Engineering

This course introduces the principles and methods of life cycle thinking and life-cycle assessment (LCA) with specific reference to agriculture, food, and energy systems using attributional LCA. The course is based around the ISO 14040 methodology and ILCD handbook. It focuses on the four common stages of LCA: definition of the Goal and Scope; Life Cycle Inventory Analysis; Life Cycle Impact Assessment, and Interpretation. Case studies consider LCA studies of agriculture, food, and energy systems. 

This course seeks to immerse students in a professional work environment. Students have the opportunity to observe and interact with co-workers, and learn how to recognize and respond to cultural differences. Students compare concepts of teamwork and interpersonal interactions in different cultures as experienced on the job. Seminar work helps students apply academic knowledge in a business setting and identify opportunities to create value within the company. Students research a specific topic related to their work placement and present their findings in a final research report.

This course covers the fundamentals of mechanical design for devices and systems, including an examination of economic and manufacturing viability. 

Students will learn various design approaches for real engineering problems and, through team and individual projects, will participate in an entire design process from a sketch to a performance test. At the end of the course a contest will be held as a performance test for designed products.   

Topics include fostering creative mechanical design skills, fostering creative implementation skills of product design, collaboration and teamwork skills, concept design, 2D and 3D design, machining and manufacturing skills, and how to create an effective presentation. 

This service-learning course combines a structured curriculum and extensive partnership with a local community-based organization to offer tangible community service. Here, student community service includes direct
engagement as well as a research-based action plan addressing a specific challenge or goal identified by a community-based organization. Students begin by exploring key community-based organizations: examining their
mission, vision and goals, and the place of the organization in the local community. Each student then works with an assigned partner organization and invests at least 90 hours partnering with the organization, working with them
and investigating ways to solve a challenge or issue the organization has identified. Student service-learning includes exploring the proximate and ultimate drivers of the organization's chosen challenge, and the organization's
infrastructure, resources, limitations and possibilities for reducing barriers to achieving the organization's self-identified goals. In concert, coursework probes the role of community-based organizations in both local and global
contexts, common challenges of community-based organizations in defining and implementing their goals, the role of service-learning in addressing these issues, and effective ways for students to help them achieve their mission,
vision, and goals. Coursework also guides the student's service-learning experience by helping students develop sound international service ethics, provide tools to investigate solutions to common development issues, aid in
data analysis and presentation, and provide best practices to illustrate findings and deliver approved joint recommendations orally and in writing. Throughout, students use service-learning as a means to expand their global awareness and understanding, explore shared aspirations for social justice, and develop skills to work with others to effect positive change.

This course covers the mechanics of rigid and deformable solids in equilibrium and is a continuation of the material introduced in Solid Mechanics 1. Students will learn how to apply fundamental physical considerations which govern the mechanics of solids in equilibrium to solve any engineering problems such as beam deflection, torsion, buckling etc. Topics include: Review from Solid Mechanics l; transverse shear; combined loading; stress transformation; strain transformation; deflection of beams and shafts; buckling of columns; energy methods. 

This course provides a comprehensive and rigorous treatment of Thermodynamics from an engineering point of view. The foundation for the use of conservation equations will be developed by taking a general approach to the solution of a number of interdisciplinary engineering problems. This will help in gaining a better understanding of more specific fields such as fluid mechanics and heat transfer. 

CIEE supports qualified students who wish to pursue an academically rigorous independent research project while abroad. In order to enroll, students must submit a research proposal including a clearly defined research topic,
explanation of research plans, description of preparation in the planned area of study, list of resources, tentative outline of a final paper, and suggested schedule of progress. Students complete a total of 100-120 hours of
research and meet regularly with an advisor to complete an academically rigorous, ethically sound, and culturally appropriate research project and final research paper. Approval for participation in Directed Independent Research
must be obtained from CIEE and the student's home institution prior to arrival on the program.

This is an independent research course with research arranged between the student and faculty member. The specific research topics vary each term and are described on a special project form for each student. A substantial paper is required. The number of units varies with the student’s project, contact hours, and method of assessment, as defined on the student’s special study project form.

This course covers the functions and structures of the various elements that make up a machine, how to select components appropriately, and how components can affect and influence the machine design process. This course includes theoretical lectures on basic design theory, design cases, and various machine elements, as well as design and design practice of KIT for entering design competitions. 

This project-based course focuses on developing products to meet users’ latent needs. The course combines problem framing, problem solving, and product development. Students learn about the jobs-to-be-done (JTBD) framework, distinction between values and features, and product vision. Students develop tangible prototypes that work and test them with users. Topics include product presentation using analogy, metaphor, and product storytelling. Students work in teams in a studio environment and gain hands-on experience in product development.