News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has ranked the best colleges in Wisconsin for 2017. Of the 35 four-year schools who made the list, University of Wisconsin Madison, Marquette University, Saint Norbert College, Viterbo University and Lawrence University ranked the highest. 16 two-year schools also made the list; Chippewa Valley Technical College, Mid-State Technical College, Fox Valley Technical College, Lakeshore Technical College and Western Technical College were determined to be the best five. A full list of all schools is included below. “Strong economic benefits can come from having a highly-educated workforce,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These Wisconsin schools not only offer quality degree programs that show the value of higher education, they also have demonstrated a commitment to ensuring their students’ post-college success.” To be included on the “Best Colleges in Wisconsin” list, schools must be regionally accredited, not-for-profit institutions. Each college is also appraised on additional data that includes annual alumni earnings 10 years after entering college, career counseling services, student/teacher ratio, availability of financial aid and graduation rate. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Wisconsin” list, visit: The Best Four-Year Colleges in Wisconsin for 2017 include: Alverno College Beloit College Cardinal Stritch University Carroll University Carthage College Concordia University-Wisconsin Edgewood College Lakeland College Lawrence University Maranatha Baptist University Marian University Marquette University Milwaukee Institute of Art & Design Milwaukee School of Engineering Mount Mary University Northland College Ottawa University-Milwaukee Ripon College Saint Norbert College Silver Lake College of the Holy Family University of Wisconsin-Eau Claire University of Wisconsin-Green Bay University of Wisconsin-La Crosse University of Wisconsin-Madison University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Parkside University of Wisconsin-Platteville University of Wisconsin-River Falls University of Wisconsin-Stevens Point University of Wisconsin-Stout University of Wisconsin-Superior University of Wisconsin-Whitewater Viterbo University Wisconsin Lutheran College The Best Two-Year Colleges in Wisconsin for 2017 include: Blackhawk Technical College Chippewa Valley Technical College Fox Valley Technical College Gateway Technical College Lac Courte Oreilles Ojibwa Community College Lakeshore Technical College Mid-State Technical College Milwaukee Area Technical College Moraine Park Technical College Nicolet College Northcentral Technical College Northeast Wisconsin Technical College Southwest Wisconsin Technical College Waukesha County Technical College Western Technical College Wisconsin Indianhead Technical College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | April 17, 2017
The Additive Manufacturing Users Group (AMUG) today announced the winners of its annual Technical Competition, which was held during the group’s 29th annual conference in Chicago, Illinois. A panel of industry veterans selected Mike Littrell of CIDEAS, Inc. and Vince Anewenter of Milwaukee School of Engineering as winners of the competition. Mike Littrell’s winning entry in the Advanced Finishing category was an exquisite replica of a 1931 Cord Series L-29 Cabriolet. Specifically, it is a replica of #2929409 that was named “Matilda” by Mike’s father, Gary, when he owned this amazing vehicle. In collaboration with Brian Yingling, who created the CAD models and performed detail finishing, CIDEAS brought this car to life using Fused Deposition Modeling (FDM) and Stereolithography (SLA). According to Littrell, 99.9% of the car is 3D printed; the only exceptions are fabric and leather coverings, brass spokes, and brass nuts. Andrew Graves, equipment partnership manager for DSM Functional Materials, said, “As a judge in this year’s AMUG Technical Competition my job was incredibly difficult. In the Advanced Finishing category, some of the detailed work, painting skills, and finishing skills were faultless. Ranking the entries really came down to who had truly pushed the boundaries of finishing techniques.” Vince Anewenter’s winning entry in the Advanced Concepts category was titled, “Tamper Proof Gages.” Judges cited the practicality of the application and the ingenuity in resolving a common problem as reasons for the award. The gage was made for Capitol Stampings Corp. to allow shop-floor personnel to quickly perform several quality control measurements on two versions of a stamped part. The ingenious aspect is that Anewenter’s team elected to use a ceramic-filled SLA resin that would fracture if struck or dropped. Fracturing prevents a common problem of unreported gage damage, which can lead to unnecessary scrap and rework. Graves said, “In the Advanced Concepts category, the challenge was really to find entries that genuinely pushed the envelope in terms of a unique or advanced use for additive manufacturing. This year’s winner in that category proved that thinking outside the box sometimes yields a solution that can be beautiful in its simplicity.” For Advanced Concepts, Ryan Van Deest of Caterpillar Inc. took second place with a working 1:9 scale model of the company’s CAT 336 D2 hydraulic excavator. Third place was awarded to Richard Smeenk of Agile Manufacturing for a 58-inch, single-piece-construction boat console. In the Advanced Finishing category, Patrick Walls of Laser Prototypes Europe Ltd. (LPE) was awarded second place for a recreation of the DeLorean time machine from “Back to the Future.” Mike Scianna and John Warner of DSM Functional Materials took third place with a three-foot-tall replica of a samurai. As winners of the Technical Competition, which recognizes excellence in additive manufacturing applications and skill in finishing additive manufacturing parts, Littrell and Anewenter each received complimentary admission to the 2018 AMUG Conference and a commemorative award. Judges for the Technical Competition were Graham Tromans, Andrew Graves, Tim Gornet, Judy Gill and Steve Kossett. AMUG is an organization that educates and advances the uses and applications of additive manufacturing technologies. AMUG members include users of all commercial additive manufacturing/3D printing technologies used in professional capacities from companies such as Stratasys, 3D Systems, ExOne, Renishaw, Carbon, HP Inc., SLM Solutions, EOS, Concept Laser, and Prodways. AMUG meets annually to provide education and training through technical presentations on processes and new technologies. This information addresses operation of additive manufacturing equipment and the applications that use the parts they make. Online at http://www.am-ug.com.
Muthuswamy B.,Milwaukee School of Engineering
International Journal of Bifurcation and Chaos | Year: 2010
This paper provides a practical implementation of a memristor based chaotic circuit. We realize a memristor using off-the-shelf components and then construct the memristor along with the associated chaotic circuit on a breadboard. The goal is to construct a physical chaotic circuit that employs the four fundamental circuit elements - the resistor, capacitor, inductor and the memristor. The central concept behind the memristor circuit is to use an analog integrator to obtain the electric flux across the memristor and then use the flux to obtain the memristor's characterstic function. © 2010 World Scientific Publishing Company.
Kuhfittig P.K.F.,Milwaukee School of Engineering
Advances in High Energy Physics | Year: 2012
This paper reexamines a special class of thin-shell wormholes that are unstable in general relativity in the framework of noncommutative geometry. It is shown that, as a consequence of the intrinsic uncertainty, these wormholes are stable to small linearized radial perturbations. Several different spacetimes are considered. Copyright © 2012 Peter K. F. Kuhfittig.
Milwaukee School of Engineering | Date: 2014-03-13
An actuation system for a joint includes an actuator having a piston, an articulating element coupled to the actuator that is driven by the piston to match a gait cycle of an appendage, an energy source engaged with the piston that energizes working fluid within the actuator to drive the piston and generate exhaust gas, a plurality of valves coupled to the actuator, and an exhaust gas holding element coupled to the actuator that is sized to hold a volume of the exhaust gas contained within the actuator.
Milwaukee School of Engineering | Date: 2014-03-13
A unit cell for a lattice structure includes eight unit trusses disposed at vertices of the unit cell. A single unit truss is disposed at a centroid of the unit cell. Each of the nine unit trusses includes fourteen struts. Lattice structures are commonly used to connect various loads within a volume of space. Most such structures, however, have a rigid definition for their topology, and are unable to conform to shape or load directions. Additionally, conventional lattice structures are homogeneous, having dimensions and properties that are consistent throughout. These constraints, generally imposed for ease of manufacturing and assembly, prevent the development of highly robust and efficient structures, and limit the potential for multi-functional applications.
Agency: NSF | Branch: Standard Grant | Program: | Phase: I-Corps | Award Amount: 50.00K | Year: 2016
The broader impact/commercial potential of this I-Corps project addresses many of the concerns people may have with blood donation and transfusion, including ethical and religious reasons, as well as a number of supply chain related issues. According to the America Red Cross, approximately 36,000 units of red blood cells are needed every day in the U.S., which corresponds to a $1.5 billion annual market. Importantly, many of the risks associated with human blood can be mitigated or eliminated with an engineered product. Other issues include cost and availability of human blood and its processing, such as screening for infectious diseases or spot availability in the supply chain due to natural or other disasters. It is possible that an engineered blood product could become widely available throughout the world and be shipped in large quantities as and where needed, addressing significant supply chain issues. The widely available engineered product may also provide a more affordable alternative to human blood, driving down the costs of expensive human blood products. Lastly, the engineered blood product could also be made available for veterinary procedures where collection systems of animal products is limited.
This I-Corps project investigates the commercialization of an engineered red blood cell product, based on natural biopolymers, which mimics natural red blood cells both morphologically and functionally. A prototype has been developed by using a novel polymeric red-blood-cell-shaped hydrogel microcapsule to enclose hemoglobin, which is vastly different from other existing prototypes that exclusively focus on non-encapsulated hemoglobin. The prototype has been tested under physiological conditions, ensuring potential clinical applications. This engineered product is ultimately aimed at replacing human red blood cells for blood transfusion.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 59.83K | Year: 2014
This collaborative project between Northern Illinois University, The Milwaukee School of Engineering, and Rutgers University intends to improve student learning in sophomore-level engineering dynamics. Engineering dynamics is a required topic for a large fraction of all engineering majors including mechanical, aerospace, biomechanical, and civil engineering. The material is challenging and many students struggle to master the important concepts encountered in this course. The project will utilize a virtual reality simulated environment to present interactive challenges that require application of engineering dynamics principles to solve. This interactive environment, called Spumone, was developed under previous NSF-sponsored projects. In pilot studies, use of Spumone by students has been shown to improve learning of engineering dynamics concepts. The current project will expand the use of this simulated environment to evaluate the effectiveness in a wider range of students. The primary purpose of the project is to take an educational simulation that was designed and tested in the classrooms of a single educator, and broaden its reach to the classrooms of other educators. In doing so, the investigators will discover which features of the simulation-based learning environment favor broader adoption, and which impose barriers. Lessons learned will enable even wider adoption of a promising intervention, designed for a critical sophomore-level engineering course that tens of thousands of students take each year. It is expected that lessons learned will be transferable to other efforts to build video-based STEM learning environments.
Using virtual reality and complex simulated environments has been shown to engage teens and young adults in problem-solving tasks that are often long, difficult, and require high level critical thinking skills. The degree of engagement produced by video simulations extends across all races and socioeconomic backgrounds. Some of these simulations are found to appeal to both males and females. The investigators working on this project have been developing simulated environments for use in teaching core mechanical engineering courses. In their studies, they found that students who learned in the simulated video environment, achieved higher scores on standard concept tests, compared to students who took the courses that did not employ simulations. Furthermore, students who learned with the simulation were more engaged, more motivated, and much more likely to pursue advanced studies in the same subject. A pivotal step in bringing simulation-based engineering education to a wider audience is that of making the simulation easy to adopt by other educators. In this project a group of potential adopters will work together to modify their courses to incorporate the simulation. At the same time the potential adopters will inform the simulation designers how to modify the application to best fit into their courses. In the process the project investigators will perform an educational test in which they determine if the gains in learning and student engagement achieved by the developer can be replicated by the new adopters. Evaluation of the project will provide information about the effectiveness of video-based STEM learning environments and the extent to which this simulation is easy to adopt by other educators. An implementation evaluation component will assess whether the project is being conducted as originally envisioned. A progress evaluation component will assess progress toward answering the design and research questions, as well as progress toward the goal of successfully implementing Spumone in the alternate settings. Summative evaluation will assess the overall success of the project in rigorously answering the design and research questions as well as assessment of the goal of implementing video-based STEM learning environments on a larger scale.
Agency: NSF | Branch: Standard Grant | Program: | Phase: HUMAN RESOURCES DEVELOPMENT | Award Amount: 348.40K | Year: 2015
BROADER SIGNIFICANCE OF THE PROJECT:
This REU site renewal site advances applications of additive manufacturing has the powerful advantage of providing opportunities for interdisciplinary projects that culminate in excellent applied engineering research activities. The activities will help participants develop a passion for lifelong learning and will encourage entrepreneurship and global impact involving the useful sometimes patentable devices that will be created. The MSOE-REU Site will continue to be a research incubator for several first-generation and traditionally underrepresented students from all across the nation, especially from second tier/ non Ph.D. granting schools. To date, this program has provided 161 students with research opportunities. Of the 148 students who have completed their baccalaureate, 59% have completed or are pursuing advanced degrees, with several in faculty positions. The most recent award has served 21 students, of whom 67% are from other institutions, 38% minorities and others (14% African American), and 52% women. Of the 8 who have completed a baccalaureate, 75% are in graduate school.
The commitment to diversity, strong mentoring environment, interdisciplinary nature of the program, and an established record of impact on participants decisions to pursue graduate studies will continue to be major markers of the MSOE-REU. A new feature in the proposed site is to broaden the participants role in diversity through 1) creation of five K-12 learning modules amidst interaction with teachers and students on campus during summer and 2) enablement of a global perspective among all participants and advisors while two students engage in laser-based materials research at the Council of Scientific and Industrial Research and the University of Johannesburg, South Africa during the middle six weeks of the 10-week REU program.
This three-year summer REU renewal site at MSOE, funded by the National Science Foundations Division of Engineering Education and Centers, will offer seven undergraduates annually opportunities to conduct research in advances (micro-, hybrid, laser-based metal) and applications (bio-nano) of additive manufacturing (AM). The range of new and functional AM applications and materials is growing rapidly and unprecedented technological advances in this field are affecting our daily lives. Also, the AM application, in addition to its unique features of accuracy, reduction in development and delivery time, and reliability, is becoming cost-effective because of the advancement of materials. The international component, with two participants conducting materials science research in a global setting during the middle six weeks of the program provides a new dynamic to all participants enriching their experience and bringing a global perspective besides the collaborative research accomplishments. These two participants will be typically MSOE juniors who have had exposure to AM on campus and have completed materials science course(s) with an adequate preparation to participate in advanced materials research at the Council of Scientific and Industrial Research, South Africa and the University of Johannesburg.
The five participants conducting AM applications research on campus will be chosen among applicants from other institutions; they will create learning modules for K-12 outreach from their own research projects and will interact with Project Lead the Way teachers and students on the premises. Bi-weekly virtual meetings will be arranged for interaction among all participants. This ten-week program is geared to attract a broad mix of students, typically 50% women, 25% underrepresented minorities and more than 60% from other institutions. Participants will conduct research in a strongly mentored environment. Students will receive a career-enriching experience from a well-established and well-run program culminating in a final paper, a national conference presentation and a strong desire to pursue a graduate degree. Two additional participants under NSF Center for Compact and Efficient Fluid Power work alongside these students each year, making the team a rich cohort with excellent collaborative research interactions.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 540.09K | Year: 2013
The Connecting Researchers, Educators and Students (CREST) program (http://cbm.msoe.edu/crest) is designed to advance use of physical and computer based models of molecular structures to enhance student learning, introduce students to science research and to determine the impact of these additions to the learning environment. Both the 3-D printed protein models and the accompanying learning materials are produced by teams of students and faculty in consultation with researchers whose work is described in the materials or based on a reading of the appropriate primary literature. This current project is disseminating the CREST approach to other institutions through workshops and web-based materials. The project also adds to the information concerning the learning outcomes evolving from CREST since it focuses on the rigorous assessment of the impact of the program on student learning at three large institutions (UW-Madison, Stony Brook University and Rochester Institute of Technology), while simultaneously testing new paradigms of scalability and dissemination across the nation. A new component of this expansion project involves partnering with the Medical College of Wisconsin to offer training to future faculty in student-centered, active pedagogy.
The intellectual merit of this proposal is that it responds to recent calls to transform undergraduate education so that students actively engage in science discourse and practice and the strength and experience of the leadership team.
The broader impact of this project is the information it is gathering on the importance of physical models and visualization in helping students understand biochemical and molecular processes and their importance in metabolic and pharmaceutical processes.