Engineering, Design and Society
Department Heads
Dean Nieusma, Department Head
Chelsea Salinas, Assistant Department Head; Director of Design Engineering Program
Professors
Kevin Moore, Executive Director of Humanitarian Engineering
Juan Lucena, Humanitarian Engineering Director of Undergraduate Programs and Outreach
Jessica Smith
Assistant professors
Elizabeth Reddy , Assistant Director of Humanitarian Engineering and Science Interdisciplinary Graduate Program
Marie Stettler Kleine
Teaching Professors
Yosef Allam, Director of Cornerstone Design Program
Alina Handorean
Teaching Associate Professors
Jack Bringardner
Mirna Mattjik
Mark Orrs
Kate Youmans, Presidential Faculty Fellow for Diversity, Inclusion & Access
Teaching Assistant Professors
Cynthia Athanasiou
Duncan Davis-Hall
Michael Sheppard
Aubrey Wigner
Professor of Practice
Donna Bodeau
Garrett Erickson
Antonie Vandenberge
Staff
Becky Buschke, Program Assistant
Kimberly Walker, Department Manager
The Bachelor of Science in Design Engineering is accredited by the Engineering Accreditation Commission of ABET, https://www.abet.org, under the commission’s General Criteria with no applicable program criteria.
Program Educational Objectives
The objectives of the Engineering, Design, & Society Bachelor of Science in Design Engineering program are to produce graduates who, within five years of graduation, will:
- Apply their creative interpretation of complex problems and propose novel solution concepts within unique social, technical, ethical and environmental constraints.
- Serve as innovators, bridging the gap between social, technical and creative design disciplinary teams, all while incorporating a high level of ethical standards, social consciousness and technical expertise.
- Seek to contribute to interdisciplinary endeavors and establish positions of leadership through service activities within their profession or community.
- Actively engage in lifelong learning, demonstrating continuous professional growth.
Student Learning Outcomes
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
- An ability to communicate effectively with a range of audiences.
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Bachelor of Science in Design Engineering
The Bachelor of Science in Design Engineering is a flexible, interdisciplinary program of study combining:
- A unique set of six Integrative Design Studios, culminating in the two-semester Capstone Design Studio
- An integrated educational experience spanning engineering, design, innovation, social sciences, and the humanities
- The strength of a Mines’ technical degree with coursework in mathematics, science, and engineering fundamentals
The Integrative Design Studios teach students how to respond to authentic, open-ended problems by integrating diverse skills, perspectives, and disciplinary approaches. They also provide a broad set of design competencies that are applicable to solving problems in any domain. Students work on a wide variety of hands-on projects, individually and in teams, mastering the capacity and creativity to move from ill-structured problems to concrete, innovative, human-centered solutions. Through this journey, students also develop a diverse project portfolio, illustrating their unique skills and individual identities as design engineers.
In parallel with the experiential design approach of the Integrative Design Studios, students have great flexibility in selecting engineering fundamentals and electives courses from a variety of engineering disciplines. This flexibility allows students to chart their own technical engineering, systems innovation, or creative design pathways.
The program also includes a design applications experience (EDNS320) for students to develop a critical understanding of how engineers navigate the social and technical realms of open-ended problem solving, providing an early opportunity to explore the wide-ranging career options available to Design Engineers. It also helps them to better understand how their individual design expertise can contribute to a variety of engineering problems, organizational needs, and multidisciplinary teams. Together, the key components of the program provide a “design early, design often, design real” approach to engineering education.
Program Educational Outcomes
Within several years of completing the degree, graduates with a Bachelor of Science in Design Engineering will be engaged in progressively more responsible positions as:
Innovators who are comfortable taking risks and who are energized by the belief that engineers help make the world a better place by improving people’s lives through technologies designed with and for people and the planet.
Design Thinkers who confidently approach engineering problems from a human and environment-centered perspective and identify multiple design possibilities before converging on solutions that balance technical, economic, environmental, and societal goals.
Impact Makers who are much more than “just” engineers, with a broad perspective to responsibly envision, design, and implement new technologies that make a positive impact on people, organizations, the environment, and society.
Student Outcomes
Graduates of the program will have attained ABET Student Outcomes 1-7.
Curriculum
The Design Engineering degree program offers students a combination of courses that includes mathematics, basic and advanced sciences, engineering fundamentals, and foundational studies in the social contexts within which engineering practices unfold.
Due to the strong alignment of early coursework across engineering degree programs at Mines, it is easy for most students to enter the Bachelor of Science in Design Engineering degree program at any time during their first two years.
As students progress in their time at Mines, they complete fundamental engineering courses across the breadth of traditional engineering disciplines and pursue advanced disciplinary studies through additional engineering electives. This curricular structure emphasizes engineering’s breadth as well as commonalities among different engineering disciplinary approaches. Integrated with these traditional technical engineering requirements, students also learn about the human dimensions of engineering problem solving by drawing on perspectives from the social sciences, humanities, and design. Students will explore creative, social, cultural, political (including policy), economic, and business components of real-world problem solving, all of which is critical for responding to the big challenges facing society and the environment today.
A key differentiator of this degree program is the extensive degree of integration of technical and non-technical engineering skillsets in response to real-world problems throughout the Integrative Design Studios. This approach allows students to apply lessons from their other coursework to genuine, complex problems, increasing and solidifying students’ understanding of that content and providing an engaging and balanced education. The Integrative Design Studios culminate in the Capstone Design Studio sequence, where students draw together the entirety of their educational experience to solve client-sponsored engineering problems in specific areas of student interest.
Bachelor of Science in Design Engineering: Degree Requirements
The curriculum comprises seven groups of coursework and experiential learning for a total of 126 credits:
Freshman | ||||
---|---|---|---|---|
Fall | lec | lab | sem.hrs | |
EDNS151 | CORNERSTONE - DESIGN I | 3.0 | ||
EDNS200 | INTRODUCTION TO DESIGN ENGINEERING | 3.0 | ||
MATH111 | CALCULUS FOR SCIENTISTS AND ENGINEERS I | 4.0 | ||
CHGN121 | PRINCIPLES OF CHEMISTRY I | 4.0 | ||
CSM101 | FRESHMAN SUCCESS SEMINAR | 1.0 | ||
15.0 | ||||
Spring | lec | lab | sem.hrs | |
MATH112 | CALCULUS FOR SCIENTISTS AND ENGINEERS II | 4.0 | ||
PHGN100 | PHYSICS I - MECHANICS | 4.0 | ||
CSCI128 | COMPUTER SCIENCE FOR STEM | 3.0 | ||
HASS100 | NATURE AND HUMAN VALUES | 3.0 | ||
S&W | SUCCESS & WELLNESS ELECTIVE | 1.0 | ||
15.0 | ||||
Sophomore | ||||
Fall | lec | lab | sem.hrs | |
EDNS210 | PHYSICAL PROTOTYPING | 3.0 | ||
MATH213 | CALCULUS FOR SCIENTISTS AND ENGINEERS III | 4.0 | ||
PHGN200 | PHYSICS II-ELECTROMAGNETISM AND OPTICS | 4.0 | ||
MATH201 | INTRODUCTION TO STATISTICS | 3.0 | ||
HASS215 | FUTURES | 3.0 | ||
CSM202 | INTRODUCTION TO STUDENT WELL-BEING AT MINES | 1.0 | ||
18.0 | ||||
Spring | lec | lab | sem.hrs | |
EDNS220 | PROBLEM FRAMING & STAKEHOLDER ENGAGEMENT | 3.0 | ||
MATH225 | DIFFERENTIAL EQUATIONS | 3.0 | ||
CEEN241 | STATICSǂ | 3.0 | ||
MEGN261 | THERMODYNAMICS I, CHGN 209, or CBEN 210ǂ | 3.0 | ||
TE | THEMATIC ELECTIVEǂǂ | 3.0 | ||
FREE | FREE ELECTIVE | 3.0 | ||
18.0 | ||||
Junior | ||||
Fall | lec | lab | sem.hrs | |
EDNS310 | SYSTEMS MODELING & DESIGN | 3.0 | ||
MEGN212 | INTRODUCTION TO SOLID MECHANICS, CEEN 311, or MTGN 202ǂ | 3.0 | ||
EENG281 | INTRODUCTION TO ELECTRICAL CIRCUITS, ELECTRONICS AND POWER or 282ǂ | 3.0 | ||
EBGN321 | ENGINEERING ECONOMICS | 3.0 | ||
EDNS479 | COMMUNITY-BASED RESEARCHǂǂǂ | 3.0 | ||
15.0 | ||||
Spring | lec | lab | sem.hrs | |
EDNS320 | ENGINEERING JUDGMENT | 3.0 | ||
MEGN351 | FLUID MECHANICS, CBEN 307, or CEEN 310ǂ | 3.0 | ||
EDNS445 | PRODUCT REDESIGNǂǂǂ | 3.0 | ||
TE | THEMATIC ELECTIVEǂǂ | 3.0 | ||
ENGR | ENGINEERING ELECTIVEǂǂǂǂ | 3.0 | ||
15.0 | ||||
Senior | ||||
Fall | lec | lab | sem.hrs | |
EDNS491 | CAPSTONE DESIGN I | 3.0 | ||
TE | THEMATIC ELECTIVEǂǂ | 3.0 | ||
ENGR | ENGINEERING ELECTIVEǂǂǂǂ | 3.0 | ||
CAS | CULTURE AND SOCIETY (CAS) Mid-Level Restricted Elective** | 3.0 | ||
FREE | FREE ELECTIVE | 3.0 | ||
15.0 | ||||
Spring | lec | lab | sem.hrs | |
EDNS492 | CAPSTONE DESIGN II | 3.0 | ||
EDNS450 | DESIGN FOR THE BUILT ENVIRONMENTǂǂǂ | 3.0 | ||
TE | THEMATIC ELECTIVEǂǂ | 3.0 | ||
ENGR | ENGINEERING ELECTIVEǂǂǂǂ | 3.0 | ||
CAS | CULTURE AND SOCIETY (CAS) 400-Level Restricted Elective** | 3.0 | ||
15.0 | ||||
Total Semester Hrs: 126.0 |
- **
Culture and Society (CAS) Restricted Elective courses, a minimum of 9 credit hours of upper-level coursework, as described in the Culture and Society Requirements section of the catalog.
- ǂ
ENGINEERING FUNDAMENTALS courses are: (1) one of the thermodynamics courses MEGN261 or CHGN209 or CBEN210; (2) statics CEEN241; (3) one of the circuits courses EENG281 or EENG282; (4) one of the materials courses MTGN202, CEEN311, or MEGN212; and (5) one of the fluid mechanics courses CEEN310, or MEGN351. Prerequisites may apply.
- ǂǂ
THEMATIC ELECTIVE courses are a coherent set of courses intended to broaden and deepen your knowledge in a particular passion area. These courses should be at the 300+ level and approved by your faculty advisor.
- ǂǂǂ
DESIGN ENGINEERING ELECTIVE courses establish advanced skills in design theory, methodology, and practice.
- ǂǂǂǂ
ENGINEERING ELECTIVES are purposefully drawn from course offerings provided through other engineering programs. These elective courses should deepen your technical skills in areas adjacent to or supporting your DESIGN ENGINEERING ELECTIVES and THEMATIC ELECTIVES. The below list is not exhaustive; alternative courses can be taken upon approval by your advisor.
Bachelor of Science in Design Engineering: Thematic Electives
Thematic elective courses serve as a customized course of study along with an associated senior design capstone experience that is agreed upon by the student, advisor, and Design Engineering Program Director. Thematic elective courses are recommended and approved by the Design Engineering Program Director or Design Engineering faculty advisor. This set of courses aims to define a passion area for the student to develop a knowledge that is transferrable to their chosen career path alongside the supporting coursework required in the program.
Bachelor of Science in Design Engineering: Engineering Coursework Requirements
A minimum of 45 credits of engineering content is required to be completed as part of the Design Engineering Coursework. The ENGINEERING FUNDAMENTALS courses, as noted in footnote ǂ above, fulfill 15 credit hours. The DESIGN ENGINEERING ELECTIVE courses, as noted in the footnote ǂǂ above, fulfill 6 credit hours. The ENGINEERING ELECTIVE courses, as noted in footnote ǂǂǂ above, fulfill 9 credit hours. This Engineering Coursework requirement combined with specific engineering content in the six INTEGRATIVE DESIGN STUDIOs (allocating 15 credits of the 18 credits for the design studios) and the Capstone Senior Design sequence (EDNS491 and EDNS492) produces 51 credits of engineering course work for this degree program. Students are encouraged to select ENGINEERING ELECTIVES to reinforce and complement the courses within the student's THEMATIC ELECTIVES and DESIGN ENGINEERING ELECTIVES. ENGINEERING ELECTIVES must be chosen from the list below or select 300+ level courses discussed with and approved by the student’s advisor. Finally, note that students must have at least 9 credits at or above the 300-level with the same course prefix to ensure a reasonable level of disciplinary depth in a single field of engineering. Furthermore, students must have at least 9 credits of engineering/technical content at or above the 400-level between courses within THEMATIC ELECTIVES, DESIGN ENGINEERING ELECTIVES, and ENGINEERING ELECTIVES to establish breadth.
The complexity of integrating various department curriculum, the potential for missing prerequisites, and the need to follow an expected course sequence requires that students develop a 2nd, 3rd and 4th year plan with their advisor at least by the first semester of their sophomore year course of study, and to collaboratively work with their advisor and Program Director for curricular assessment and approval prior to registration for every semester. The course plan is expected to be a dynamic roadmap for a student’s particular degree curriculum.
The following engineering-content courses can be used to satisfy the 9-credit requirement for ENGINEERING ELECTIVES or the 12-credit requirement for THEMATIC ELECTIVES. Please be aware of course prerequisites, reviewed with the student’s advisor. The below list includes approved coursework but is not exhaustive. Students can seek approval from faculty advisor for a course not listed below.
Chemical Engineering | ||
CBEN310 | INTRODUCTION TO BIOMEDICAL ENGINEERING | 3.0 |
CBEN312 | UNIT OPERATIONS LABORATORY | 3.0 |
CBEN313 | UNIT OPERATIONS LABORATORY | 3.0 |
CBEN314 | CHEMICAL ENGINEERING HEAT AND MASS TRANSFER | 4.0 |
CBEN315 | INTRODUCTION TO ELECTROCHEMICAL ENGINEERING | 3.0 |
CBEN357 | CHEMICAL ENGINEERING THERMODYNAMICS | 3.0 |
CBEN358 | CHEMICAL ENGINEERING THERMODYNAMICS LABORATORY | 1.0 |
CBEN360 | BIOPROCESS ENGINEERING | 3.0 |
CBEN365 | INTRODUCTION TO CHEMICAL ENGINEERING PRACTICE | 3.0 |
CBEN372 | INTRODUCTION TO BIOENERGY | 3.0 |
CBEN375 | CHEMICAL ENGINEERING SEPARATIONS | 3.0 |
CBEN401 | PROCESS OPTIMIZATION | 3.0 |
CBEN403 | PROCESS DYNAMICS AND CONTROL | 3.0 |
CBEN408 | NATURAL GAS PROCESSING | 3.0 |
CBEN409 | PETROLEUM PROCESSES | 3.0 |
CBEN415 | POLYMER SCIENCE AND TECHNOLOGY | 3.0 |
CBEN416 | POLYMER ENGINEERING AND TECHNOLOGY | 3.0 |
CBEN418 | KINETICS AND REACTION ENGINEERING | 3.0 |
CBEN420 | MATHEMATICAL METHODS IN CHEMICAL ENGINEERING | 3.0 |
CBEN422 | CHEMICAL ENGINEERING FLOW ASSURANCE | 3.0 |
CBEN426 | ADVANCED FUNCTIONAL POROUS MATERIALS | 3.0 |
CBEN430 | TRANSPORT PHENOMENA | 3.0 |
CBEN432 | TRANSPORT PHENOMENA IN BIOLOGICAL SYSTEMS | 3.0 |
CBEN435 | INTERDISCIPLINARY MICROELECTRONICS | 3.0 |
CBEN440 | MOLECULAR PERSPECTIVES IN CHEMICAL ENGINEERING | 3.0 |
CBEN454 | APPLIED BIOINFORMATICS | 3.0 |
CBEN460 | BIOCHEMICAL PROCESS ENGINEERING | 3.0 |
CBEN461 | BIOCHEMICAL PROCESS ENGINEERING LABORATORY | 1.0 |
CBEN469 | FUEL CELL SCIENCE AND TECHNOLOGY | 3.0 |
CBEN470 | INTRODUCTION TO MICROFLUIDICS | 3.0 |
CBEN472 | INTRODUCTION TO ENERGY TECHNOLOGIES | 3.0 |
CBEN480 | NATURAL GAS HYDRATES | 3.0 |
Civil & Environmental Engineering | ||
CEEN301 | FUNDAMENTALS OF ENVIRONMENTAL ENGINEERING: WATER | 3.0 |
CEEN302 | FUNDAMENTALS OF ENVIRONMENTAL ENGINEERING: AIR AND WASTE MANAGEMENT | 3.0 |
CEEN303 | ENVIRONMENTAL ENGINEERING LABORATORY | 3.0 |
CEEN312 | SOIL MECHANICS | 3.0 |
CEEN312L | SOIL MECHANICS LABORATORY | 1.0 |
CEEN314 | STRUCTURAL ANALYSIS | 3.0 |
CEEN315 | CIVIL AND ENVIRONMENTAL ENGINEERING TOOLS | |
CEEN330 | ENGINEERING FIELD SESSION, ENVIRONMENTAL | 3.0 |
CEEN331 | ENGINEERING FIELD SESSION, CIVIL | 3.0 |
CEEN350 | CIVIL AND CONSTRUCTION ENGINEERING MATERIALS | 3.0 |
CEEN360 | INTRODUCTION TO CONSTRUCTION ENGINEERING | 3.0 |
CEEN381 | HYDROLOGY AND WATER RESOURCES ENGINEERING | 3.0 |
CEEN401 | LIFE CYCLE ASSESSMENT | 3.0 |
CEEN405 | NUMERICAL METHODS FOR ENGINEERS | 3.0 |
CEEN406 | FINITE ELEMENT METHODS FOR ENGINEERS | 3.0 |
CEEN410 | ADVANCED SOIL MECHANICS | 3.0 |
CEEN411 | UNSATURATED SOIL MECHANICS | 3.0 |
CEEN415 | FOUNDATION ENGINEERING | 3.0 |
CEEN419 | RISK ASSESSMENT IN GEOTECHNICAL ENGINEERING | 3.0 |
CEEN421 | HIGHWAY AND TRAFFIC ENGINEERING | 3.0 |
CEEN423 | SURVEYING FOR ENGINEERS AND INFRASTRUCTURE DESIGN PRACTICES | 3.0 |
CEEN425 | CEMENTITIOUS MATERIALS FOR CONSTRUCTION | 3.0 |
CEEN426 | DURABILITY OF CONCRETE | 3.0 |
CEEN430 | ADVANCED STRUCTURAL ANALYSIS | 3.0 |
CEEN433 | MATRIX STRUCTURAL ANALYSIS | 3.0 |
CEEN449 | INTRODUCTION TO THE SEISMIC DESIGN OF STRUCTURES | 3.0 |
CEEN442 | DESIGN OF WOOD STRUCTURES | 3.0 |
CEEN443 | DESIGN OF STEEL STRUCTURES | 3.0 |
CEEN445 | DESIGN OF REINFORCED CONCRETE STRUCTURES | 3.0 |
CEEN448 | STRUCTURAL LOADS | 3.0 |
CEEN460 | MOLECULAR MICROBIAL ECOLOGY AND THE ENVIRONMENT | 3.0 |
CEEN461 | FUNDAMENTALS OF ECOLOGY | 3.0 |
CEEN470 | WATER AND WASTEWATER TREATMENT PROCESSES | 3.0 |
CEEN472 | ONSITE WATER RECLAMATION AND REUSE | 3.0 |
CEEN473 | HYDRAULIC PROBLEMS | 3.0 |
CEEN475 | HAZARDOUS SITE REMEDIATION ENGINEERING | 3.0 |
CEEN478 | WATER TREATMENT DESIGN AND ANALYSIS | 3.0 |
CEEN479 | AIR POLLUTION | 3.0 |
CEEN480 | CHEMICAL FATE AND TRANSPORT IN THE ENVIRONMENT | 3.0 |
CEEN482 | HYDROLOGY AND WATER RESOURCES LABORATORY | 3.0 |
CEEN493 | SUSTAINABLE ENGINEERING DESIGN | 3.0 |
Computer Science | ||
CSCI303 | INTRODUCTION TO DATA SCIENCE | 3.0 |
CSCI306 | SOFTWARE ENGINEERING | 3.0 |
CSCI341 | COMPUTER ORGANIZATION | 3.0 |
CSCI370 | ADVANCED SOFTWARE ENGINEERING | 5.0 |
CSCI400 | PRINCIPLES OF PROGRAMMING LANGUAGES | 3.0 |
CSCI403 | DATA BASE MANAGEMENT | 3.0 |
CSCI404 | ARTIFICIAL INTELLIGENCE | 3.0 |
CSCI410 | ELEMENTS OF COMPUTING SYSTEMS | 3.0 |
CSCI422 | USER INTERFACES | 3.0 |
CSCI423 | COMPUTER SIMULATION | 3.0 |
CSCI425 | COMPILER DESIGN | 3.0 |
CSCI436 | HUMAN-ROBOT INTERACTION | 3.0 |
CSCI437 | INTRODUCTION TO COMPUTER VISION | 3.0 |
CSCI440 | PARALLEL COMPUTING FOR SCIENTISTS AND ENGINEERS | 3.0 |
CSCI442 | OPERATING SYSTEMS | 3.0 |
CSCI443 | ADVANCED PROGRAMMING CONCEPTS USING JAVA | 3.0 |
CSCI448 | MOBILE APPLICATION DEVELOPMENT | 3.0 |
CSCI455 | GAME THEORY AND NETWORKS | 3.0 |
CSCI470 | INTRODUCTION TO MACHINE LEARNING | 3.0 |
CSCI471 | COMPUTER NETWORKS I | 3.0 |
CSCI473 | ROBOT PROGRAMMING AND PERCEPTION | 3.0 |
CSCI475 | INFORMATION SECURITY AND PRIVACY | 3.0 |
CSCI477 | ELEMENTS OF GAMES AND GAME DEVELOPMENT | 3.0 |
CSCI478 | INTRODUCTION TO BIOINFORMATICS | 3.0 |
Electrical Engineering & Electronics | ||
EENG307 | INTRODUCTION TO FEEDBACK CONTROL SYSTEMS | 3.0 |
EENG310 | INFORMATION SYSTEMS SCIENCE I | |
EENG311 | INFORMATION SYSTEMS SCIENCE II | 3.0 |
EENG350 | SYSTEMS EXPLORATION AND ENGINEERING DESIGN LAB | |
EENG383 | EMBEDDED SYSTEMS | 4.0 |
EENG385 | ELECTRONIC DEVICES AND CIRCUITS | 4.0 |
EENG386 | FUNDAMENTALS OF ENGINEERING ELECTROMAGNETICS | 3.0 |
EENG389 | FUNDAMENTALS OF ELECTRIC MACHINERY | 4.0 |
EENG411 | DIGITAL SIGNAL PROCESSING | 3.0 |
EENG415 | DATA SCIENCE FOR ELECTRICAL ENGINEERING | 3.0 |
EENG417 | MODERN CONTROL DESIGN | 3.0 |
EENG423 | INTRODUCTION TO VLSI DESIGN | 3.0 |
EENG425 | INTRODUCTION TO ANTENNAS | 3.0 |
EENG427 | WIRELESS COMMUNICATIONS | 3.0 |
EENG428 | COMPUTATIONAL ELECTROMAGNETICS | 3.0 |
EENG433 | ACTIVE RF & MICROWAVE DEVICES | |
EENG430 | PASSIVE RF & MICROWAVE DEVICES | 3.0 |
EENG437 | INTRODUCTION TO COMPUTER VISION | 3.0 |
EENG470 | INTRODUCTION TO HIGH POWER ELECTRONICS | 3.0 |
EENG475 | INTERCONNECTION OF RENEWABLE ENERGY | 3.0 |
EENG480 | POWER SYSTEMS ANALYSIS | 3.0 |
PHGN317 | SEMICONDUCTOR CIRCUITS- DIGITAL | 3.0 |
Geological Engineering | ||
GEGN307 | PETROLOGY | 4.0 |
GEGN316 | FIELD GEOLOGY | 5.0 |
GEGN342 | ENGINEERING GEOMORPHOLOGY | 3.0 |
GEGN466 | GROUNDWATER ENGINEERING | 3.0 |
GEGN468 | ENGINEERING GEOLOGY AND GEOTECHNICS | 4.0 |
GEGN469 | ENGINEERING GEOLOGY DESIGN | 3.0 |
GEGN470 | GROUND-WATER ENGINEERING DESIGN | 3.0 |
GEGN475 | APPLICATIONS OF GEOGRAPHIC INFORMATION SYSTEMS | 3.0 |
GEGN483 | MATHEMATICAL MODELING OF GROUNDWATER SYSTEMS | 3.0 |
Geology | ||
GEOL308 | INTRODUCTORY APPLIED STRUCTURAL GEOLOGY | 3.0 |
GEOL310 | EARTH MATERIALS | 3.0 |
GEOL311 | MINING GEOLOGY | 3.0 |
GEOL315 | SEDIMENTOLOGY AND STRATIGRAPHY | 3.0 |
GEOL321 | MINERALOGY AND MINERAL CHARACTERIZATION | 3.0 |
GEOL470 | APPLICATIONS OF SATELLITE REMOTE SENSING | 3.0 |
Mechanical Engineering | ||
MEGN315 | DYNAMICS | 3.0 |
MEGN324 | INTRODUCTION TO FINITE ELEMENT ANALYSIS | 3.0 |
MEGN381 | MANUFACTURING PROCESSES | 3.0 |
MEGN391 | INTRODUCTION TO AUTOMOTIVE DESIGN | 3.0 |
MEGN412 | ADVANCED MECHANICS OF MATERIALS | 3.0 |
MEGN414 | MECHANICS OF COMPOSITE MATERIALS | 3.0 |
MEGN416 | ENGINEERING VIBRATION | 3.0 |
MEGN417 | VEHICLE DYNAMICS & POWERTRAIN SYSTEMS | 3.0 |
MEGN430 | MUSCULOSKELETAL BIOMECHANICS | 3.0 |
MEGN435 | MODELING AND SIMULATION OF HUMAN MOVEMENT | 3.0 |
MEGN441 | INTRODUCTION TO ROBOTICS | 3.0 |
MEGN451 | AERODYNAMICS | 3.0 |
MEGN461 | THERMODYNAMICS II | 3.0 |
MEGN466 | INTRODUCTION TO INTERNAL COMBUSTION ENGINES | 3.0 |
MEGN467 | PRINCIPLES OF BUILDING SCIENCE | 3.0 |
MEGN469 | FUEL CELL SCIENCE AND TECHNOLOGY | 3.0 |
MEGN471 | HEAT TRANSFER | 3.0 |
MEGN481 | MACHINE DESIGN | 3.0 |
Metallurgical and Materials Engineering | ||
MTGN334 | CHEMICAL PROCESSING OF MATERIALS | 3.0 |
MTGN314 | PROPERTIES AND PROCESSING OF CERAMICS | 2.0 |
MTGN314L | PROPERTIES AND PROCESSING OF CERAMICS LABORATORY | 1.0 |
MTGN315 | ELECTRICAL PROPERTIES AND APPLICATIONS OF MATERIALS | 3.0 |
MTGN334L | CHEMICAL PROCESSING OF MATERIALS LABORATORY | 1.0 |
MTGN348 | MICROSTRUCTURAL DEVELOPMENT | 3.0 |
MTGN348L | MICROSTRUCTURAL DEVELOPMENT LABORATORY | 1.0 |
MTGN350 | STATISTICAL PROCESS CONTROL AND DESIGN OF EXPERIMENTS | 3.0 |
MTGN352 | METALLURGICAL AND MATERIALS KINETICS | 3.0 |
MTGN414 | ADVANCED PROCESSING AND SINTERING OF CERAMICS | 3.0 |
MTGN419 | NON-CRYSTALLINE MATERIALS | 3.0 |
MTGN429 | METALLURGICAL ENVIRONMENT | 3.0 |
MTGN430 | PHYSICAL CHEMISTRY OF IRON AND STEELMAKING | 3.0 |
MTGN431 | HYDRO- AND ELECTRO-METALLURGY | 3.0 |
MTGN442 | ENGINEERING ALLOYS | 3.0 |
MTGN445 | MECHANICAL PROPERTIES OF MATERIALS | 3.0 |
MTGN445L | MECHANICAL PROPERTIES OF MATERIALS LABORATORY | 1.0 |
MTGN451 | CORROSION ENGINEERING | 3.0 |
MTGN456 | ELECTRON MICROSCOPY | 2.0 |
MTGN456L | ELECTRON MICROSCOPY LABORATORY | 1.0 |
MTGN461 | TRANSPORT PHENOMENA AND REACTOR DESIGN FOR METALLURGICAL AND MATERIALS ENGINEERS | 3.0 |
MTGN465 | MECHANICAL PROPERTIES OF CERAMICS | 3.0 |
MTGN467 | MATERIALS DESIGN: SYNTHESIS, CHARACTERIZATION AND SELECTION | 2.0 |
MTGN468 | MATERIALS DESIGN: SYNTHESIS, CHARACTERIZATION AND SELECTION | 2.0 |
MTGN469 | FUEL CELL SCIENCE AND TECHNOLOGY | 3.0 |
MTGN472 | BIOMATERIALS I | 3.0 |
MTGN473 | COMPUTATIONAL MATERIALS | 3.0 |
MTGN475 | METALLURGY OF WELDING | 2.0 |
MTGN475L | METALLURGY OF WELDING LABORATORY | 1.0 |
Mining | ||
MNGN310 | EARTH MATERIALS | 3.0 |
MNGN311 | MINING GEOLOGY | 3.0 |
MNGN312 | SURFACE MINE DESIGN | 3.0 |
MNGN314 | UNDERGROUND MINE DESIGN | 3.0 |
MNGN316 | COAL MINING METHODS | 3.0 |
MNGN317 | DYNAMICS FOR MINING ENGINEERS | 1.0 |
MNGN321 | INTRODUCTION TO ROCK MECHANICS | 3.0 |
MNGN333 | EXPLOSIVES ENGINEERING I | 3.0 |
MNGN350 | INTRODUCTION TO GEOTHERMAL ENERGY | 3.0 |
MNGN406 | DESIGN AND SUPPORT OF UNDERGROUND EXCAVATIONS | 3.0 |
MNGN408 | UNDERGROUND DESIGN AND CONSTRUCTION | 2.0 |
MNGN414 | MINE PLANT DESIGN | 3.0 |
MNGN418 | ADVANCED ROCK MECHANICS | 3.0 |
MNGN422 | FLOTATION | 2.0 |
MNGN424 | MINE VENTILATION | 3.0 |
MNGN431 | MINING AND METALLURGICAL ENVIRONMENT | 3.0 |
MNGN433 | MINE SYSTEMS ANALYSIS | 3.0 |
MNGN436 | UNDERGROUND COAL MINE DESIGN | 3.0 |
MNGN461 | TRANSPORT PHENOMENA AND REACTOR DESIGN FOR METALLURGICAL AND MATERIALS ENGINEERS | 3.0 |
Petroleum Engineering | ||
PEGN305 | COMPUTATIONAL METHODS IN PETROLEUM ENGINEERING | 2.0 |
PEGN308 | RESERVOIR ROCK PROPERTIES | 3.0 |
PEGN311 | DRILLING ENGINEERING | 3.0 |
PEGN312 | PROPERTIES OF PETROLEUM ENGINEERING FLUIDS | 3.0 |
PEGN411 | MECHANICS OF PETROLEUM PRODUCTION | 3.0 |
PEGN414 | WELL TESTING AND ANALYSIS | 3.0 |
PEGN419 | WELL LOG ANALYSIS AND FORMATION EVALUATION | 3.0 |
PEGN423 | PETROLEUM RESERVOIR ENGINEERING I | 3.0 |
PEGN424 | PETROLEUM RESERVOIR ENGINEERING II | 3.0 |
PEGN426 | FORMATION DAMAGE AND STIMULATION | 3.0 |
PEGN438 | PETROLEUM DATA ANALYTICS | 3.0 |
PEGN460 | FLOW IN PIPE NETWORKS | 3.0 |
PEGN461 | SURFACE FACILITIES DESIGN AND OPERATION | 3.0 |
PEGN490 | RESERVOIR GEOMECHANICS | 3.0 |
Major GPA
The Undergraduate Council considered the policy concerning required major GPAs and which courses are included in each degree’s GPA. While the GPA policy has not been officially updated, in order to provide transparency, council members agreed that publishing the courses included in each degree’s GPA is beneficial to students.
The following list details the courses that are included in the GPA for this degree:
- EDNS100 through EDNS599
The Mines guidelines for Minor/ASI can be found in the Undergraduate Information section of the Mines Catalog.
Minor in Engineering for Community Development
Program requirements (18 credits)
Introductory Courses (9 credits required): | ||
EDNS315 | ENGINEERING FOR SOCIAL AND ENVIRONMENTAL RESPONSIBILITY | 3.0 |
EDNS478 | ENGINEERING AND SOCIAL JUSTICE | 3.0 |
EDNS479 | COMMUNITY-BASED RESEARCH | 3.0 |
ECD Required Course (3 credits required): | ||
EDNS477 | ENGINEERING AND SUSTAINABLE COMMUNITY DEVELOPMENT | 3.0 |
CAS Elective (3 credits from this list): | ||
ANY 400+ HNRS COURSE | ||
HASS419 | ENVIRONMENTAL COMMUNICATION | 3.0 |
HASS425 | INTERCULTURAL COMMUNICATION | 3.0 |
HASS427 | RISK COMMUNICATION | 3.0 |
HASS468 | ENVIRONMENTAL JUSTICE | 3.0 |
HASS490 | ENERGY AND SOCIETY | 3.0 |
OR AN CAS COURSE APPROVED BY MINOR DIRECTOR AS APPROPRIATE | ||
Elective (3 credits from this list): | ||
EDNS401 | PROJECTS FOR PEOPLE | 3.0 |
PEGN430 | ENVIRONMENTAL LAW AND SUSTAINABILITY | 3.0 |
CEEN401 | LIFE CYCLE ASSESSMENT | 3.0 |
CEEN472 | ONSITE WATER RECLAMATION AND REUSE | 3.0 |
CEEN493 | SUSTAINABLE ENGINEERING DESIGN | 3.0 |
CEEN479 | AIR POLLUTION | 3.0 |
CEEN475 | HAZARDOUS SITE REMEDIATION ENGINEERING | 3.0 |
CEEN556 | MINING AND THE ENVIRONMENT | 3.0 |
MNGN470 | SAFETY AND HEALTH MANAGEMENT IN THE MINING INDUSTRY | 3.0 |
EBGN340 | ENERGY AND ENVIRONMENTAL POLICY | 3.0 |
OR A COURSE APPROVED BY MINOR DIRECTOR AS APPROPRIATE |
Minor in Leadership in Social Responsibility
The Minor in Leadership in Social Responsibility will prepare CSM students to become leaders in identifying and promoting the role that engineers can play in advancing social responsibility inside corporations. Graduates will be able to articulate the strategic value of social responsibility for business, particularly in achieving and maintaining the social license to operate, and the role engineering itself can play in advancing a firm’s social responsibility program, including community engagement.
For CSM students to “solve the world’s challenges related to the earth, energy, and the environment,” they must also be able to navigate the increasingly complex social, political, and economic contexts that shape those challenges. Achieving the social license to operate, for example, is recognized as necessary for developing mineral resources in the U.S. and abroad. Stewardship of the earth, development of materials, overcoming the earth’s energy challenges, and fostering environmentally sound and sustainable solutions – the bedrock of the Mines vision articulated in the Strategic Plan – requires engineers and applied scientists who are able to work in local and global contexts that are shaped by the sometimes conflicting demands of stakeholders, governments, communities and corporations. Reasoning through and managing these competing demands is at the core of social responsibility.
Minor in Leadership in Social Responsibility (18 credits required)
Introductory Courses (9 credits required): | ||
EDNS315 | ENGINEERING FOR SOCIAL AND ENVIRONMENTAL RESPONSIBILITY | 3.0 |
EDNS478 | ENGINEERING AND SOCIAL JUSTICE | 3.0 |
EDNS479 | COMMUNITY-BASED RESEARCH | 3.0 |
LSR Required Course (3 credits required): | ||
EDNS430 | CORPORATE SOCIAL RESPONSIBILITY | 3.0 |
CAS Elective (3 credits from this list): | ||
ANY 400+ HNRS COURSE | ||
HASS419 | ENVIRONMENTAL COMMUNICATION | 3.0 |
HASS425 | INTERCULTURAL COMMUNICATION | 3.0 |
HASS427 | RISK COMMUNICATION | 3.0 |
HASS468 | ENVIRONMENTAL JUSTICE | 3.0 |
HASS490 | ENERGY AND SOCIETY | 3.0 |
OR AN CAS COURSE APPROVED BY MINOR DIRECTOR AS APPROPRIATE | ||
Elective (3 credits from this list): | ||
CEEN401 | LIFE CYCLE ASSESSMENT | 3.0 |
CEEN472 | ONSITE WATER RECLAMATION AND REUSE | 3.0 |
CEEN475 | HAZARDOUS SITE REMEDIATION ENGINEERING | 3.0 |
CEEN479 | AIR POLLUTION | 3.0 |
CEEN493 | SUSTAINABLE ENGINEERING DESIGN | 3.0 |
CEEN556 | MINING AND THE ENVIRONMENT | 3.0 |
EBGN340 | ENERGY AND ENVIRONMENTAL POLICY | 3.0 |
EDNS401 | PROJECTS FOR PEOPLE | 3.0 |
MNGN470 | SAFETY AND HEALTH MANAGEMENT IN THE MINING INDUSTRY | 3.0 |
PEGN430 | ENVIRONMENTAL LAW AND SUSTAINABILITY | 3.0 |
OR A COURSE APPROVED BY MINOR DIRECTOR AS APPROPRIATE |
Area of Special Interest in Humanitarian Engineering (12 credits)
Intro Course | 3.0 | |
ENGINEERING FOR SOCIAL AND ENVIRONMENTAL RESPONSIBILITY | ||
Select one of the following: | 3.0 | |
HUMAN-CENTERED PROBLEM DEFINITION | ||
PROJECTS FOR PEOPLE | ||
CORPORATE SOCIAL RESPONSIBILITY | ||
Select two of the following: | 6.0 | |
ENGINEERING AND SUSTAINABLE COMMUNITY DEVELOPMENT | ||
ENGINEERING AND SOCIAL JUSTICE | ||
COMMUNITY-BASED RESEARCH | ||
ANTHROPOLOGY OF DEVELOPMENT | ||
INTERCULTURAL COMMUNICATION | ||
SUSTAINABLE ENGINEERING DESIGN |
Courses
EDNS151. CORNERSTONE - DESIGN I. 3.0 Semester Hrs.
Equivalent with EPIC151,
(I, II, S) Design I teaches students how to solve open-ended problems in a hands-on manner using critical thinking and workplace skills. Students work in multidisciplinary teams to learn through doing, with emphasis on defining and diagnosing the problem through a holistic lens of technology, people and culture. Students follow a user-centered design methodology throughout the process, seeking to understand a problem from multiple perspectives before attempting to solve it. Students learn and apply specific skills throughout the semester, including: communication (written, oral, graphical), project management, concept visualization, critical thinking, effective teamwork, as well as building and iterating solutions.
View Course Learning Outcomes
- 1. Identify, breakdown, and define open-ended problems.
- 2. Research the context and background of problems and solutions, including user needs and technical requirements, through scholarly and authoritative sources, and stakeholder input.
- 3. Design solutions through a cycle of testing, refining, iterating, and feedback.
- 4. Equitably contribute to team efforts from start to end on a collaborative project, and participate in learning activities and coaching activities in the team.
- 5. Apply common workplace practices, tools and software in a semester-long team project, including project planning tools, team management tools, tools to generate solution alternatives, decision analysis methods, risk analysis methods, and value proposition analysis/baseline comparison.
- 6. Present technical ideas and solutions graphically, orally, written, and through prototype demonstrations
- 7. Visually depict ideas to teammates, supervisors, and stakeholders through the use of field sketching for the purposes of communication as well as idea development and development through iteration.
- 8. Model and communicate formalized design ideas through the use of standardized engineering graphics conventions as applied to engineering sketching and computer-aided design/solid modeling software
EDNS155. CORNERSTONE DESIGN I: GRAPHICS. 1.0 Semester Hr.
Equivalent with EPIC155,
(I ,II, S) Design I: Graphics teaches students conceptualization and visualization skills, and how to represent ideas graphically, both by hand and using computer aided design (CAD).
View Course Learning Outcomes
- 8) Use engineering graphics conventions as applied to technical sketching and computer-aided design/solid modeling software to communicate formalized design ideas.
EDNS156. AUTOCAD BASICS. 1.0 Semester Hr.
(I, II) This course explores the two- and three-dimensional viewing and construction capabilities of AutoCAD. Students will learn to use AutoCAD for modeling (2D line drawing, 3D construction, Rendering, Part Assembly) and will develop techniques to improve speed and accuracy. The AutoCAD certification exam will not be offered as part of this course; however, the professor will provide instructions on accessing certification options, which generally have their own fees associated with them. 3 hours lab; 1 semester hour.
View Course Learning Outcomes
- 1- Identify the components of the AutoCAD user interface and basic CAD terminology.
- 2- Apply basic concepts to develop construction (drawing) techniques.
- 3- Manipulate drawings through editing and plotting techniques.
- 4- Apply geometric construction and produce 2D Orthographic Projections.
- 5 - Interpret dimensions and demonstrate dimensioning concepts and techniques.
- 6- Reuse existing content and become familiar with the use of Blocks.
- 7- Explore the three-dimensional viewing and construction capabilities of AutoCAD.
- 8- Create and edit 3D Models from 2D profiles. Extract 2D views from a 3D model for detail drafting.
EDNS157. SOLIDWORKS BASICS (FOR CERTIFICATION). 1.0 Semester Hr.
(I, II) Students will become familiar and confident with Solidworks CAD program and be able to use most of the basic functions well, including Parts, Assemblies, and Drawing Layouts. The Associate-level certification exam will be offered at the end of the course, and while there are no guarantees for students becoming certified, students will have gained the necessary skills to try. 3 hours lab; 1 semester hour.
View Course Learning Outcomes
- 1- Identify the components of the Solidworks user interface and basic CAD terminology and approaches.
- 2- Apply basic solid modeling concepts and use the basic part modeling functionality of Solidworks software.
- 3 - Develop defined and valid advanced 2 D sketch profiles in Solidworks for use in 3D operations and features.
- 4- Apply basic technical drawing concepts to interpret technical drawings for part modeling.
- 5 - Demonstrate dimensioning concepts and techniques by interpreting and creating properly annotated technical drawings.
- 6 - Identify and apply the techniques of 3D models such as revolve, sweep, and loft features.
- 7 - Identify geometric relations and functions of an assembly design to virtually assembly a set of parts into an assembly.
- 8 -Extract two-dimensional views from a three-dimensional model and assembly for detail drafting
EDNS198. SPECIAL TOPCS. 1-6 Semester Hr.
Equivalent with EPIC198A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS199. INDEPENDENT STUDY. 1-6 Semester Hr.
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS199. INDEPENDENT STUDY. 1-6 Semester Hr.
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS200. INTRODUCTION TO DESIGN ENGINEERING. 3.0 Semester Hrs.
Good design is tuned to a purpose, engages users and rewards their attention with deeper meaning and insight. This course introduces the foundations of user experience design in the context of sociotechnical design engineering. Students examine the influences of human psychology, culture, cognition and perception on user experience design, establish a strong understanding of good design principles and their effective application. Students develop and hone an understanding of user-centered and user experience design concepts through an iterative design process.
View Course Learning Outcomes
- Establish a fundamental understanding of the phases of the user experience design cycle.
- Understand the value in user-centered perspectives and the implications of human perception and cognition for user experience and interaction design.
- Explore root causes for strengths and weaknesses of designs and provide suggestions of how to improve design for intended user.
- Apply and evaluate usability testing as a form of design iteration and improvement.
EDNS205. PROGRAMMING CONCEPTS AND ENGINEERING ANALYSIS. 3.0 Semester Hrs.
(I,II) This course provides an introduction to techniques of scientific computation that are utilized for engineering analysis, with the software package MATLAB as the primary computational platform. The course focuses on methods data analysis and programming, along with numerical solutions to algebraic and differential equations. Engineering applications are used as examples throughout the course. 3 hours lecture; 3 semester hours.
EDNS210. PHYSICAL PROTOTYPING. 3.0 Semester Hrs.
What makes a design "work"? How can design ideas become a reality? This course explores these questions by focusing on how physical prototypes help design engineers explore and communicate ideas. Students gain a better understanding of the process by which they most effectively create design artifacts. Through a progressive series of design, creation, critique and reflection cycles, students complete multiple design challenges. These challenges culminate in systems integration while using data to inform their design decisions. 5 studio hours; 3 semester hours. Prerequisites: HASS100 & ENDS151 or HNRS115 or HNRS120. Co-requisites: EDNS200, PHGN200.
View Course Learning Outcomes
- Design engineering solutions that enhance the user experience through solicitation and appropriate use of feedback.
- Prototype to explore ideas and test concepts through iterative data-driven decision making.
- Create artifacts using a range of fabrication techniques and iterations that take appropriate levels of fidelity into consideration.
- Communicate with others, presenting ideas and solutions in ways that are appropriate for the occasion and audience.
EDNS220. PROBLEM FRAMING & STAKEHOLDER ENGAGEMENT. 3.0 Semester Hrs.
How should design engineers frame problems and identify opportunities for change within sociotechnical systems? Students learn design methods to frame problems at multiple levels and scales, from the individual end user to high-level regulatory structures. Students actively engage with diverse stakeholders throughout the process to explore problem spaces, identify opportunities for design interventions, and examine potential avenues for solutions. Thematic areas such as sustainability, regenerative development, socioecological systems, and community engagement will drive students to look beyond the technical dimensions of problems to incorporate social, regulatory and location specific experiences into their problem framing methods. Prerequisites: EDNS151, HASS100, EDNS200.
View Course Learning Outcomes
- Describe social and technical interconnections of real-world design practice by exploring organizational contexts and stakeholder perspectives.
- Apply sociotechnical, environmental and economic reasoning to consider values in the context of design systems thinking.
- Identify and interpret ethical implications of designs.
- Practice empathy and listening to better understand stakeholder needs and concerns.
EDNS251. CORNERSTONE DESIGN II. 3.0 Semester Hrs.
Equivalent with EPIC251,
Design II builds on the design process introduced in Design I, which focuses on open-ended problem solving in which students integrate teamwork and communications with the use of design techniques, business tools, and computer software to solve engineering problems. Student project teams now work with real-world clients while infusing introductory business skills including Agile project management tools, time-value of money and financial project justifications to address client needs. Computer applications emphasize data analytics. Teams build team dynamics and ensure satisfaction of client needs through team meetings and sprint reviews. The course emphasizes oral, visual, and written technical communications techniques introduced in Design I. 2 hours lecture, 3 hours lab; 3 semester hours. Prerequisite: EDNS151, EDNS155, HNRS115, or HNRS120.
View Course Learning Outcomes
- 1. Identify, breakdown, and define open-ended problems.
- 2. Research the context and background of problems and solutions, including user needs and technical requirements, through scholarly and authoritative sources, and stakeholder input.
- 3. Design solutions through a cycle of testing, refining, iterating, and feedback.
- 4. Equitably contribute to team efforts from start to end on a collaborative project, and participate in learning activities and coaching activities in the team.
- 5. Apply common workplace practices, tools and software in a semester-long team project, including project planning tools, team management tools, tools to generate solution alternatives, decision analysis methods, risk analysis methods, and value proposition analysis/baseline comparison.
- 6. Present technical ideas and solutions graphically, orally, written, and through prototype demonstrations.
- 7. Manage a client relationship, including communicating, soliciting and incorporating input, and delivering a solution that meets client requirements and constraints.
- 8. Use commercial software to create user interfaces or to collect data for accurate analyses as well as to make reasonable decisions and/or predictive models.
EDNS298. SPECIAL TOPICS. 1-6 Semester Hr.
Equivalent with EPIC298A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS299. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC299A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Variable credit; 1 to 6 credit hours. Repeatable for credit. Prerequisite: Independent Study form must be completed and submitted to the Registrar.
View Course Learning Outcomes
EDNS301. HUMAN-CENTERED PROBLEM DEFINITION. 3.0 Semester Hrs.
(I, II) This class will equip students with the knowledge, skills and attitudes needed to identify, define, and begin solving real problems for real people, within the socio-technical ambiguity that surrounds all engineering problems. The course will focus on problems faced in everyday life, by people from different backgrounds and in different circumstances, so that students will be able to rise to the occasion presented by future workplace challenges. By the end of this course, students will be able to recognize design problems around them, determine whether they are worth solving, and employ a suite of tools to create multiple solutions. The follow up course --"Design for People" -- will enable students to take the best solutions to the prototype phase. 3 hours lecture; 3 semester hours.
EDNS310. SYSTEMS MODELING & DESIGN. 3.0 Semester Hrs.
Complex problems in areas of healthcare, transportation, energy distribution, and communication require integrative solutions spanning sociotechnical and environmental perspectives. In this course, students explore systems of thinking as a holistic approach to solving complex problems. Students engage with systems thinking in a way that recognizes the 'whole' of the problem through analyzing interrelationships, attributes and effects. Students apply systems thinking perspectives to a complex sociotechnical problem, describe the problem through modeling techniques, design a holistic solution and improve upon the solution through justification and systems thinking approaches. Prerequisites: EDNS210, EDNS220. Co-requisites: MATH225.
View Course Learning Outcomes
- Establish a fundamental understanding of systems thinking terminology, methods, practices and tools.
- Frame complex technical systems models using quantitative and qualitative methods.
- Use a holistic systems thinking approach to understand a complex problem and design a solution.
- Apply systems modeling and integration techniques to evaluate and optimize design solutions.
EDNS315. ENGINEERING FOR SOCIAL AND ENVIRONMENTAL RESPONSIBILITY. 3.0 Semester Hrs.
(WI) This course explores how engineers think about and practice environmental and social responsibility, and critically analyzes codes of ethics before moving to a deeper focus on macroethical topics with direct relevance to engineering practice, environmental sustainability, social and environmental justice, social entrepreneurship, corporate social responsibility, and engagement with the public. These macroethical issues are examined through a variety of historical and contemporary case studies and a broad range of technologies. Prerequisite: HASS100 and EDNS151. 3 hours lecture; 3 semester hours.
View Course Learning Outcomes
- Identify and connect key moments in the history of engineering professions related to environmental and social responsibilities with current engineering challenges, particularly from the 20th century through current day, and how the idea of “responsibility” in the engineering profession has changed throughout this history
- Define key terms that relate the engineering professions’ environmental and social responsibilities
- Identify stakeholders in engineering projects, and analyze their roles, perspectives, and implications in environmental and social responsibility from various sectors and disciplines
- Critique pervasive engineering mindsets and their relationship to engineers’ responsibilities; where these attitudes and approaches are first established and subsequently reinforced through educational and professional practice
- Create and develop persuasive arguments for practical steps to promote environmental and social responsibility in engineering projects, using professional tools for risk analysis, life cycle assessment, and cost/benefit while recognizing the limitations of any numerical simplification
EDNS320. ENGINEERING JUDGMENT. 3.0 Semester Hrs.
Navigating real-world engineering problems demands knowing when and how to apply distinct forms of expertise as well as the limitations of that expertise. We call this engineering judgment. This course develops engineering judgment by focusing on the competencies needed to connect analysis derived from engineering sciences to sociotechnical design projects. Students assess the success of a prior design solution using engineering analysis, relative impacts, identification of the assumptions shaping the solution approach, and the effectiveness of supporting communications to relevant audiences. They also apply these skills to future oriented problem solving by crafting a design prompt for an idealized sociotechnical engineering design project. Prerequisites: EDNS310.
View Course Learning Outcomes
- Integrate engineering analysis into sociotechnical design problem solving and describe how engineering analysis contributes to solution validation.
- Describe how context informs and defines engineering problems and solutions.
- Explore how design outcomes are shaped by contextual attributes associated with ethics and values.
- Identify and deploy appropriate communication strategies for given purpose targeting a specific audience.
EDNS398. SPECIAL TOPICS. 1-6 Semester Hr.
Equivalent with EPIC398A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS399. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC399A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: “Independent Study” form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS401. PROJECTS FOR PEOPLE. 3.0 Semester Hrs.
(I, II) Work with innovative organizations dedicated to community development to solve major engineering challenges. This course is open to juniors and seniors interested in engaging a challenging design problem and learning more about Human Centered Design (HCD). The course will be aimed at developing engineering solutions to real problems affecting real people in areas central to their lives. 3 hours lecture; 3 semester hours.
EDNS430. CORPORATE SOCIAL RESPONSIBILITY. 3.0 Semester Hrs.
Equivalent with LAIS430,
Businesses are largely responsible for creating the wealth upon which the well-being of society depends. As they create that wealth, their actions impact society, which is composed of a wide variety of stakeholders. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. This interaction between corporations and society (in its broadest sense) is the concern of Corporate Social Responsibility (CSR). This course explores the dimensions of that interaction from a multi-stakeholder perspective using case studies, guest speakers and field work. Prerequisite: HASS100. Corequisite: HASS215. 3 hours lecture; 3 semester hours.
EDNS444. INNOV8X. 3.0 Semester Hrs.
Innovate X introduces concepts and tools to accelerate the design, validation and adoption of innovations in support of creative problem solving. Using an entrepreneurial mindset, we learn how to identify and frame problems that beneficiaries and stakeholders face. We attempt to design and test practical solutions to those problems in collaboration with those who experience the problems. We apply beneficiary discovery, pretotyping, business model design (social, economic and environmental), constrained creativity, efficient experimentation, and rapid iteration. While resolving challenges involves technical solutions, an important aspect of this course is directly engaging beneficiaries and stakeholders in social contexts to develop solutions with strong impact potential. Innov8x is grounded in collaborative creativity theory at the intersection of organizational behavior (social psychology), design principles, entrepreneurship and innovation management.
View Course Learning Outcomes
- Frame and translate complex ambiguous problems into actionable opportunities for innovation
- Conduct effective, objective and ongoing beneficiary discovery in efficient ways
- Combine tools and methods to quickly test assumptions and secure beneficiary acceptance
- Develop creative approaches to navigate real and perceived constraints
- Leverage mentor and stakeholder support through credible communication based on research
- Launch innovative solutions with the advocacy of beneficiaries and stakeholders
- Create value by solving complex problems that straddle technical and social domains
EDNS445. PRODUCT REDESIGN. 3.0 Semester Hrs.
Product redesign reimagines existing products, focusing specifically on a systems approach to human-centered design and the crafting of design solutions tailored to meet the needs of their users. Students will progress through an iterative design process, engaging in the analysis of and thoughtful reflection on design opportunities, ensuring enhanced products align with the needs of a specific user group. Emphasizing collaborative learning, students will work in teams, adopting a multi-disciplinary approach to creative problem-solving and design. Multiple prototyping cycles will guide students as they make data-driven design decisions, culminating in the development and communication of a final redesigned product. Prerequisites: Junior standing.
View Course Learning Outcomes
- Analyze the needs of a specific group of users in a given context and develop a problem definition that responds to those needs with a clear, concise set of engineering design criteria.
- Create a product design and development plan with a defined timeline that results in an advanced design artifact.
- Propose distinct solution concepts and utilize user feedback, engineering analysis, experimentation, and proven industry practices to make data-driven design decisions.
- Build, test, and analyze solution concepts through a series of design cycles to iterate and refine the advanced artifact.
- Participate equitably on a team with distributed roles and responsibilities, while monitoring individual effectiveness in contributing to the team’s overall progress.
EDNS450. DESIGN FOR THE BUILT ENVIRONMENT. 3.0 Semester Hrs.
What does it take to create meaningful environments, products, services, and experiences? Students will explore the critical role designers play in the creation of impactful, engaging and sustainable outcomes. Spatial design practices and the evolution of universal standards will be examined to provide context regarding the creation of our constructed environments. Through this course, students will incorporate built environment design standards and apply human factors engineering into thoughtful designs with attention to all potential users. Critical readings, analysis of case studies, data assessment, application of design through GIS mapping and parametric modeling, and project-based work will inform student design processes. Students will apply new design techniques through the modeling of a built environment with specific attention to spatial analysis, human factors, standards, community mapping and universal design theory.
View Course Learning Outcomes
- Be able to identify and diagnose "mismatched" interactions that are symptomatic of exclusionary practices.
- Explore a range of design contexts—including systems, products, services, experiences—and develop general understanding of universal design theory and how it can be applied to each.
- Explain and apply human factors engineering concepts in both evaluation of existing systems and design of new systems in association with standards.
- Implement algorithmic modeling as applied to design of the built environment.
EDNS477. ENGINEERING AND SUSTAINABLE COMMUNITY DEVELOPMENT. 3.0 Semester Hrs.
This course is an introduction to the relationship between engineering and sustainable community development (SCD) from historical, political, ideological, ethical, cultural, and practical perspectives. Students will study and analyze different dimensions of community and sustainable development and the role that engineering might play in them. Also students will critically explore strengths and limitations of dominant methods in engineering problem solving, design, and research for working in SCD. Students will learn to research, describe, analyze and evaluate case studies in SCD and develop criteria for their evaluation. Prerequisite: HASS100. Corequisite: HASS215. 3 hours seminar; 3 semester hours.
View Course Learning Outcomes
- Varies by semester
EDNS478. ENGINEERING AND SOCIAL JUSTICE. 3.0 Semester Hrs.
Equivalent with LAIS478,
This course offers students the opportunity to explore the relationships between engineering and social justice. The course begins with students’ exploration of their own social locations, alliances and resistances to social justice through critical engagement of interdisciplinary readings that challenge engineering mindsets. Then the course helps students to understand what constitutes social justice in different areas of social life and the role that engineers and engineering might play in these. Finally, the course gives students an understanding of why and how engineering has been aligned and/or divergent from social justice issues and causes. Prerequisite: HASS100. Corequisite: HASS215. 3 hours lecture; 3 semester hours.
EDNS479. COMMUNITY-BASED RESEARCH. 3.0 Semester Hrs.
Engineers and applied scientists face challenges that are profoundly socio-technical in nature, and communities are increasingly calling for greater participation in the decisions that affect them. Understanding the diverse perspectives of communities and being able to establish positive working relationships with their members is therefore crucial to the socially responsible practice of engineering and applied science. This course provides students with the conceptual and methodological tools to conduct community-based research. Students will learn ethnographic field methods and participatory research strategies, and critically assess the strengths and limitations of these through a final original research project. Prerequisite: HNRS105, HNRS115 or HASS100 or graduate student standing. Co-requisite: HASS215 or graduate student standing.
EDNS480. ANTHROPOLOGY OF DEVELOPMENT. 3.0 Semester Hrs.
Equivalent with LAIS480,
Engineers and applied scientists face challenges that are profoundly socio-technical in nature, ranging from controversies surrounding new technologies of energy extraction that affect communities to the mercurial "social license to operate" in locations where technical systems impact people. Understanding the perspectives of communities and being able to establish positive working relationships with their members is therefore crucial to the socially responsible practice of engineering and applied science. This course provides students with the conceptual and methodological tools to engage communities in respectful and productive ways. Students will learn ethnographic field methods and participatory research strategies, and critically assess the strengths and limitations of these through a final original research project. Prerequisite: HASS215. Co-requisite: EDNS477 or EDNS325.
EDNS491. CAPSTONE DESIGN I. 3.0 Semester Hrs.
Equivalent with EGGN491,
(WI) This course is the first of a two-semester capstone course sequence giving the student experience in the engineering design process. Realistic open-ended design problems are addressed for real world clients at the conceptual, engineering analysis, and the synthesis stages and include economic and ethical considerations necessary to arrive at a final design. Students are assigned to interdisciplinary teams and exposed to processes in the areas of design methodology, project management, communications, and work place issues. Strong emphasis is placed on this being a process course versus a project course. This is a writing-across-the-curriculum course where students' written and oral communication skills are strengthened. The design projects are chosen to develop student creativity, use of design methodology and application of prior course work paralleled by individual study and research. 2 hours lecture; 3 hours lab; 3 semester hours. Prerequisite: For BSME students, completion of MEGN301; for BSCE students, completion of Engineering Field Session, Civil, CEEN 331; for BSENV completion of Engineering Field Session, Environmental, CEEN 330; and for all other students completion of Field Session appropriate to the student's specialty and consent of instructor. Co-requisite: For BSME students, MEGN481; for BSCE students, any one of CEEN443, CEEN445, CEEN442, or CEEN415; for BSEE students, EENG 350 and EENG 389 plus any one of EENG 391, EENG 392, EENG 393, or EENG 394; for BSDE students, EDNS 220 and Senior Standing.
View Course Learning Outcomes
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EDNS492. CAPSTONE DESIGN II. 0-3 Semester Hr.
(WI) This course is the second of a two-semester sequence to give the student experience in the engineering design process. Design integrity and performance are to be demonstrated by building a prototype or model, or producing a complete drawing and specification package, and performing pre-planned experimental tests, wherever feasible, to verify design compliance with client requirements. 1 hour lecture; 6 hours lab; 3 semester hours. Prerequisite: EDNS491.
EDNS497. SPECIAL SUMMER COURSE. 0-6 Semester Hr.
Equivalent with EPIC497A,
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EDNS498. SPECIAL TOPICS. 0-6 Semester Hr.
Equivalent with EPIC498A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS499. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC499A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.