Elizabeth DeBartolo Headshot

Elizabeth DeBartolo

Associate Professor

Dean’s Office
Kate Gleason College of Engineering
eademe@rit.edu
585-475-2152
Office Hours
Available by appointment: https://calendly.com/edebartolo
Office Location
GLE-4449
Office Mailing Address
Building 9, Room 4449

Elizabeth DeBartolo

Associate Professor

Dean’s Office
Kate Gleason College of Engineering

Education

BS, Duke University; MS, Ph.D., Purdue University

Bio

Dr. Elizabeth DeBartolo earned her BSE in Mechanical Engineering and Materials Science at Duke University in 1994, and completed her MS and Ph.D. in Mechanical Engineering at Purdue University in 1996 and 2000. Her primary focus area is the development of rehabilitation aids and assistive devices through her work with engineering senior design teams and graduate student research. She also does work on characterizing the mechanical behavior of novel materials, and has worked on a variety of materials from diffusion-bonded high-temperature alloys to polymers used in human tissue simulations.

In addition to her research, Dr. DeBartolo is involved in curriculum development and outreach efforts. She is an active contributor to the development and delivery of design courses in the Mechanical Engineering department and the college-wide Multidisciplinary Senior Design program. She serves on the WE@RIT (Women in Engineering @ RIT) executive board and has worked with student teams to develop a series of traveling engineering activity kits (TEAK) designed to bring engineering into middle school classrooms.

Selected Publications

  • DeBartolo, Elizabeth and Bailey, Margaret, “The TEAK Project: Students as Teachers”, International Journal of Engineering Education, vol. 25, pp. 468-478, 2009.
  • Sullivan, Christopher; DeBartolo, Elizabeth; and Lamkin-Kennard, Kathleen; “Terrain Characterization Using Modified RANSAC Analysis of Human Gait Data”, 2012 ASME Summer Bioengineering Conference, Fajardo, Puerto Rico, June 2012.
  • Smoger, Lowell; Gomes, Mario; and DeBartolo, Elizabeth, “Minimum Constraint Design Analysis and Modification of a Biaxial Tensile Test Fixture for Hyperelastic Materials”, 2011 ASME International Mechanical Engineering Congress & Exposition, Denver, CO, November 2011.
  • DeBartolo, E.A., and Robinson, R.J., “A Freshman Engineering Curriculum Integrating Design and Experimentation”, International Journal of Mechanical Engineering Education, vol. 35, pp. 91-107, 2007.
eademe@rit.edu
585-475-2152

Select Scholarship

Published Conference Proceedings
Sullivan, Christopher, Elizabeth A. DeBartolo, and Kathleen Lamkin-Kennard. "A Wearable Gait Monitor and Terrain Prediction System." Proceedings of the 2013 ASME Summer Bioengineering Conference, June 26-29 2013, Sunriver OR. Ed. Ram Devireddy. New York, NY: n.p., Web.
Schiotis, Patricia, et al. "Un-Tethered, Active Ankle Foot Orthotic." Proceedings of the 2013 ASME Summer Bioengineering Conference, June 26-29 2013, Sunriver OR. Ed. Ram Devireddy. New York, NY: n.p., Web.
Streeter, Patrick, et al. "Air Muscle Powered Ankle Foot Orthotic." Proceedings of the 2013 ASME Summer Bioengineering Conference, June 26-29 2013, Sunriver OR. Ed. Ram Devireddy. New York, NY: n.p., Web.
Walsh, Michael P., et al. "Sonar Class Adaptive Sailing Jib Transfer Bench." Proceedings of the 2013 ASME Summer Bioengineering Conference, June 26-29 2013, Sunriver OR. Ed. Ram Devireddy. New York, NY: n.p., Web.
Gomes, Mario W. and Elizabeth A. DeBartolo. "Team-Based Design-and-Build Projects in a Large Freshman Mechanical Engineering Class." Proceedings of the 2013 ASEE Annual Conference and Explosition, June 23-26 2013, Atlanta GA. Ed. Patti Greenwalt. Washington, DC: n.p., Web.
DeBartolo, Elizabeth A., Stephen Boedo, and Matthew Kasemer. "Laboratory Activities to Illustrate the Importance of Low Cycle Fatigue." Proceedings of the 2013 ASEE Annual Conference and Explosition, June 23-26 2013, Atlanta GA. Ed. Patti Greenwalt. Washington, DC: n.p., Web.
Sullivan, Christopher, Elizabeth DeBartolo, and Kathleen Lamkin-Kennard. "Terrain Characterization Using Modified RANSAC Analysis of Human Gait Data." Proceedings of the ASME Summer Bioengineering Conference. June 2012. Fajardo, Puerto Rico. Ed. David Steinman. New York, NY: ASME, Print.
DeBartolo, Elizabeth, Margaret Bailey, and Risa Robinson. "A Workshop to Improve Communication Skills for Teaching Assistants." Proceedings of the ASEE Annual Conference & Exposition. June 2012. San Antonio, TX. Ed. Na'ilah Metwally. Washington, DC: ASEE, Web.
Smoger, Lowell, Mario Gomes, and Elizabeth DeBartolo. "Minimum Constraint Design Analysis and Modification of a Biaxial Tensile Test Fixture for Hyperelastic Materials." Proceedings of the 2011 ASME International Mechanical Engineering Congress & Exposition, Denver, CO, November 2011. Ed. Aaron Knobloch. New York: ASME, Web.

Currently Teaching

BIME-497
Multidisciplinary Senior Design I
3 Credits
This is the first in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
BIME-498
Multidisciplinary Senior Design II
3 Credits
This is the second in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. The first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. This second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
CMPE-497
Multidisciplinary Senior Design I
3 Credits
This is the first in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
CMPE-498
Multidisciplinary Senior Design II
3 Credits
This is the second in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. The first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. This second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
EEEE-497
Multidisciplinary Senior Design I
3 Credits
This is the first in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
EEEE-498
Multidisciplinary Senior Design II
3 Credits
This is the second in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
ISEE-497
Multidisciplinary Senior Design I
3 Credits
This is the first in a two-course sequence oriented to the solution of real world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
ISEE-498
Multidisciplinary Senior Design II
3 Credits
This is the second in a two-course sequence oriented to the solution of real world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. The first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. This second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
MECE-497
Multidisciplinary Sr. Design I
3 Credits
This is the first in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. This first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. The second course may include elements of design, but focuses on build/implementation and communicating information about the final design.
MECE-498
Multidisciplinary Sr. Design II
3 Credits
This is the second in a two-course sequence oriented to the solution of real-world engineering design problems. This is a capstone learning experience that integrates engineering theory, principles, and processes within a collaborative environment. Multidisciplinary student teams follow a systems engineering design process, which includes assessing customer needs, developing engineering specifications, generating and evaluating concepts, choosing an approach, developing the details of the design, and implementing the design to the extent feasible, for example by building and testing a prototype or implementing a chosen set of improvements to a process. The first course focuses primarily on defining the problem and developing the design, but may include elements of build/ implementation. This second course may include elements of design, but focuses on build/implementation and communicating information about the final design.

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