The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises each VIP team composed of 2nd through 5th year students, with each student participating from one to three years. VIP teams generally can, and will, also include Graduate students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of sophomores through PhD students each semester; Long-term - each undergraduate student may participate in a project for up to three years. Students taking the 200-level course will: build basic knowledge/skills related to the project and begin making meaningful contributions. Students will be required to make basic contributions to the project through fundamental engineering activities, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations.

The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises each VIP team composed of 2nd through 5th year students, with each student participating from one to three years. VIP teams generally can, and will, also include Graduate students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of sophomores through PhD students each semester; Long-term - each undergraduate student may participate in a project for up to three years. Students taking the 400-level course will: have technical foundations within their discipline, pursue needed knowledge/skills independently as-needed, make meaningful contributions, assume technical/leadership responsibilities, and serve as mentors for junior members. Students will be required to make significant contributions to the project, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations.

The Vertically Integrated Projects (VIP) engage students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises students on each VIP team, with each student participating from one to three years. VIP teams generally are comprised of undergraduate students as well as students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of undergraduate through PhD students each semester; Long-term - each student may participate in a project for up to three years. Students taking the 600-level course will: have technical foundations within their discipline, pursue needed knowledge/skills independently as-needed, make meaningful contributions, assume technical/leadership responsibilities, and serve as mentors for junior members. Students will be required to make significant contributions to the project, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations. Graduate students will focus on research skills, such as: reviewing literature and presenting to the team, developing research project plans, and participating in external paper submissions.

A study of the application of machine tools and fabrication processes to engineering materials in the manufacture of products. Processes covered include cutting, molding, casting, forming, powder metallurgy, solid modeling, engineering drawing, and welding. Students make a project in the lab portion of the course.

This is the first in a two-course sequence oriented to the solution of real world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.

This is the second in a two-course sequence oriented to the solution of real world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. The first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. This second course may include elements of design, but focuses on build/implementation and communicating information about the final design.

A supervised investigation within an industrial engineering area of student interest. Professional elective.

This course provides an introduction to computer-aided design and manufacturing (CAD/CAM) using Solidworks and MasterCAM. Students will learn how to model individual parts and assemblies. These skills will then be applied in a manufacturing context to produce CAD models of molds, jigs, and fixtures. Lastly, students will learn to generate CNC toolpaths from their CAD models. Students may not take this course for credit if they have already taken another Solidworks modeling course.

Course reviews operating principles of prevalent processes such as casting, molding, and machining. Students will use this knowledge to select appropriate production processes for a given component. For each process covered, guidelines governing proper design for manufacturability practices will be discussed and applied.

For students enrolled in the BS/ME dual degree program. Student must either: 1) serve as a team leader for the multidisciplinary senior design project, where they must apply leadership, project management, and system engineering skills to the solution of unstructured, open-ended, multi-disciplinary real-world engineering problems, or 2) demonstrate leadership through the investigation of a discipline-related topic.

This course is used by students who plan to study a topic on an independent study basis. The student must obtain the permission of the appropriate faculty member before registering for the course. Students registering for more than four credit hours must obtain the approval of both the department head and the adviser.