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| ESB Newman Scholar 1992-1994 Director of UCD Formula Student Programme since 2000 School representative on Engineering & Architecture Marketing Committee |
| * Energy and emissions of road transport, particularly private cars - CO2, CO, NOx, HC, PM, * Emissions from small and distributed combustion installations - CO2, CO, NOx, HC, PM * Coupled thermo-mechanical analysis of steam generation plant * Exploitation of low-grade thermal energy sources for space-heating applications * Applications of the 2nd Law of Thermodynamics |
| Timoney, D.J. and Smith, W.J.; (1996) 'Influences of Fuel Injection and Air Motion Energy Sources on Fuel-Air Mixing Rates in a D.I. Diesel Combustion System' In: SAE International (eds). Investigations into Diesel Engine Combustion Processes (SAE Special Publication SP1159). Detroit, USA: SAE International. [Details] |
| Timoney, D.J. and Smith, W.J., ; (1992) 'Estimation of Radiative Heat Transfer for Heat Release Analysis in Direct Injection Diesel Engines' In: B. Sunden & A. Zukauskas (eds). Transport Processes in Engineering, 2 - Recent Advances in Heat Transfer. The Netherlands: Elsevier. [Details] |
| Smith, WJ; (2010) 'Plug-in hybrid electric vehicles: a low-carbon solution for Ireland?'. Energy Policy, 38 (3):1485-1499. [DOI] [Details] |
| Smith, WJ; (2010) 'Can EV (electric vehicles) address Ireland's CO2 emissions from transport?'. Energy, 35 :4514-4521. [DOI] [Details] |
| Drew, AN, Timoney, DJ, Smith, WJ; (2007) 'A simulation and design tool for hydrogen SI engine systems - Validation of the intake hydrogen flow model'. International Journal of Hydrogen Energy, 32 :3084-3092. [DOI] [Details] |
| Smith, WJ, Timoney, DJ, ; (1997) 'On the relative roles of fuel spray kinetic energy and engine speed in determining mixing rates in DI diesel engines'. JOURNAL OF ENGINEERING FOR GAS TURBINES AND POWER-TRANSACTIONS OF THE ASME, 119 (1):212-217. [Details] |
| Smith, WJ; (2009) Can Plug-in Hybrid Electric Vehicles address Ireland's transport emissions? . In: Olabi AG, Naher S, and Dassissti A eds. 3rd International Conference on Sustainable Energy & Environmental Protection (SEEP) , 11-AUG-09 - 15-AUG-09 , pp.131-136 [Details] |
| Casey, E. J., Smith, W. J. and Timoney, D. J.; (2009) A low cost system for monitoring on-road vehicle and engine operation . In: Charon, A eds. 3rd Environment and Transport and 17th Transport and Air Pollution Symposium Toulouse, France, , 01-JUN-09 - 03-JUN-09 [Details] |
| Timoney, David and Smith, William; (2008) Electric & Hybrid Electric Vehicles: Design & Fuel Efficiency Issues Engineers Ireland Energy & Environment Division, Evening Lecture [Details] |
| Tallon, M. and Smith, W.J.; (2006) A comparison of 1-D and coupled 1-D/3-D simulations of engine performance VAFSEP DCU, Dublin, , 22-AUG-06 - 25-AUG-06 [Details] |
Lynch, D. and Smith, W.J.; (1997) Comparison of AFR calculation methods using gas analysis and mass flow measurement SAE International Congress & Exposition, 1997  [DOI] [Details] |
| Clarke, D. and Smith, W.J.; (1997) The simulation, implementation, and analysis of the Miller cycle using an inlet-control rotary valve SAE International Congress & Exposition, 1997 [DOI] [Details] |
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| Timoney, D., Brophy, B., and Smith, W.; (1997) Heat Release and Emissions Results from a D.I.Diesel with Special Shrouded Intake Valves SAE International Congress & Exposition, 1997 [DOI] [Details] |
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| Smith, W.J.; (1996) Estimation of air motion kinetic energy dissipation rates in a D.I. diesel combusiton system SAE International Congress & Exposition, 1996 [DOI] [Details] |
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| Timoney, D.J. and Smith, W.J.; (1996) Influences of fuel injection and air motion energy sources on fuel-air mixing rates in a D.I. diesel combustion system SAE International Congress & Exposition, 1996 [DOI] [Details] |
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| Smith, W.J. and Timoney, D.J.; (1995) On the relative roles of fuel spray kinetic energy and engine speed in determining mixing rates in D.I. diesel engines ASME Internal Combustion Engine Division Spring Technical Conference, 1995 [Details] | |||||||||
| Timoney, D.J. and Smith, W.J.; (1995) Correlation of injection rate shapes with D.I. diesel exhaust emissions SAE International Congress & Exposition, 1995 [DOI] [Details] |
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| Timoney, D.J. and Smith, W.J.; (1993) Relationships between instantaneous fuel injection rate and exhaust emissions from a D.I. diesel combustion system 20th International Congress on Combustion Engines [Details] | |||||||||
| Smith, W.J., Timoney, D.J., and Lynch, D.P.; (1997) Emissions and Efficiency Comparison of Gasoline and LPG Fuels in a 1.4 Litre Passenger Car Engine SAE International Fuels & Lubricants Meeting & Exposition, October 1997 [DOI] [Details] |
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| Smith, W.J. and Timoney, D.J.; (1992) Fuel Injection Rate Analysis - A New Diagnostic Tool for Combustion Research SAE International Fuels & Lubricants Meeting & Exposition, October 1992 [DOI] [Details] |
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| Smith, W.J. and Timoney, D.J.; (1991) Fuel injection rate analysis using measured data IMechE International Conference on Computers in Technology, 1991 , pp.283-287 [Details] | |||||||||
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| Timoney, David and Smith, William; (2008) Electric & Hybrid Electric Vehicles: Design & Fuel Efficiency Issues. Presented Papers [Details] |
| Timoney, DJ and Smith, WJ; (2009) Electric & Hybrid Electric Vehicles- Design & Fuel Efficiency Issues. Invited Lectures [Details] |
| Smith, WJ; (2009) Plug-in hybrids - panacea or placebo?. Invited Lectures [Details] |
| Smith, WJ; (2009) Electric vehicles: how much can they offer - and when?. Research Seminars [Details] |
| Casey, Edward, Timoney, D., Smith, W.; (2008) Towards a suitable model for prediction of pollution emission and dispersion in Dublin. University of Limerick: Research Seminars [Details] |
| Casey EJ, Smith WJ and Timoney DJ; (2009) A low cost system for monitoring on-road vehicle and engine operation. Presentation [Details] |
| Casey EJ, Lennon D, Smith WJ and Timoney DJ; (2008) Description of the Development of the LabVIEW Instantaneous Emissions Estimation Software for use in the Urban Environment Project Air Quality Work Package. Working Paper [Details] |
| Casey, E., Smith, W. and Timoney, D.; (2008) Vehicle Pollutant Formation & Adverse Health Implications. Dublin, Ireland: Working Paper [Details] |
| Seek student engagement with the material. Distinguish clearly between core concepts and restricted applications. Emphasise the former in both delivery and assessment. Build student confidence in these core concepts. Encourage a sceptical and holistic approach to the material presented, and creative solutions to the challenges posed. |
| 201200 MEEN30100 Mechanical Engineering: Engineering Thermodynamics II |
| 201200 MEEN40090 Mechanical Engineering: Energy Systems & ClimateChange |
| 201200 MEEN10070 Mechanical Engineering: Energy Challenges |
| I coordinate modules at introductory (MEEN10070), intermediate (MEEN30100), and advanced (MEEN40090) levels. The specific techniques I use reflect this diversity, but are driven by the same underlying philosophy: encourage student engagement. The techniques could be broadly grouped as follows: Contextualising knowledge: The subject area being explored is always contextualised. The relevance of the material to addressing specific technical problems, or to the broader social context is highlighted. Wherever possible, interesting, amusing, or topical examples of its application are presented. Active learning: Although the bulk of material is delivered through lectures, additional ¿ active ¿ assignments are incorporated in all modules. Partially-complete lecture slides are uploaded to Blackboard, reducing students¿ manual workload but encouraging them to remain focused. Worked examples are used to reinforce learning of, and build confidence in, core concepts. Critical thinking and reflection: In each module, students must undertake incependent assignments, designed to foster critical thinking and reflection. In MEEN10070, guest lectures from industry experts provide alternative perspectives on relevant material. Student feedback: Feedback is bi-directional. Students are offered both formal and informal feedback during each module. Feedback from students is requested both during and at the end of each module, and is used to inform the delivery for the following class. Use of technology: Technology can help create a more interesting and dynamic learning environment. Blackboard provides a useful framework in many respects; animated slides, graphical images, movie clips, and physical components encourage student engagement. Care is taken to clarify, rather than obscure, the concept being explored. |
| All three of the modules I coordinate have been newly developed, or very heavily revised, over the last five years. MEEN10070 was first delivered in 2008. Its purpose is to provide students with an introduction to the challenges - and some of the possible solutions - that are associated with a continuously increasing global demand for energy. The module is open to students both inside and outside Engineering. A range of internal and external experts are introduced to address specific topics or technologies and provide a professional perspective. Independent and creative thinking, teamwork, and communication skills are fostered via a Group Poster assignment. MEEN30100 was completely reconfigured following modularisation, to incorporate most of the learning previously associated with two separate modules MEEN2003 and MEEN3001. This restructuring was part of a revision, with my academic colleagues, of the entire Energy- and Fluids-related material in the undergraduate and Master's programmes, to ensure coherence and continuity throughout. This module is of central importance for many students: to assist their learning, they are assessed in week 4 and week 8, and feedback at both individual and class level is promptly delivered. Relevant laboratory sessions demand active participation, and develop teamwork and problem-solving skills while reinforcing learning. MEEN40090 was developed in 2007, and evolves annually. It provides a system-based perspective on energy and climate change, and aims to provide an overview of the complex interconnections between what is technically possible and what is financially, politically, or socially acceptable. All four of these constraints evolve rapidly at regional and global scales, requiring the students and the content and emphasis of this module may change during course delivery, as well as from year to year. I also founded and directed the UCD Formula Student programme from 2000-2008 (see Innovation & Leadership). |
| I continuously seek to refine the content, and improve the delivery, of each module so that the appropriate learning outcomes can be achieved. This is helped by reviewing a wide range of relevant text books and online materials each year. My research activities, and relevant academic and professional literature, also inform module structure and content. I make full use of IT and other teaching aids to enhance delivery, and strive to contextualise and clarify core concepts and key points. I have (eventually) learned to continuously emphasise the material that I consider to be most critical, and to reflect the importance of that material in my assessment process. I deliver more feedback to students, and do so more rapidly, than in the past, and am always keen to find ways in which additional feedback can be delivered within the practical constraints on my time and resources. I encourage feedback from students both during and after module delivery, and use that feedback to inform subsequent planning. I have been continuously seeking to improve my teaching since I was appointed by UCD in 1994, and am a wiser and better teacher as a result. |
| In 2000 I founded the UCD Formula Student programme, acting as Programme Director until 2008. Throughout that period, I championed the programme both within UCD and to the outside world. The programme provided students with a unique, immersive, and highly-rewarding learning experience; it offered a focus and context for academic material; it drew academic staff together, motivated technical staff, and strengthened links with the engineering profession. I am proud to have played my part. |
