2011 - 2015

Name:_____________________

Graduate Research Education Programme in Engineering

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Table of Contents

Contacts 3

Course Outline 4

Academic Calendar 9

Course Regulations 10

Useful websites 12

Funding and Logos 13

Student Profiles 15

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Please direct all enquiries to grepeng@tcd.ie

Trinity College Campus Map

SECURITY AT TCD

24 hour Security Centre contact number is 01-8961317 and the emergency number is 01-8961999

Contacts

Course Director: Professor Kevin O’Kelly Email: Kevin.OKelly@tcd.ie

Course Administrator: Lisa O’Neill

Contact Address: GREP Eng

Parsons Building Trinity College,

Dublin 2. Telephone: +353-1-8963368 / 3393 Email: grepeng@tcd.ie

Websites: www.tcd.ie/bioengineering

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The Graduate Research Education Programme in Engineering (GREP-Eng) is a multi-institutional

programme designed to produce high quality engineering PhD graduates interested in the design

and development of devices and systems that will drive economic growth and sustainability and

solve current human problems in healthcare and energy. The GREP-Eng programme brings together

expertise from Trinity, UCD, UCC, and DIT to provide a structured approach to research education for

doctoral scholars.

The programme integrates core scientific knowledge and translational research with innovation and

entrepreneurship to leverage the fundamental research being carried out in the partner universities.

The programme is initially focussed on two strands where the partner institutions have established

and high quality research activity. Within each strand are specific themes reflecting the expertise of

the partner institutions and the Principal Investigators.

Bioengineering & Medical Devices (TCD, UCD)

Sustainable Energy & Energy Efficient Devices (TCD, UCD, UCC, DIT)

The GREP-Eng programme introduces formal taught modules into the research PhD programme to

accelerate and enhance the researchers’ development. The modules cover three specific areas:

Innovation & Entrepreneurship

Transferable skills

Discipline specific skills

The innovation modules are common to all PhD students whereas the transferable and discipline

specific skills modules are tailored to each strand and to specific themes within each strand.

Interaction with industrial partners both in Ireland, Europe and worldwide is an integral part of the

programme to ensure an understanding of how their work can be integrated into the market place.

The GREP-Eng programme strives to incorporate exchanges with other research labs and industry to

help students place their own research in a global context.

Academic Year Structure Course Outline

Distinctive features of this programme

The GREP-Eng PhD differs from traditional PhD research programmes in several significant aspects:

• A unique PhD structure spanning the engineering programmes of Trinity, UCD, UCC and DIT.

• A structured 4-year programme that combines formal teaching with a full PhD research project.

• A choice of research projects with internationally renowned investigators. • An innovative curriculum with taught modules in discipline specific and

transferable skills. • Placements in academic research groups, industry and clinical research facilities. • Annual scientific meetings. • A stipend of €16,000/year plus research and travel allowance and PhD fees (for EU

students).

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The medical devices industry in Ireland comprises over 140 companies employingmore than 24,000 people. This structured PhD programme is a new departure fromexisting practices and provides a focused, coordinated education geared towardsenabling creativity and research skills whilst enhancing research impact throughtechnology transfer and potential for “start-ups”

This programme builds on expertise in The Trinity Centre for Bioengineering (TCBE)and the Biomedical Engineering Research Centre (BMERC) in UCD to provide PhD leveleducation in key areas such as tissue engineering, neural engineering, biomechanics,biomaterials and implanted medical devices. It is aligned with existing industrialcollaborations (IMDA), research institutes (TRIL, TILDA) and clinical/medical sciencecollaborations with the RCSI and numerous teaching hospitals. This programme willenable the students to recognise how their research can lead to the innovation andcreative design process fundamental to a sustainable economy.

The programme

Strand 1Bioengineering & Medical Devices

Regenerative Medicine, Musculoskeletal Research,Cardiovascular Systems, Biomaterials, and NeuralEngineering: these research themes are based on theintersection of biomedical science and engineering andform the foundation for enabling technologies inbioengineering.

The emphasis of the research programme is to seek outadvances in key areas of active and passive implantabledevices, surgical and medical device design, as well asinforming clinical studies and interventions in ageing,neurodegeneration and rehabilitation.

The research projects

Graduate Research Education Programme in Engineering –

Strand 1 2011 - 2015

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The taught component

The TCD/UCD graduate research programme in bioengineering and medical device design is designed to immerse graduate students in the multidisciplinary arena of bioengineering and medical device design. Students begin the course by taking fundamental bioengineering subjects which are taught by academic researchers based at the two institutions. Following from this, the students will work with collaborators drawn from scientists, engineers, researchers, clinicians, and medical device industry professionals to work on applied topics in the field of medical device design. The programme offers students the opportunity to develop new medical device concepts or develop new fundamental research in bioengineering. The discipline specific skills are delivered in modules such as:

Strand 1Bioengineering & Medical Devices

Bioengineering Fundamentals Modules

Rehabilitation Engineering

Biomaterials

Advanced Signal Processing

Cell and tissue engineering

Biomechanics

Impact mechanics

Anatomy and physiology

Medical Device Design Modules

Material Selection

Implant Design (orthopaedic, neural, and

cardiovascular devices)

Regulatory pathways (FDA and CE)

Medical device risk analysis

Intellectual property & medical device design

Roadmaps for the business and clinical

development of a new medical device technology

Technical areaNeural

Engineering

Musculoskeletal

Research

Cardiovascular

SystemsBiomaterials

Regenerative

Medicine

TCD

UCD

Graduate Research Education Programme in Engineering –

Strand 1 2011 - 2015

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The specific projects address topics in Power Electronics & Smart Grid;Performance of Energy Systems (mechanics); Materials; and Rationaluse of energy. These projects will have a strong bias towards appliedresearch with a focus on the development of innovative solutions inenergy systems. Commercial exploitation of the research will beencouraged.

Strand IISustainable Energy & Energy Efficient Devices

The European Commission and EU governments have agreed to cut greenhouse gas emissions by 20%, increase the use of renewable energy by 20% and cut energy consumption by 20% through improved energy efficiency by 2020. The national target is to increase renewable electricity supply by 40% and reduce energy consumption by 20%, highlighting the importance of the electricity system as the key enabler for future emission targets and security of supply. This focus on renewable energy and energy efficiency in end use and generation have been identified in Ireland and globally as major opportunities for economic growth and development in Ireland and globally. In this context, Ireland’s lack of fossil fuels, the abundant renewable energy potential, the isolated nature of the single synchronous electricity grid and the substantial manufacturing base offer a globally unique research environment for developing sustainable energy solutions.

The programme

The energy strand of the Engineering GREP will prepare studentsto function at a high level in the broad field of energyengineering. A key focus of the research projects will be on theintegration of innovative technologies within complex energysystems.

The partners have a strong record in electrical and thermalenergy systems with a focus on power generation, distributionand use. UCD leads world-class research in electrical power,renewable energy and grid integration. TCD and UCC are leadersin renewable energy and installation technologies forwind/wave/tidal systems. The focus, in conjunction with DIT ison innovative and commercially relevant devices andtechnologies for reducing the use of energy.

The research projects

Graduate Research Education Programme in Engineering –

Strand ll 2011 - 2015

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The taught component

Each student must successfully complete graduate level modules as well as engaging in the specific research project. The discipline specific elective modules will present the state of the art knowledge in various aspects of energy technology. These modules will cover topics such as:

Technical areaPower Electronics

& Smart Grid

Performance of

Energy Systems

Materials for energy

systems

Rational use of energy

use

Energy

applicationWind, ocean, solar

Wind, ocean, thermal

generation

Solar and thermal

electric generation

Efficiency in

manufacturing &

buildings

TCD

UCD

DIT

UCC

Strand II Sustainable Energy & Energy Efficient Devices

Sustainable energy & the smart grid modules

Grid integration and transmission of renewable energy

Power electronics

Smart grids

Ocean & Wind Energy Systems

Energy efficient devices modules

Solar energy devices

Design and performance of thermal energyconversion devices

Energy Efficient buildings

Energy policy modelling

Graduate Research Education Programme in Engineering –

Strand ll 2011 - 2015

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Academic Calendar 2014/2015

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Results Students are required to pass all modules of the course. TCD does not award grades to M.Sc. degrees. The pass mark for the course is 50%.

Regulations for re-checking/remarking of Examination Scripts

i) All students have a right to discuss their examination and assessment performance with the appropriate members of staff as arranged for by the Course Coordinator. This right is basic to the educational process. ii) Students’ examination performance cannot be discussed with them until after the publication of examination results. iii) To obtain access to the breakdown of their results students should make a request to the Course Coordinator. iv) Having received information about their results and having discussed these and their performance with the Course Coordinator and the appropriate staff, students may ask that their results be reconsidered if they have reason to believe:

- that the grade is incorrect because of an error in calculation of results, - that the examination paper specific to the student’s course contained questions on subjects

which were part of the course prescribed for the examination, or - that bias was shown by an examiner in marking the script.

In the case of the above, the request should be made to the Course Coordinator. Once an examination result has been published it cannot be amended without the permission of the Course Coordinator.

Commendation for Projects

The Course Committee, in consultation with the External Examiner, may award a commendation for

projects of exceptional merit.

Commencements

When the results of an examination have been published, successful candidates at that examination who seek to have the degree conferred on them at a particular Commencements ceremony must give notice on the prescribed form obtainable from the Proctors' Office. Postgraduate students must download and complete the Notice of Candidature pack from the Proctors’ office website: www.tcd.ie/vp-cao/apse/vpapsecc.php . Forms must be returned so as to reach the Proctors’ Office by close of business on the appropriate closing date. Candidates are advised that closing dates are very strictly adhered to, and late applicants will not be admitted to the selected ceremony; however, they may be admitted to the next available commencements session.

Course Regulations

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Class Descriptors The following Descriptors are given as a guide to the qualities that assessors are seeking in relation to the grades usually awarded. A grade is the anticipated degree class based on consistent performance at the level indicated by an individual answer. In addition to the criteria listed examiners will also give credit for evidence of critical discussion of facts or evidence. Guidelines on Grades for Essays and Examination Answers

Range Criteria

90-100 IDEAL ANSWER; showing insight and originality and wide knowledge. Logical, accurate and concise presentation. Evidence of reading and thought beyond course content. Contains particularly apt examples. Links materials from lectures, practicals and seminars where appropriate.

80-89 OUTSTANDING ANSWER; falls short of the ‘ideal’ answer either on aspects of presentation or on evidence of reading and thought beyond the course. Examples, layout and details are all sound.

70-79 MAINLY OUTSTANDING ANSWER; falls short on presentation and reading or thought beyond the course, but retains insight and originality typical of first class work.

65-69 VERY COMPREHENSIVE ANSWER; good understanding of concepts supported by broad knowledge of subject. Notable for synthesis of information rather than originality. Sometimes with evidence of outside reading. Mostly accurate and logical with appropriate examples. Occasionally a lapse in detail.

60-64 LESS COMPREHENSIVE ANSWER; mostly confined to good recall of coursework. Some synthesis of information or ideas. Accurate and logical within a limited scope. Some lapses in detail tolerated.

55-59 SOUND BUT INCOMPLETE ANSWER; based on coursework alone but suffers from a significant omission, error or misunderstanding. Usually lacks synthesis of information or ideas. Mainly logical and accurate within its limited scope and with lapses in detail.

50-54 INCOMPLETE ANSWER; suffers from significant omissions, errors and misunderstandings, but still with understanding of main concepts and showing sound knowledge. Several lapses in detail.

45-49 WEAK ANSWER; limited understanding and knowledge of subject. Serious omissions, errors and misunderstandings, so that answer is no more than adequate.

40-44 VERY WEAK ANSWER; a poor answer, lacking substance but giving some relevant information. Information given may not be in context or well explained, but will contain passages and words which indicate a marginally adequate understanding.

35-39 MARGINAL FAIL; inadequate answer, with no substance or understanding, but with a vague knowledge relevant to the question.

30-34 CLEAR FAILURE; some attempt made to write something relevant to the question. Errors serious but not absurd. Could also be a sound answer to the misinterpretation of a question.

0-29 UTTER FAILURE; with little hint of knowledge. Errors serious and absurd. Could also be a trivial response to the misinterpretation of a question.

Course Regulations

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Useful Websites at Trinity: Trinity Centre for Bioengineering: www.tcd.ie/bioengineering

Neural Engineering: www.mee.tcd.ie/neuraleng/

School of Engineering website: www.tcd.ie/Engineering/

Mechanical Engineering website: www.tcd.ie/mecheng

Graduate Studies website: www.tcd.ie/graduate_studies

Sports: www.tcd.ie/sports

Student Counseling: www.tcd.ie/Student_Counselling/

International Office www.tcd.ie/international/

Useful Neural Engineering Websites:

IEEE Engineering in Medicine and Biology Society www.embs.org

Journal of Neural Engineering http://iopscience.iop.org/1741-2552

IEEE Transactions on Neural Systems and Rehabilitation http://tnsre.bme.jhu.edu/

IEEE Transactions on Biomedical Engineering http://tbme.embs.org/

The Society for Neuroscience http://www.sfn.org/

Pubmed: http://ncbi.nlm.nih.gov/pubmed

The brain from top to bottom: www.thebrain.mcgill.ca

Brain explorer www.brainexplorer.org

The whole brain atlas: www.med.harvard.edu/AANLIB

Useful Websites

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It is extremely important to comply with the specific publicity requirements of the ERD and the

consistent and correct use of its logos, as co-funding body of the PRTLI Cycle V Programme. Please

note that non non-observance could lead to financial penalties.

On this regard, please note the 4 logos to be used:

-EU Structural Funds

-ERDF

-Department of Jobs, Enterprise and Innovation (DJEI)

-Higher Education Authority (HEA),

all of which can be downloaded from http://www.hea.ie/content/manuals.

The logos should be used in:

• Billboards/Publicity Signage

• Plaques

• Brochures/Literature

• Application Forms

• Annual Reports

• Display/Exhibition stands

• Videos

• Advertisements & Supplements

• Conference Material

• CDROMs/ DVDs

• Websites

• Offer letters, correspondence with projects/beneficiaries

• Press releases

• Launches/Awards

• Posters

Funding and Logos

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Also the tagline ‘Investing in your future’ should be added underneath. Should it not be possible to

include logos within publications, then a statement needs to be included acknowledging that the

project was co-funded by the European Regional Development Fund and the HEA.

For Example:

Acknowledgement: This research was carried out thanks to funding from the HigherEducation

Authority of Ireland through the Graduate Research Edu-cation Programme in Engineering,

(Programme for Research inThird-Level Institutions - cycle 5 (PRTLI5)).

Funding and Logos

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GREP-Eng PhD Students

Bioengineering:

Martin Holmes – Acoustic Analysis of Respiratory Sounds for Assessment of Pulmonary

Function

Alejandro Lopez Valdes - Exploring electrophysiological correlates of cochlear implant user

performance via single channel electroencephalography

Michael Crosse - Rapid assessment of sensory function in psychiatry

Student Profiles

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Gillian Gunning - Characterization and Decellularization of the Mitral Valve

Henrique Vazao de Almeida - Porous decellurized engineered cartilaginous tissue as a

bioactive scaffold for articular cartilage repair

Masooma Naqvi - Optimum Cell source, Biomaterial and Microenvironment to Promote

Regeneration of the Nucleus Pulposus of the Intervertebral Disc (IVD)

Gerard Cooney - A Wound Closure Device for Laparoscopic Surgery

Student Profiles

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Jacob Mealy - Development of Hydroxyapatite Scaffolds for Use in Bone Tissue Engineering

Laura Frey - Development of active implanted electrode systems for chronic neural

applications

Clive Curley -

Student Profiles

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Energy:

Daniel Keogh - Flow induced vibration in nuclear steam generators

Eoin Fanning - Optimization of Heat Transfer Processes in Biomass CHP Plants

Kate Smith - Advanced Thermal Management of Telecoms Hardware

Student Profiles

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Jeff Morgan - Measurement of energy consumption and subsequent adaptive control of

machine tools in Manufacturing Process Chains (MPC’s), in order to optimise energy and

resource efficiency

Maria Browne - The Use of Phase Change Materials for Temperature Regulation of

Photovoltaic (PV) Systems

Diarmuid Jackson - Active Fluidic Control of Wind and Tidal Turbines using Synthetic Jet

Actuators

Student Profiles