Cube Senior Design Program- Summer 2015
- I am the lead curriculum designer for the CS/CSE Senior Design Projects at the Cube, and I am mentored by Professor Mark Fontenot.
- At SMU, each senior engineering student completes a senior design project in which they work two semesters on a multi disciplinary team of engineering students to solve a problem. Until 2015, the problems were given to them by an outside company or organization. For this upcoming school year (2015-2016), Professor Mark Fontenot (SMU Lyle School of Engineering, Computer Science department) is taking over the Senior Design class for CS students so that they can use their time in Senior Design to work on their own ideas. .
- Because of the start-up-like nature of these self driven projects, the Cube has been asked to parter with the Senior Design program to put the seniors through a start-up acceleration cycle to help turn their ideas into more viable businesses. The process can be best summarized as, the CS/CSE Senior design students develop their idea(s) and the Cube helps them grow their seed idea into a start up company.
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Cube Website Development- Summer 2015
- While working with the Cube, I realized that because so much of the program’s value is to provide information to the SMU students who use the Cube, the Cube needed its own, multi functional website (Visit the Website)
- I am minoring in CS and I decided to lead this project. I am passionate about the Cube’s mission to help students advance their ideas, and building this website is an essential step to accomplish that goal
- The website will initially have four main components to it:
- An about section that gives all the general information about the Cube, what it is, and how to get involved
- A list of all the mentors (professionals or professors who are willing to help out students via the Cube) who are involved in the Cube and information for how students can contact them
- An online library of articles and suggested readings that the students can use to teach themselves the basics of the topics taught by the Cube
- An online directory of students who are using the Cube that will allow the students to search for other students who might be interested in working on their projects/ideas with them.
- There were several different options available for creating the Cube’s website, and it was my responsibility for deciding on the best solution given our constraints.
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Search Engine- Fall 2014
- Created a Inverted File Index based search engine that searched through a corpus of roughly 200,000 WikiBooks and utilized boolean based queries and Term Frequency Inverse Document Frequency to rank the search results
- Worked with a fellow student in my Data Structures class over the course of 3.5 weeks to produce the search engine.
- Learned to work with and use pre-existing code from outside sources in our project (such as the Porter word Stemming library) to supplement our own code.
- Our professor supplied a series of deadlines in terms of having certain pieces of functionality accomplished throughout the lifetime of the project that we had to meet. The most major deadline required us to be able index a minimum amount of documents in a specified time, which my partner and I successfully accomplished (a feat that only about half of the class was able to accomplish in time)
- Learned to work collaboratively as a group while working on complex projects such as this. By utilizing products such as GitHub, we were able to productively divide up the work and keep the project on schedule despite having to work on the project from different locations at times (we had to work from our respective home cities during the week of Thanksgiving break)
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First Year Design Project- Spring 2014
- Worked on a multi-disciplinary team of freshmen engineers (Computer Scientists, Mechanical Engineers, Electrical Engineers) to design and build an autonomous (self-navigating), water finding and remediating robot over the course of the Spring 2014 semester
- The course was structured in a way that allowed for our team's lack of high level technical knowledge (since it was a team of freshman), to not hinder our ability to fully utilize our problem solving skills and work through the full design experience. Because of the low technical barrier, the success of our team was highly correlated to our raw, creative problem solving abilities.
- Utilized 3D modeling, laser cutting, and 3D printing to aid in the design and production of our robot
- Utilized Agile SCRUM process models to organize our teams progress and test our progress with the professors
- The project was run in sprints, according to the SCRUM methodology, which lasted anywhere from one to three weeks in length. Each sprint ended in a deliverable, which came in the form of either a technical presentation or a physical demonstration of the robot's functionality. Our team successfully met each of the deadlines/sprint goals, and, according to the professors, had produced the most functional robot at the time of each of the demonstrations.
Folding Longboard Design Project- Summer 2014
- Pursued a personal design process to develop a commercially viable foldable longboard skateboard over the course of the 2014 summer
- This project was purely self-driven
- Collaborated with professors to gain the information needed to test the practicality of the design
- Modeled and analyzed the structural integrity of the design using 3d computer aided design software, Autodesk Inventor
- Selected the materials for the board, and experimented with materials during the process of manufacturing several prototypes of the design
- This project is still on-going, and a 3rd prototype is currently being produced
More in-depth, technical drawings than the images shown are not yet published in order to help protect intellectual property