Timothy Bauch Headshot

Timothy Bauch

Researcher/Engineer I

Chester F. Carlson Center for Imaging Science
College of Science
Adjunct Faculty

585-475-4486
Office Location

Timothy Bauch

Researcher/Engineer I

Chester F. Carlson Center for Imaging Science
College of Science
Adjunct Faculty

585-475-4486

Currently Teaching

IMGS-181
3 Credits
Freshman Imaging Project I is the first of a two-course sequence. Through the exploration of concepts in physics, mathematics, and computer science, students will experience the creation of a system to address a contemporary technological need through the application of the principles of the scientific method. With the help of faculty and staff from different departments across campus, as well as external experts, students will plan and organize the effort, review current literature applicable to the posed technical challenge, apply hypotheses to address presented scientific questions, conduct experiments to assess technology options, integrate components to create a prototype, and confirm that the prototype and methods meet desired levels of performance. The students will develop a working knowledge of the scientific method and an appreciation for the value of teamwork in technical disciplines, develop the skills required to execute a large project, and increase proficiency in oral and written technical communication.
IMGS-182
3 Credits
Freshman Imaging Project II is the second of a two-course sequence aimed at designing, developing, and building a functional imaging system that will be useful to a “real world” external constituency to achieve its technical goals. With help from faculty and staff from imaging science and other departments across campus, the unified team of students will plan and organize the effort, assess technology options, integrate components, and confirm that the system meets desired levels of performance. Students will develop a general understanding of the foundational concepts of imaging science, a working knowledge of the principles of systems engineering, an appreciation for the value of teamwork in technical disciplines, and practice oral and written technical communication. In this second course of the sequence, students proceed with construction and testing of their system that was designed in COS-IMGS-181.
PHPS-401
3 Credits
This course is the first of a two-term sequence designed to begin work on a major student project. The topic will relate to an aspect of the photographic sciences, including but not limited to photomicrography, image testing and quality, ophthalmic imaging, color, or other relevant topics. In this course, students will conceive and design a long-term project or experiment, including a proposal, description, goals, timeline, resources, and funding (if necessary). The student will work to construct and refine the proposal, and will identify a faculty advisor if needed for the execution of the project in PS Capstone II. The class sessions will focus on project planning and provide in-progress discussion of proposals. The project will be completed during the second semester (PHPS 402 – Photographic Sciences Capstone II). Projects will be student initiated within an individual’s area of expertise. Completed projects will constitute a substantial portfolio/professional project.
PHPS-403
3 Credits
Students will execute a major project proposed in the first course of the sequence: PS Capstone I. Projects may address subjects related to the photographic sciences or other relevant topics. Students will provide a progress report to the course coordinator at set intervals. Class will meet weekly to provide discussion and feedback on individual projects.

In the News

  • May 1, 2020

    student wearing sunglasses highlights paper under colorful light.

    First-year students develop imaging system to study historical artifacts

    A multidisciplinary team of first-year students has been working to develop an imaging system that can reveal information hidden in historical documents for their Innovative Freshmen Experience project-based course. But with the shift to remote classes, the students left campus with the device nearly complete. Although disappointed, they shifted focus to the opportunities the new situation would create.