shear strain, or free body diagrams, this is a good place to look.

There are a lot of things we tend to just guess at when doing projects, like what kind of bolts to use to hold things together. Usually, we overdesign and use our experience, but if you really want to optimize what you are doing or you need to be absolutely sure, there are syllabus on bolt tension and failure theories.

There are also good videos about gears and bearings and other traditional mechanical engineering topics. Will you get as much out of these videos as you would taking some engineering classes at the local university? Maybe not. But you might remember about the same amount of things in six months. Funny how that works.

We find we’ve been much more interested in mechanics since we’ve been 3D printing. Some of that is because we want to design better models, but sometimes we are more interested in the machine itself.

Fri, 09 Apr 2021 15:35:00 -0500 Al Williams en-US text/html https://hackaday.com/2021/04/09/engineering-the-less-boring-way/ FE Review Sessions

FE Exam

Prepare for the Fundamentals of Engineering (FE) exam, taken in your fourth year. The FE exam is generally the first step in the process to becoming a professional licensed engineer (PE).

The FE exam is administered by NCEES, the National Council of Examiners for Engineering and Surveying.

It is designed for latest graduates and students who are close to finishing an undergraduate engineering degree from an EAC/ABET-accredited program. The FE exam is a computer-based exam administered year-round at NCEES-approved Pearson VUE test centers.

Review Session Videos

Michigan Tech offers lecture review sessions on civil and environmental engineering topics.

Hydrogeology/Water Resources Review Notes

Download Review Notes

NRCS (SCS) Rainfall-Runoff

Equations

runoff
maximum basin retention
curve number

Variables

precipitation
maximum basin retention
runoff
curve number

Rational Formula

Equations

Variables

watershed area
runoff coefficient
rainfall intensity
peak discharge

Darcy’s Law

Equations

discharge rate
specific discharge
average seepage velocity

Variables

discharge rate
hydraulic conductivity
hydraulic head
cross-sectional area of flow
specific discharge (also called Darcy velocity or superficial velocity)
average seepage velocity
effective porosity

Definitions

Unit hydrograph
Transmissivity
Storativity or storage coefficient of an aquifer

Well Drawdown

Illustration

Unconfined aquifer on an impermeable layer

Dupuit’s Formula

Equations

flow rate of water drawn from well

Variables

flow rate of water drawn from well
coefficient of permeability of soil
height of water surface above bottom of aquifer at perimeter of well
height h of water surface above bottom of aquifer as a distance r from well centerline
radius to well at perimeter of well, ie, radius of well
r which is the radius to water surface whose height is h above the bottom of the aquifer
specific capacity
well drawdown

Illustration

Confined aquifer on an impermeable layer

Equations

flow rate of water drawn from well
transmissivity

Variables

flow rate of water drawn from well
transmissivity
thickness of confined aquifer
heights of piezometric surface above bottom of aquifer
radii from pumping well

Groundwater Flow

Flows in pores and fractures of aquifers
Flow is induced by hydraulic gradients
Flow is in direction of decreasing head
Flow velocity is proportional to the hydraulic gradient

Equations

head
hydraulic gradient
groundwater flow
hydraulic conductivity

Variables

groundwater flow
area perpendicular to flow
specific discharge
Darcy velocity
hydraulic conductivity
intrinsic permeability (properties of the geologic formation)
fluid properties
mass density of the fluid
gravitational acceleration
dynamic viscosity of the fluid
length
time
mass

Notes

Limitation: applies for laminar flow
The negative sign is because flow is in the direction of decreasing head (ie, a negative hydraulic gradient)

Intrinsic Permeability

Most important properties affecting the magnitude of intrinsic permeability include:

Sizes and numbers of pores
Pore shape and “connectedness” (packing)
Surface texture

Intrinsic permeability is proportional to the square of the grain diameter. A table is given for the median size of fine, medium, and course sand to show the difference by orders of magnitude in the intrinsic permeability.

Seepage Velocity

Darcy velocity or specific discharge (ie, flow rate per total area) is used for water supply (volume).

Average pore or seepage velocity, which reflects the average velocity of groundwater in pore spaces, is of interest for contaminant transport and geotechnical problems.

Aquifers

Aquifers are geological formations that are saturated with water.

Equations

degree of saturation
porosity

Variables

degree of saturation
volume of water
volume of voids
porosity
total (bulk) volume

Notes

Volumetric water content will equal porosity when the degree of saturation is 100% (saturated).
Groundwater flow occurs in pores and fractures
- Unconsolidated systems are composed of broken rock pieces, and pores are the spaces between the grains/pieces.
- Consolidated systems are whole rock formations, and pores can exist among the cemented grains that form rocks or as fractures/cracks that subsequently occur as a result of tectonics and/or weathering.
- Unconsolidated formates are usually more porous and more permeable. Darcy’s Law often applies.
- Flows in many consolidated formations occur primarily in fractures/conduits. Darcy’s Law often does NOT apply.

Well Hydraulics (Ideal)

Equations

governing equation for groundwater flow for a confined aquifer
groundwater flow under steady state conditions

Variables

governing equation for groundwater flow for a confined aquifer
distance from the center of the pumping well
aquifer thickness
aquifer compressibility
fluid (water) compressibility

Aquifer Behavior

Unconfined aquifers have a “free” water surface or groundwater table, which is at atmospheric pressure and below which the pressures are normally hydrostatic.

Confined aquifers are overpressured, and the potentiometric surface is above the top of the aquifer. The top of the aquifer is a confining unit (aquitard or aquiclude).

Illustrations

Unconfined (phreatic)
Confined (artesian)
Special case: flowing well

Confined

Solutions to the groundwater flow equation for a single pumping well in a fully confined aquifer:

Equations

drawdown, a potentiometric surface from static (unpumped, initial) level

Assumptions

homogeneous, isotropic properties
no boundaries
uniform thickness
constant pumping rate
fully confined
fully penetrating
flat SWL
Solutions for Theis and Cooper-Jacob approximations

Solutions

Theis solution is valid for all t
Cooper-Jacob solution error diminishes as t goes up

Example

Fully confined aquifer pumped @ 1 cubic meter per minute
Given:
- porosity
- aquifer thickness
- aquifer compressibility
- water compressibility
- intrinsic permeability
- water density
- water viscosity
- flow rate
Calculate T, S, s(r,t) @ r = 100 m, t = 1000 min
Use the Theis approach and then the Cooper-Jacob approximation

Special Condition: Steady State (Equilibrium)

In addition to the assumptions for the Theis solution (ie, ideal aquifer and pumping conditions), assume that the potentiometric surface has stabilized. In this case, the Theim solution applies, which comes from integrating Darcy’s Law for axisymmetric flow to the pumping well.

Unconfined

Application of the Thiem solution to an unconfined aquifer:

Equations

Darcy’s Law
Dupuit’s Formula

Special case for a pumping well.

Example of Steady State Well Hydraulics

Calculate the specific capacity for confined and unconfined.

Soil and Groundwater Remediation

Contaminant Phases

Pure or “neat” or “free” or “nonaqueous” (eg, gasoline or fuel oil)
Dissolved or aqueous
Vapor or gaseous (for volatile contaminants)
Sorbed

Sites that pose a threat to people, either because concentrations exceed drinking water standards (MCLs or max contaminant levels) or other exposures (eg, contact, inhalation, etc.), or to the environment, such as discharge to surface water, must undergo corrective action (remediation or “plume control”).

Plumes can be captured (“pump and treat”).

Source zones can be cleaned up (source control) using flushing or enhanced flushing techniques and/or chemical treatment (eg, advanced oxidation) and bioremediation.

Continuation of 26.500.

A comprehensive study of the history, current and future rents within biomedical devices and their applications. Students will be introduced to research techniques used to analyze the different classes of biomaterials. An overview of typical host reactions such as inflammatory response and their evaluation will be touched upon.

Advanced Mold Design (Formerly 26.576)

Description

This course provides an integrated approach to mold engineering which includes the interrelationships of polymeric materials, engineering principles, processing, and plastics product design. Major syllabus include cost estimation, mold layout and feed system design, cooling systems, structural design considerations, and ejector system design. Analytical treatment of the subject matter is given based on the relevant rheology, thermodynamics, heat transfer, fluid flow and strength of materials.

Plastics Process Engineering I (Formerly 26.377/577)

Enables graduate students to work part-time to compliment academic studies with practical industrial experience and acquire/enhance expertise in their research as well as thesis investigation.

Additive Manufacturing Engineering Fundamentals

Description

Critical analysis of current methods of additive manufacturing. Materials selection, processing-structure-property relationships, testing, relationship to transport phenomena and/or reaction kinetics.

Prerequisites

Pre-Req: Graduate level or Instructor permission.

Thermoplastic Elastomers (Formerly 26.595)

Description

A comprehensive review of thermoplastic elastomer (TPE) technology. Physical and chemical nature of the various classes of TPE's will be considered with emphasis on mechanical and rheological properties relevant to engineering applications.

Sustainable Polymers and Additives (Formerly 26.596)

A comprehensive approach to all elements of Color Technology focused on needs for future plastics engineers. The course includes theory of color vision, instrumental color measurement and tolerancing, chemistry and processes of commercial dyes and pigments, their testing in polymers, failure modes and elements of industrial color matching. Special attention will be given to weatherability of color formulations.

Structural Product Design (Formerly 26.618)

Description

Design of plastic and composite products to meet structural requirements including strength, stiffness, impact, fatigue, and creep while remaining low weight, low cost, and easy to manufacture. The course will include an overview of structural properties of polymeric materials as well as application of finite element analysis to homework and project assignments.

Prerequisites

Pre-req: PLAS.4180 Product & Process Design or PLAS 5180 Plastics Product Design and PLAS 4030 or PLAS.5030 Mechanical Behavior of Polymers.

Characterization of Polymers and Plastics (Formerly 26.642)

Description

This course provides an in-depth review of the various means by which important properties of polymers and plastics are determined. Lectures will cover analysis of composition and structure (including deformulation techniques) as well as measurements of common physical, mechanical, thermal, barrier, fire and optical properties. Coverage will include both the fundamental basis for the techniques and their practical applications, strengths and weaknesses. Time and resources allowing, selected techniques will be demonstrated in the lab as well.

Nanoscale Transport Phenomena for Manufacturing Nanodevices (Formerly 26.650)

Description

An interdisciplinary course taught by faculty from the Chemical, Mechanical and Plastics Engineering Department, who have special knowledge in nanoscale fluid mechanics and heat transfer.The course on nanoscale transport phenomena constitutes a bridge between existing fluid and heat transfer courses in multiple disciplines and emerging nanoscale science and engineering concepts to reflect the forefront of nanomanufacturing. The course is designed to incorporate latest advances in manufacturing polymer based nanodevices. Key issues of the implementation and maintenance cost for fabrication will be addressed. Hands-on laboratory experiments will be performed to complement the lectures with the ultimate goal of designing and building a complete nanodevice at the end of the course. The course will prepare graduates for employment focused on designing and manufacturing nano/microfluidic systems, lab on ship devices, electronic devices, medical devices and other emerging technologies.

Curricular Practical Training (CPT) is a training program for doctoral students in Engineering. Participation in CPT acknowledges that this an integral part of an established curriculum and directly related to the major area of study or thesis.

Tue, 16 Feb 2016 21:29:00 -0600 en text/html https://www.uml.edu/Catalog/Graduate/Engineering/Plastics-Engineering/Course-listing.aspx Aerospace engineer, physicist, and author, Sideena Grace can do it all

A Minnesota woman is using her life experience of becoming an aerospace engineer and showing kids a fun way to get interested in science.

BROOKLYN PARK, Minn. — For a woman who has her head in the clouds, 24-year-old Sideena Grace is anything but a daydreamer.

"I loved space as a kid, but I think when I wanted to do engineering and what kind of engineering I wanted to do, then that's what helped me narrow it down to-- what's the closest thing to space?" Grace said.

Grace graduated from Hamline as the first Black woman to have a degree in Applied Physics. She did research for Harvard while she was there. Then, she finished her grad program at MIT to become an aerospace engineer.

Calling it hard work, doesn't cut it.

"I was discouraged, like a lot," Grace said with a laugh. "I think discouragement can come from many different things, especially if you're a woman and if you're a person of color. You kind of deal with all those things and juggle and navigate those emotions."

To be a pioneer, can be lonely. So in the hopes of encouraging more children to get into STEAM (science, technology, engineering, art and math) topics, she decided to invest in the future, via Adventures with Sideena.

"Adventures with Sideena is a book that teaches kids concepts about space using poetry," Grace explained. "What I wanted to do was introduce kids to cool concepts while also having an adventurous enjoyable way of learning."

The book goes through the ABCs, each letter accompanied by a scientific concept written in a poem. Grace said she also wanted kids to know that poetry and the arts are important too--especially if they are passionate about that field.

Plus, the book is filled with beautiful illustrations of the cartoon Sideena, as an astronaut in space. She said that was important to her

"[To] provide representation for them, because when I was younger, I didn't get to see books that had characters that looked like me let alone about space," she said.

At 24 years old, Grace had the whole world in front of her. So why is she investing in the upbringing of others?

"I realized in school that it wasn't always the problem sets that were hard-- it was wondering if I belonged," she said. "I think that a lot of people, especially people of color or women or other marginalized groups get that experience of not feeling included."

Turns out, she is working for a future in which kids feel that whatever they're dreaming about is already written in the stars. Whether that's STEAM topics, exploring space, or the arts, she said she wants kids to feel empowered.

"To see themselves in science, to be able to see representation and to not make it that's something so distant or unrealistic," Grace said.

Adventures with Sideena is available for purchase here. You can also find her books at most Hennepin County libraries and other county libraries around the metro.

Grace said she's now focused on her start-up, Grace Innovations LLC, with which she is working on a wearable pain relief device for astronauts. You can find out more about her project here.

Wed, 03 Jan 2024 19:25:00 -0600 en-US text/html https://www.kare11.com/article/news/community/lifting-voices/aerospace-engineer-physicist-and-author-sideena-grace-can-do-it-all/89-152ca269-391d-4d7b-94dc-fcb3b4be18f0 Graduate & Undergraduate Information

Electrical Engineers design systems that generate, transmit and distribute electricity. Electronic engineers design electronic devices which perform computation, communication, or control robots and machines. Electrical and electronic engineers work with technologies ranging from large power lines and generators to tiny integrated circuits containing billions of transistors.

EEE Bachelor of Science Degree

The B.S. degree in Electrical & Electronic Engineering prepares students for a careers in a dynamic field - with more than half of electrical engineering specialties developed during the last twenty years. Ongoing contributions of electrical engineers include:

Robotics
Consumer Product Development - home entertainment and personal communications market
Wireless and Fiber Optics
Electric Vehicles
Signal Acquisition and Control
Power Engineering

Students receive a comprehensive background in mathematics, physics, chemistry, computer science and engineering science during their first few semesters. Engineering design and application are stressed in upper-division courses. Our curriculum also emphasizes hands-on experience through laboratory courses.

EEE Bachelors of Science Degree

EEE Master of Science Degree

The Master of Science degree program in Electrical and Electronic Engineering is designed to provide students with advanced study in a variety of Electrical and Electronic Engineering topics, and opportunities to conduct independent research to broaden their professional scope.

Graduate Advisor

Preetham Kumar
EEE Graduate Coordinator
Riverside Hall 3018B

EEE Masters Degree

Graduate Admissions & Financial Assistance

Sat, 03 Aug 2019 08:26:00 -0500 en text/html https://www.csus.edu/college/engineering-computer-science/electrical-engineering/information-students.html

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