Engineering

Follow your passion for Engineering

The Loras College Engineering program provides students the opportunity to develop strong technical and design skills. Studying Engineering at Loras is an experience in the wide variety of topics within mechanical engineering and electrical engineering such as analyzing and controlling dynamic systems, electrical circuits, and computer programming. The interdisciplinary nature of the degree fits very well into a liberal arts college, whose goal it is to produce broadly-educated graduates.

ABETABET accreditation ensures our Engineering program meets the highest quality standards. We are one of only a few Engineering programs in Iowa accredited.

ADDITIONAL INFORMATION
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THE ENGINEERING STUDENT EXPERIENCE

The student experience is a vital component to college success. Loras Engineering students have engaged in activities such as; building solar panels, designing a gaming console, placed at regional design contests, and much more.

  • Building solar panels at our adopted Catholic high school in Haiti which allowed students to apply their engineering knowledge, advance their commitment to sustainability and provide service to those who are truly in need.
  • Introducing the “E-Walk” so that Loras personnel from the Provost to Campus Safety staff can traverse the campus in sustainable, affordable and efficient ways.
  • Creating the Loras logo for entry signs to the College as a senior capstone to demonstrate an ability to work collaboratively and provide a lasting gift to their alma mater.
  • Serving a Dubuque Stamp and Manufacturing Internship whereby our students designed the entire 40,000 square foot facility expansion.
  • Designing a functional, programmable, and user-friendly gaming console (e.g., Wii, Xbox) or green board that was selected as the first place winner at a prestigious regional competition.
  • For the past two years 100% of Loras Engineering graduates have passed a mock assessment of the national Fundamental of Engineering exam (50% is the national average).

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Major Requirements
Division of Mathematics, Engineering & Computer Science
Robert Keller, Ph.D., Chair

The engineering program combines mechanical and electrical engineering and emphasizes computer control of mechanical systems. Graduates are prepared to design mechatronic, robotic, and “smart” products. This curriculum provides students with several possible paths of study: a major in engineering, an individualized major in engineering studies (recent examples have included engineering management, biomedical engineering and applied physics), or a typical pre-engineering curriculum.

Requirements for the major in Engineering (B.S.):
A grade of C- or better is required in all courses taken for the major.

Req Course Cr’s
1   L.CHE-111: General Chemistry I 4
2   L.CIT-115: Programming & Software Design Basics 4
3   L.CIT-219: Computer Organization 4
4   L.CIT-225: Data Structures 4
Select either two from Req 5a or one from Req 5b
5a   L.MAT-150: Calculus of One Variable I 4
5a   L.MAT-160: Calculus of One Variable II 4
5b   L.MAT-170: Accelerated Calculus of One Variable I-FM 4
6   L.MAT-260: Analytic Geometry and Calculus III 4
7   L.MAT-310: Ordinary Differential Equations 3
8   L.PHY-223: Physics for Engineers I 5
9   L.PHY-224: Physics for Engineers II 5
10   L.PHY-290: Physics Lab I 0
11   L.PHY-291: Physics Lab II 0
12   L.EGR-105: Intro to Engineering I 3
13   L.EGR-106: Intro to Engineering II 3
14   L.EGR-231: Engineering Statics 3
15   L.EGR-232: Engineering Dynamics 3
16   L.EGR-236: Properties and Mechanics of Materials 4
17   L.EGR-333: Fluid Mechanics 3
18   L.EGR-334: Thermodynamics 3
19   L.EGR-335: Electric Circuits 3
20   L.EGR-342: Modeling and Control of Dynamic Systems 3
21   L.EGR-350: Engineering Laboratory I 1
22   L.EGR-351: Engineering Laboratory II 1
23   L.EGR-352: Engineering Laboratory III 1
24   L.EGR-353: Engineering Laboratory IV 1
25   L.EGR-490: Engineering Capstone Design I-PJ 3
26   L.EGR-491: Engineering Capstone Design II 3
27   L.EGR-492: Engineering Capstone Design III 3
78 to 82 total required credits

Requirements for the minor in Engineering:
A grade of C- or better is required in all courses taken for the minor.

Req Course Cr’s
1   L.EGR-105: Intro to Engineering I 3
2   L.EGR-231: Engineering Statics 3
3   L.PHY-223: Physics for Engineers I 5
Select one from Req 4
4   L.MAT-160: Calculus of One Variable II 4
4   L.MAT-170: Accelerated Calculus of One Variable I-FM 4
Select two from Req 5
5   L.EGR-106: Intro to Engineering II 3
5   L.EGR-232: Engineering Dynamics 3
5   L.EGR-236: Properties and Mechanics of Materials 4
5   L.EGR-333: Fluid Mechanics 3
5   L.EGR-334: Thermodynamics 3
5   L.EGR-335: Electronic Circuits 3
5   L.EGR-342: Modeling & Control of Dynamics Systems 3
21 to 22 total required credits
Course Descriptions

L.EGR-105: Intro to Engineering I
Introduction to the engineering profession and its disciplines. Introduction to engineering design. Visualization of objects. Manual sketching of pictorials (isometric, oblique). Solid modeling using SolidWorks CAD software. Multi-view projection theory and standard engineering drawing practices (reading, dimensioning, auxiliary views and section views). Required for all engineering students. 3 credits.

L.EGR-106: Intro to Engineering II
Engineering design process applied to a team project involving the creation of a product that meets specific design specifications. The design project and other engineering problems will involve conceptualization, analysis, and implementation. Oral and written reports that are typical of engineering design process are required. Required for all engineering students. Prerequisite: L.EGR-105. 3 credits.

L.EGR-231: Engineering Statics
An introduction to engineering statics. Topics include vectors, resultants, equilibrium, structural analysis, centroids, friction, and moment of inertia. Prerequisite: L.MAT-150 or above. 3 credits.

L.EGR-232: Engineering Dynamics
An introduction to engineering dynamics. Topics include kinematics and kinetics (displacement, velocity, acceleration, work, energy, impulse, and momentum) for particles and rigid bodies. Prerequisites: Sophomore standing; L.EGR-231. 3 credits.

L.EGR-236: Properties & Mechanics of Materials
Introduction to materials and solid mechanics of typical engineering materials emphasizing how the microscopic scale properties impact the macroscopic properties such as stress-strain curves, hardness, fatigue curves, creep curves. Topics in solid mechanics include strains, stresses, Mohr’s Circle, shear and bending moment diagrams, simple structural members. This class also includes a semester-long design project. Prerequisites: L.MAT-160 or higher; L.EGR-106, L.EGR-231. 4 credits.

L.EGR-240: Mechatronics & Smart Product Design
A hands-on course in mechatronics which includes designing, constructing, and testing a smart system or product controlled using a microcontroller. Additional topics include: digital logic, transistors, relays, motor control, use of common sensors and actuators. Activities include a design project where students design, build, program, and test a product which is controlled by the microcontroller and an off campus daytrip or company tour. Prerequisite: An introductory programming course or equivalent background. 3 credits. January term.

L.EGR-242: Manufacturing Processes & Design
Method of commercial manufacturing. Includes topics of casting, forging, forming, joining, cutting, drilling, milling, and lathe work. Also includes: designing parts to make them easy to manufacture, workshop laboratories where students learn basic use and safety of metal and wood working equipment; completion of a project where students design and construct project of their choosing; and tours of local manufacturing facilities. There are no prerequisites although a CAD background may be helpful. 3 credits. January term.

L.EGR-333: Fluid Mechanics
The laws of fluid statics and dynamics. Topics include: properties of substances, fluid statics, the energy equation, the momentum equation, and viscous effects in external and internal flows. Prerequisites: L.CHE-111 or 114; L.EGR-232; L.MAT-260; L.PHY-224. 3 credits.

L.EGR-334: Thermodynamics
The laws of thermodynamics. Topics include: properties of substances and phase equilibrium, the first and second laws of thermodynamics, entropy, power cycles and refrigeration cycles. Prerequisites: L.CHE-111; L.EGR-232; L.MAT-260; L.PHY-224. 3 credits.

L.EGR-335: Electric Circuits
Introduction to DC and AC circuit analysis using Laplace Transforms, Kirchhoff’s laws, network simplification, nodal and loop techniques. Consideration of amplifiers, power supplies and discrete circuit elements including resistors, capacitors, inductors, diodes, transistors, and operational amplifiers. Introduction to circuit analysis tools. Prerequisites: L.PHY-224; L.MAT-310. 4 credits.

L.EGR-342: Modeling & Control of Dynamic Systems
Modeling and analysis of dynamic systems and controls in the electrical and mechanical realms. Categories of models include linear vs. nonlinear, 1st vs. 2nd order, continuous vs. discrete, transient, steady-state, and frequency responses. Open-loop and closed-loop control systems. Modeling will include computer simulations. Prerequisites: L.EGR-232; L.MAT-260, L.MAT-310; L.CIT-115; L.PHY-224. 3 credits.

L.EGR-350: Engineering Laboratory I
This is a laboratory course associated with the L.EGR-335: Electric Circuits course. A lab course in which students design, build and test of electric circuits of various types. Circuits that interface with mechanical systems will be emphasized. Prerequisites: L.MAT-310; L.CIT-115; L.PHY-224. Co-requisite: L.EGR-335. 1 credit.

L.EGR-351: Engineering Laboratory II
This is a laboratory course associated with the L.EGR-333: Fluid Dynamics course. This course will be focused on examining phenomena in fluid flow such as fluid statics, fluid energy, momentum, internal flows, drag, and viscous effects. This course will integrate engineering topics such as thermodynamics, controls, dynamic systems, circuits, dynamics and statics. Prerequisites: L.EGR-232; L.MAT-260, L.MAT-310; L.CIT-115; L.PHY-224. Co-requisite: L.EGR-333. 1 credit.

L.EGR-352: Engineering Laboratory III
This is a laboratory course associated with the L.EGR-342: Dynamic Systems course. This course will be focused on examining phenomena in modeling and control of systems in the mechanical and electrical realms. This course will integrate engineering topics such as thermodynamics, fluid dynamics, circuits, dynamics and statics. Prerequisites: L.EGR-232; L.MAT-260, L.MAT-310; L.CIT-115; L.PHY-224. Co-requisite: L.EGR-342. 1 credit.

L.EGR-353: Engineering Laboratory IV
This is a laboratory course associated with the L.EGR-334: Thermodynamics course. This course will be focused on modeling of thermodynamic systems (such as heat transfer and power cycles) and design of thermodynamics systems. This course will integrate engineering topics such as fluid dynamics, dynamic systems, circuits, dynamics and statics. Prerequisites: L.EGR-232; L.MAT-260, L.MAT-310; L.CIT-115; L.PHY-224. Co-requisite: L.EGR-334. 1 credit.

L.EGR-490: Engineering Capstone Design I-PJ
First part of year-long, multidisciplinary-team-based, open-ended engineering design project. Projects will target designing electromechanical systems. Skills practiced include teaming, project and time management, conflict resolution, literature search, job search, experimental design, oral and written reports. Prerequisites: L.EGR-105, L.EGR-106, L.EGR-231, L.EGR-232, L.EGR-236, two 300+ level L.EGR courses, and L.MAT-310. Completion of three of the five AGE categories is highly recommended. 3 credits.

L.EGR-491: Engineering Capstone Design II
Second part of year-long, team-based, open-ended engineering design project. Projects will target designing electromechanical systems. Skills practiced include teaming, project and time management, locating materials and services, conflict resolution, experimental design, oral and written reports. Design process will consist of students taking part in a simulated industrial work place setting. Students will interact with local companies to evaluate and access available resources and services. Students will complete self-reflection and self-assessment exercises. Prerequisite: L.EGR-490. 3 credits. January term.

L.EGR-492: Engineering Capstone Design III
Third part of year-long, team-based, open-ended engineering design project. Projects will target designing electromechanical systems.  Skills practiced include analysis and assessment, testing, redesign, project and time management, oral and written reports. Culmination of the project will include a poster presentation, formal written report, and team oral presentation. Course will also include preparation and review of topics for taking of the FE Examination. Prerequisite: L.EGR-491. 3 credits.

RELATED COURSES: Computing & Information Technology, Mathematics

ABET Accreditation

ABETOur ABET accreditation ensures our Engineering program meets the highest quality standards. We are one of only a few Engineering programs in Iowa accredited by ABET.


Loras Engineering Program Mission
The engineering program engages students in a rigorous, challenging, and comprehensive study of the fundamentals in engineering, mathematics, and science required to analyze, design, build, test and operate electromechanical systems in a manner that emphasizes interdisciplinary leadership that contributes to the profession and to society.

Loras College offers a high quality education with a small school atmosphere.

  • Dedicated Engineering Faculty who all have a Ph.D. degrees and industrial experience at such companies as Dow, IBM, Trane, and Stinar.
  • Most Engineering majors apply classroom concepts during internships. These internships are typically done in the summer. The proximity to employers means that students can also work at an internship part-time while still in school.
  • Students engage in design projects starting during the first year and continuing to the major senior design project.

Program Educational Objectives:
Within 3 to 5 years after graduation, graduates of the engineering program at Loras College will demonstrate the following:

  • The ability to employ their knowledge and skills in the fundamentals of engineering in one or more of the following pursuits:
    • Demonstrating proficiency in the engineering profession performing one or more of the following: research and development activities of design, build, test, verification, and documentation.
    • Studying in a graduate school program in engineering or a closely related field.
    • Using their problem solving and analytical skills to benefit society in a positive way through volunteer work or in a nonprofit organization.
  • Strong ethical standards and a sense of stewardship with economic and ecological resources consistent with Catholic Social Teaching.

Upon graduation from the Loras Engineering Program a student will have demonstrated the following:

  • An ability to apply knowledge of mathematics, science, and engineering
  • An ability to design and conduct experiments, as well as to analyze and interpret data.
  • An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, ethical, safety, and manufacturability.
  • An ability to function on multi-disciplinary teams.
  • An ability to identify, formulate, and solve engineering problems using appropriate mathematics, science, and engineering knowledge.
  • An understanding of professional and ethical responsibility.
  • An ability to communicate effectively.
  • The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
  • A recognition of the need for, and an ability to engage in life-long learning.
  • A knowledge of contemporary issues.
  • An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Enrollment:

  • 2015 Declared Engineering Majors: 25
  • 2015 Graduating Class: 9
Iowa Space Grant Consortium Affiliate

In December 2016, Loras College was voted by the Iowa Space Grant Consortium (ISGC) executive committee to become an academic affiliate with the ISGC.  The mission of NASA’s Space Grant Program is to contribute to the nation’s science enterprise by funding education, research, and informal education projects.  ISGC goal is to improve aerospace science, research, education, and outreach activities throughout the state.  Loras College is the first new academic member since the creation of ISGC.  Other academic affiliates include Iowa State University, University of Iowa, University of Northern Iowa, and Drake University. There are also government agencies, industrial partners, and nonprofit organizations working together in the ISGC.  Collaboration is encourage among the various partners.  As an academic affiliate, Loras College faculty will be eligible to apply for funding through ISGC competitions in higher education and research infrastructure programs.  Faculty can use these opportunities to conduct applied research and develop course curriculum dealing with NASA research areas.  Students will be eligible to apply to NASA internships, fellowships, and scholarships directly through ISGC or through NASA.  Students now have the opportunity to take what they learned in class room and applied it to a current NASA research area or project.  Read Full Article

CAREER OPPORTUNITIES

The Loras Engineering Program is committed to developing  professional students that excel in the field of engineering.  Graduates have gone on to exciting careers at companies such as Entegree, Epic, John Deere, Rockwell Collins, and Vermeerin or continue their education in graduate school. Your career could take off into one of these fields:

  • Process Engineer
  • Medical Doctor
  • Systems Engineer
  • Manufacturing Engineer
  • Work Designer
  • Design Engineer
  • Robotics
  • Quality Engineer
  • Manufacturing Engineer
In the News . . .
Loras now a partner in NASA-affiliated academic program
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DUBUQUE, Iowa – Loras College, Iowa’s first college, is the newest academic affiliate of the Iowa Space Grant Consortium (ISGC), a part of NASA’s…

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Loras College adds new biomedical track to engineering program
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For Immediate Release August 8, 2016 DUBUQUE, Iowa — Loras College, Iowa’s first college, will unveil its new biomedical track as part of its…

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Loras Engineering Program ABET accreditation
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The  Loras College’s engineering program is certified by the Engineering Accreditation Commission of ABET.  ABET certifies more than 3,100 programs in the United States…

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Loras College Department Staff

Thomas Carstens, Ph.D.
Assistant Professor of Engineering
563.588.7186 | Thomas.Carstens@loras.edu

Curriculum Vitae

Susan Crook, Ph.D.
Assistant Professor of Mathematics
563.588.7794 | Susan.Crook@loras.edu

Susan Crook earned her Ph.D. from North Carolina State University in 2013. At NCSU she worked in Numerical Analysis focusing on curve matching, which has real-world applications in object recognition and assembly. Since coming to Loras, Dr. Crook’s research has focused more on happy numbers (with a research group supported by the American Institute of Mathematics). She is interested in inquiry-based learning, both in the classroom and as a research topic. While she enjoys research, her real passion is teaching. At Loras, Dr. Crook has had the pleasure of teaching a variety of math courses and engaging with students across many majors. She loves getting students actively involved in playing with mathematics so that they can enjoy the “ah ha!” moments that mathematicians do. In her free time, Dr. Crook enjoys cooking and baking, traveling the world, discovering new musicians, and reading while cuddled up with her two cats, Penny and Nona.

Jacob Heidenreich, Ph.D.
Associate Professor of Mathematics
563.588.7793 | Jacob.Heidenreich@loras.edu

Curriculum Vitae

Prof. Heidenreich’s training is in mathematics and philosophy, centering on the field of Mathematical Logic. He has a strong interest in the historical development of mathematics, as well as the philosophical issues that have arisen during that development. In the past, he has worked on developing undergraduate research and the senior experience in the math program at Loras College. He developed the system by which math majors engaged in undergraduate research and present that research to their peers and professors. He also was responsible for beginning a tradition of student attendance and presentation at undergraduate conferences in mathematics. Recently, his interest is in the use of games in the classroom to enable deep student learning. He studies good game design, and how those design principles can be used to design various assignments and activities. He also develops games for use as teaching tools in the classroom.

Robert Keller, Ph.D.
Professor of Mathematics
Division Chair of Mathematics, Engineering, & Computer Science
563.588.7015 | Robert.Keller@loras.edu

Curriculum Vitae

Robert Keller is Associate Professor of Mathematics at Loras College and Chair of the Division of Mathematics, Engineering, and Computer Science. Rob has taught at Loras since earning his Ph.D. in Mathematics in 1999 from the University of North Carolina, Chapel Hill. From 2000-2004 he taught 5th- and 6th-grade Dubuque public school students part time through the Talented and Gifted program. For the past decade, Rob has delivered professional development in mathematics, and more recently in STEM education, for practicing K-12 teachers. These have included workshops for high school teachers transitioning to a standards-based beginning algebra series, and more than six years as a lead organizer and presenter for the Loras College Lesson Study Project. Funded by several large grants, this project was a successful partnership involving the Mississippi Bend and Keystone Area Education Agencies and educators from Loras College that ultimately served hundreds of teachers throughout eastern Iowa.

Currently, he is co-director of a three-year Title IIA-funded project which seeks to build capacity to deliver integrated middle school science and mathematics content. More than 50 middle school teachers from six school districts are currently involved in this unique project. Rob has also been active in the education and formation of future K-12 teachers. He co-directed the development of a two-course sequence in mathematics content for K-8 teachers at Loras College (funded by a Preparing Mathematicians to Educate Teachers grant awarded through the NSF and Mathematics Association of America), which he now regularly teaches. He has collaborated with Bridgette Stevens (formerly at the University of Northern Iowa) on testing methods to promote the integration of reflective practices in mathematics courses for elementary teachers, work that was funded by an inter-institutional grant from UNI. In addition, from 2002-2004 Rob led efforts with Joyce Becker of Luther College and Catherine Miller of the University of Northern Iowa to update Iowa state requirements for pre-service Secondary Math Education majors (with funding by grants from the Regents Academy and UNI).

Angela Kohlhaas, Ph.D.
Assistant Professor of Mathematics
563.588.7152 | Angela.Kohlhaas@loras.edu

Curriculum Vitae

Dr. Kohlhaas received her PhD in mathematics in 2010 from the University of Notre Dame, where she studied commutative algebra. She enjoys finding ways of visualizing abstract algebraic and geometric concepts, and her students spend an inordinate amount of time playing with Play-Doh as a result. She also loves engaging students in undergraduate research projects, with topics ranging from the mathematics of origami to symmetries of Sudoku. She recently developed a January term course investigating the mathematics of musical compositions and perspective art which she is excited to be teaching in January 2015. Outside of mathematics, Professor Kohlhaas can often be found playing Ultimate Frisbee, at the piano, or cooking spicy food.

Kenneth McLaughlin, Ph.D.
Professor of Physics
Professor of Engineering
563.588.7581 | Kenneth.McLaughlin@loras.edu

Curriculum Vitae

Growing up in rural settings, Dr. McLaughlin became fascinated with the night sky. When he learned that we can decipher what the stars are made of by analyzing their starlight, he was hooked on interpreting the natural world in terms of the atoms and molecules for which things are made of: the periodic chart contains 92 natural elements with only a handful that are in abundance and yet nature is incredibly diverse: it is how those few atoms are put together that creates this diversity. He finds this fascinating and continues to study the connection between the microscopic atoms with the macroscopic that we observe with our direct senses.

Dr. McLaughlin spends his summers and many spring and winter breaks investigating how atoms and molecules behave by running experiments at Berkeley National Laboratory and he spends a lot of sleepless nights under the stars in our campus observatory. This work has been funded by multiple National Science Foundation grants as well as multiple Iowa College Foundation grants along with grants from Verizon and the Alliant Energy Foundation. Multiple Loras College students have traveled with him to Berkeley, taking an intimate part in planning and accomplishing their experiments as well as co-authoring and presenting at national conferences; many have been consumed by similar curiosities and have gone on to graduate school; multiple Loras College students have undertaken astrophysics research with him and have presented at the Iowa Academy of Sciences annual meeting.

He has additional interests in art, architecture and their histories: he was fascinated by pencil drawings in his youth and contemplated architecture as a way to blend his technical leanings with creative endeavors; however, his interest in atoms eventually pulled him to pursue science and engineering over architecture. He still enjoys drawing and photography and has melded this creative pursuit with his technical interests by pursuing astrophotography. He loves to photograph the night sky: star patterns and constellations on a broad field-of-view as well as the Moon, nebulae and galaxies through a telescope.

Jonas Meyer, Ph.D.
Assistant Professor of Mathematics
563.588.7582 | Jonas.Meyer@loras.edu

Dr. Meyer’s teaching includes courses in college algebra, pre-calculus, calculus, guided research and real analysis. His research background is mainly in mathematical analysis, more specifically in functional analysis and operator algebras, and he is interested in the interplay between algebra and analysis. Jonas enjoys rock and roll music.

Matthew Rissler, Ph.D.
Associate Professor of Mathematics
563.588.7792 | Matthew.Rissler@loras.edu

Dr. Rissler is originally from Virginia, but spent nine years in Indiana at Goshen College and the University of Notre Dame earning degrees in Mathematics, Physics, and Applied Math. Since 2008 he has been at Loras College teaching all of these and Statistics. His classes tend to involve using laptops to complete activities and modeling projects. Rissler’s research interests lie in the areas of agent-based modeling, statistics and utilizing computers in teaching Mathematics. Current and recent senior projects he has advised include simulating battles between orcs and elves (if you like LotR, or humans and zombies if you don’t), statistical modeling of production by players in the WNBA, and looking at streaks in baseball at the college level.

Danial Neebel, Ph.D.
Professor of Engineering
Associate Professor of Computer Science
563.588.7815 | Danial.Neebel@loras.edu

Dr. Danial Neebel studied in the pre-engineering program at Loras and earned his bachelor’s degree in Computer Engineering from Iowa State.  He went from there to the Trane Co. where he worked as an electronic controls engineer designing microcontroller based systems to control HVAC equipment.  In 1988, he went back to school and earned a Masters and PhD in Electrical Engineering from the University of Wisconsin-Madison.  Upon completion of his PhD, he moved to Harrisonburg, VA to help start the Integrated Science and Technology program before returning to Loras College, his alma mater.  Since returning to Loras, he has helped shape the Engineering and Computer Science programs. 

During the 2013-2014 academic year he served as a Visiting Professor at the US Air Force Academy in the departments of electrical and computer engineering and computer science. His research interests include digital system design and testing, computer architecture, and computer science and engineering education.

Kristen Stauffer-Thompson, Ph.D.
Assistant Professor of Engineering
563.588.7122 | Kristen.Thompson@loras.edu

Michael Thompson, Ph.D.
Associate Professor of Mathematics
Associate Professor of Information Technology
563.588.7570 | Michael.Thompson@loras.edu

After growing up in suburban Minneapolis/St. Paul, Minnesota; Dr. Michael Thompson attended Central College in Pella, Iowa where he graduated with a double major in Mathematics and Computer Science as well as a minor in Philosophy. After graduating, he worked as a programmer for Advanced Technologies Group, Inc. in West Des Moines, Iowa. He then attended graduate school at the University of Wisconsin-Madison where he received his Ph.D. in Computer Sciences, with an emphasis on Optimization. While there, Dr. Thompson researched methods of finding the minimum of a nonconvex function, with applications in protein-ligand docking. His current research interests include applications in Artificial Intelligence using Support Vector Machines and other techniques relating to business analytics, specifically in how they relate to sports.