Below you will find a list of all active courses for this quarter. To see a full list of all offered courses, check out the Undergraduate Bulletin.
ENGR
Courses
This course provides an introduction to engineering, including fundamentals of engineering study, different engineering disciplines, and interdisciplinary aspects of engineering. This course investigates the connection between science, technology and society and also illustrates the extent to which engineering impacts the world. The course also exposes students to entrepreneurship, engineering professionalism, the growth mindset, emerging markets, ethics, and civic engagement. ENGR 1 and ENGR 1L together fulfill the Science, Technology & Society core requirement.
# Units: 1
The laboratory will provide students with hands-on experience of engineering design and open-ended problem solving. The lab focuses on introducing aspects of the different engineering disciplines and allows students to gain experience with each of the engineering disciplines and reflect on learning gains with teamwork, communication, and engineering skills. Engineering designs will be framed to include the impact of design solutions/technologies on society and will be developed in a team-based environment utilizing visuals, written text, and oral presentation. ENGR 1 and ENGR 1L together fulfill the Science, Technology & Society core requirement.
# Units: 1
Students participate in practical engineering projects that are designed to contribute to the local or global community. Students will meet for class in the MakerLab located in Guadalupe Hall, 3rd floor.
# Units: 2
An introduction to the central topics of bioengineering, including the application of engineering methods and science to problems in biology and medicine, and the integration of engineering and biology. Current issues and opportunities in the field will be discussed. Course may include lectures, class discussions, guest lectures, field trips, short lab exercises, and team projects. Open to all engineering and science majors. (4 units)
# Units: 4
This two-course sequence examines the connections between technological innovation and the common good across different cultures and historical periods. Exploring global case studies, students identify elements, and explore the complexity, of the cultures examined through course modules on significant objects, texts, ideas, issues, and/or events in historical context related to technology and the common good. Students examine both shared and diverse human experiences across cultures to connect the relevance of the past to the cultural present, as well as to personal worldviews, cultural assumptions, and values, in probing technology and the common good.
# Units: 4
This two-course sequence examines the connections between technological innovation and the common good across different cultures and historical periods. Exploring global case studies, students identify elements, and explore the complexity, of the cultures examined through course modules on significant objects, texts, ideas, issues, and/or events in historical context related to technology and the common good. Students examine both shared and diverse human experiences across cultures to connect the relevance of the past to the cultural present, as well as to personal worldviews, cultural assumptions, and values, in probing technology and the common good.
# Units: 4
Behavior of chemicals in the environment. Environmental protection strategies. Environmental impact assessment. Risk analysis and economic considerations. Discussion of local, regional, and global environmental problems and alternative solutions. For non-engineering majors. Prerequisite: MATH 6 or equivalent.
# Units: 4
This course will draw upon the resources of Catholic theology and African Ubuntu theology to help students explore their own perspectives on the purpose and use of technology in the modern world. Intended for engineering students and others who are interested in entering into the design and development of technology, this course will invite students to develop their own set of tech values that inform how they will both use and design contemporary technology, by exploring foundational questions about the nature of humanity, society, and creation.
# Units: 4
(No description found)
# Units: 4
Lecture: Making the case for construction ethical application of the most powerful technologies of the 21st century. This course applies normative ethical methodologies (e.g. rule, right and duty deontologies; consequentialism, virtue ethics) to the development and design of historical, contemporary, and emerging technologies. Lab: Discussion sections for ENGR 19. Using weekly case analysis and small group discussion, this "lab" applies the ethical methodologies learned in ENGR-19 to examine the ethics of specific historical events and contemporary technologies. 4 units.
# Units: 4
Participate in a project-based, hands-on engineering project in a team-based environment. Gain exposure to sensing, actuation, and control techniques and components in the process of developing a robotic system or subsystem. Prerequisite: Instructor permission required.
# Units: 1
Students learn the fundamentals of sustainable energy in a wide range of fields, and carry out projects in these areas. Activities are normally associated with the Latimer Energy Scholars Program. Prerequisite: Instructor permission required. (1-2 units). May be repeated for credit.
# Units: 1 - 2
The purpose of the course is to teach students how to be intentional and proactive in creating relationships with professionals from scratch. Students will also learn outreach best practices, how to conduct an effective career conversation, how to follow-up, and how to sustain a professional relationship over time. As a result of the course, students will strategically expand their professional network, learn more about potential career paths in their field of interest, increase self-confidence related to career, and learn the professional skills needed to access the hidden job market. Cross-listed with ASCI 10.
# Units: 1
The purpose of the course is to improve students' skills in human-centered design thinking, project management and teamwork, and systems thinking. Coursework will be taught in collaboration with James Madison University. 10 students from SCU and 10 from JMU will meet for 50 minutes for 8 weeks beginning Week 2. Space is limited! Enrollment is by instructor permission only. Email professor (jkuczenski@scu.edu) to be placed on the interest list.
# Units: 1
Introduction to the concepts of Industrial and Systems Engineering (ISE): Productivity, Engineering Economics, Human Factors/ Ergonomics, and Safety, Facility Logistics, Operations Research, Supply Chains, Quality, Product and Service System Design, Manufacturing Models and Analysis, Systems Engineering, and Engineering Management.
# Units: 2
This course explores the two-fold 21st century challenges of the use and conservation of electric energy, and the sustainable generation of electric energy, primarily through the use of photovoltaic cells. The course includes a study of issues relating to the environment, economics, politics, and societal impact. Although physical and mathematical studies and analyses are a part of the course, no background in these areas is required beyond algebra.
# Units: 4
This course emphasizes the exploration and application of strategies to minimize waste and enhance the value stream in diverse settings, including both manufacturing and non-manufacturing contexts. Case studies drawn from healthcare, construction, information systems, and business organizations serve as the basis for in-depth analysis and collaborative team projects. Key topics covered are: an overview of analytical Six Sigma, the Toyota Production System, Value Stream Mapping, the identification of 7 Wastes, implementation of 5S principles, Just-in-Time practices, Total Productive Maintenance (TPM), and the philosophy of Kaizen. Introductory R programming language will be used for analytical sections. (4 units)
# Units: 4
Subjects of current interest. May be taken more than once if topics differ.
# Units: 1
Workshop to develop aspects of an engineering school sponsored entry into an external competition (examples include Solar Decathlon and Tiny House). May include design, communication, construction, research, analysis, planning, documentation, fundraising, and other activities. Students will meet together to share information, brainstorm, collaborate, and make decisions, and will also work independently or in small teams in focused areas.
# Units: 1 - 2
Students will explore aspects of architecture with particular emphasis on design related to an external contest. General topics may include: design principles; form and function; space utilization; natural and artificial lighting; BIM and architectural documentation; and, texture and color. Special topics may include: sustainable building materials; LEED certification process; passive solar design; building integrated photo voltaics; and, modular building techniques.
# Units: 2
Independent study of an approved engineering problem and preparation of a suitable project report.
# Units: 2
Current issues in engineering professionalism and ethics. Responsibilities of the practicing engineer in addressing the impact of existing and developing technologies on society. Prerequisite: Junior status. (1 unit)
# Units: 1
Student teams are partnered with a local community business or organization and complete a design project from problem identification through final prototype. Course focuses on "hands-on" experience in project management, building cross-disciplinary team skills, and prototyping (training and use of the SCU Maker Lab included!). The course is open to students at all levels, and all majors (engineering or non-engineering); come make a real difference in a real community!
# Units: 3
This course examines challenges surrounding STEM (Science, Technology, Engineering, and Math) education such as funding, diversity, and accessibility. Students develop or enhance STEM curricular materials and explore pedagogical techniques specific to working with youth from marginalized communities. Students taking ENGR111 will satisfy the ELSJ requirement. Laboratory 3 hrs/wk.
# Units: 3
Students lead Engineering -focused STEM activities with K-12 students at a community partners off-campus site. No specific Engineering expertise is required or expected. Co-requisite: ENGR111
# Units: 0
Building upon the ethical methods learned in ENGR 19, this course applies considers the specific moral questions of different engineering disciplines through analysis of historic and contemporary real world cases. Intended as a junior year, this course aims to prepare students in the task of ethical analysis as a part of the engineering design process and prepares them for their capstone design project. Course may be repeated if taken with different topics.
# Units: 2
Introduces students to healthcare and medical device technology innovation for advanced and emerging markets. Students work in teams on problem identification and assessment as well as scrutinization of clinical impact, product feasibility, and commercial viability to define the needs and requirements of new technology products to address unmet or poorly met healthcare needs. Part 1 of 4-unit ENGR 121/ENGR 122 cohort class. ENGR 121 and ENGR 122 together fulfill the Science, Technology & Society core requirement. Prerequisite: ENGR 1 or instructor consent. (2 units)
# Units: 2
Second course of the two-course sequence takes students through the product development stage of medical device innovation process. Students work in teams on the design, development, and prototyping of engineering solutions that satisfy the needs identified in ENGR 121, as well as formulation of strategies to ensure regulatory compliance and commercialization success. Part 2 of 4-unit ENGR 121/ENGR 122 cohort class. ENGR 121 and ENGR 122 together fulfill the Science, Technology & Society core requirement. Prerequisite: ENGR 121. (2 units)
# Units: 2
(No description found)
# Units: 1
Human Factors Engineering delves into the intricate relationship between humans and systems within the context of engineering design. This course introduces the principles and practices of designing systems, machines, and products that optimize human well-being and overall system performance. Students will explore a variety of topics including ergonomics, cognitive engineering, user interface design, and human-computer interaction. Through a combination of lectures, case studies, and hands-on projects, students will learn to assess human capabilities and limitations, and apply this knowledge to the design of technology that is both efficient and user-friendly. Emphasizing a multidisciplinary approach, this course integrates concepts from psychology, physiology, and engineering, equipping students with the skills necessary to address human factors challenges in diverse industries. By the end of this course, students will have a solid foundation in human factors engineering, preparing them for careers that require designing systems that improve human performance and safety. (4 units)
# Units: 4
Students study advanced concepts in sustainable energy, and carry out complex projects, typically in a team environment. Activities are normally associated with the Latimer Energy Scholars Program. Prerequisite: ENGR 25, and instructor permission required. (1-2 units). May be repeated for credit.
# Units: 1 - 2
This course draws on key ideas from anthropology, sociology, science and technology studies, philosophy, and ethics to examine the relationships between technologies of mobility and society. Mobility is fundamental to the human experience and transportation plays a key role in our increasingly interconnected world. From the emergence of bi-pedialism to the advent of pilotless personal air taxis, moving through time and space has been inseparable from existing as humans on earth. A wide range of technologies, systems and processes intersect with mobility. Consideration of the social and ethical impact of these factors on contemporary human experience is a core goal of this course. Also listed as ENGR 232.
# Units: 2
Engineering for social benefit. Introduction to the following concepts: humanitarian and frugal innovation, design for empathy, needs assessment, impact evaluation, and social entrepreneurship.
# Units: 1
Explore and apply the ten core competencies of frugal innovation through case studies relating to mobile applications, low-cost diagnostics, frugal habitat, last-mile distribution and micro entrepreneurship. Then, learn how to design technologies and business models for social benefit. Student projects focus on real world implementations with social enterprises in emerging markets. Junior standing or sophomores with instructor consent.
# Units: 1
This class offers vital tools for completing projects in unfamiliar communities and/or cultures. Students will learn how to read and understand the human and environmental ecosystem where they and their projects are immersed and incorporate this information into their design process to develop solutions that are socially, economically, and environmentally appropriate. Students will also learn how to implement a quick "need assessment evaluation" to uncover the scope, depth, impact and local perception of the need they will solve, while familiarizing themselves with approaches and tools for problem-solving and innovation. Prereq: junior standing. (2 units).
# Units: 2
Innovators, Developers, and Change Makers. This new course focuses on the intersection of diversity, inclusion, and product or service innovation. Build understanding and skills to work with diverse perspectives and competencies from intersectionalities of race, gender, religion, region and other dimensions of diversity and derived from historical American systemic ideologies of individual freedom and success within a hierarchy as an Individualistic mindset and of Social Responsibility with justice for all as a Relational mindsetin oneself, and in other individuals, organizations, systems and cultures. Learn entrepreneurship and design thinkingprototyping techniqueswhile working in teams on innovation challenges that can change the world. You will explore user-centered design by developing and applying design processes, and strategies, in hands-on exercises, design critiques, discussions, lectures, and readings.
# Units: 4
The course equips future innovators with the ability to discern more compelling answers to where innovations and value are needed and why by cultivating confidence in applying theological inquiry to innovation.
# Units: 4
The limits of scientific knowledge are examined in the framework of nonlinear system theory, metamathematics and modern physics. The technical background developed in the course is used as a basis for exploring the relationship between science, aesthetics, and religion. Particular emphasis is placed on the rationality of faith, and on controversial questions where the views of scientists and theologians appear to conflict. Prerequisites: MATH 12 or MATH 31. Honors students or permission of Instructor.
# Units: 4
Laboratory for ENGR 144. Cross-listed with MECH 144L (Corequisite: ENGR 144)
# Units: 1
Design of innovative smart electro-mechanical devices and products. Topics include a review of the basics of mechanical, electrical and software design and prototyping, and will emphasize the synthesis of functional systems that solve a customer need, that are developed in a team-based environment, and which are informed by the use of methodologies from the fields of systems engineering, concurrent design and project/business management. Designs will be developed in the context of a cost-constrained business environment, and principles of accounting, marketing, and supply chain are addressed. Societal impacts of technical products and services are reviewed. Enrollment is controlled in order to have a class with students from diverse majors. Offered every other year. Prerequisites: Core Foundation-level natural science and mathematics, or equivalent; instructor permission required.
# Units: 4
This course will explore technological innovation by studying the evolution of technologies and industries in Silicon Valley. We will review the development of fundamental technologies such as vacuum tubes, semiconductors, and biotechnology, and systems such as radar, communications, aerospace, personal computing, the internet, social media and platforms. This approach will help students to understand 1) the defining features of this region and how it has continued to lead in global technology development even as the fundamental technologies have changed, and 2) the complexity of the innovation process and the influence of the public sector, academia, investors, and other entities on innovation and entrepreneurship. Also listed as ENGR 245.
# Units: 3
(No description found)
# Units: 1
(No description found)
# Units: 20
Introduces process-based frameworks required in the design and development of biomedical products to ensure that they meet user requirements and safely perform their intended use. Student teams use real-world medical device examples to examine product requirements, and apply agile/lean engineering methods to product verification and validation test planning. Frameworks mastered through this course will give students a practical toolkit of robust methods to ensure product quality and regulatory compliance. Prerequisite: Sophomore to Senior standing.
# Units: 1
Introduces US FDA and European regulatory pathways for medical device and diagnostic products. Students will explore regulatory requirements for devices including software and for drug-device or biologic-device combination products. Examples of FDA-industry collaboration in the advancement of regulatory science will be provided from the emerging fields of personalized medicine and devices using artificial intelligence. Student teams will classify a medical device, assess its US FDA regulatory pathway, and estimate the development program that will be required to gain regulatory approval or clearance.
# Units: 1
This course introduces a process-based approach for risk management applied to medical devices. Students will explore different types of risk analysis and their applicability. While the regulatory requirements for risk management are explained, the course focus is to provide students with perspective on the value that an effective, compliant risk management program brings to all stakeholders throughout the product lifecycle. Student teams will participate in a simulated medical device development project, and conduct the appropriate risk management activities during the simulation. Prerequisite: Sophomore to Senior standing.
# Units: 1
Introduces human factors/usability engineering principles imperative to the evaluation of user interfaces in medical devices. Students will explore medical device use error case studies to learn how to assess the ways people perceive, interpret and manipulate devices, as well as how the device receives user input and responds. While usability engineering FDA requirements and evaluation methodologies are explained, the course focus is to engage students in collaborative, hands-on activities to evaluate how people interact with medical devices. Student teams will conduct a Usability Engineering Validation Study project, in which a device is assessed using various analytical techniques. Frameworks applied through this course will give students a practical toolkit of robust methods to evaluate product safety and effectiveness. Prerequisite: Sophomore to Senior standing. (1 unit)
# Units: 1
In this course, you will learn the fundamental scientific and technological underpinnings of the important new field of nanotechnology; how both the understanding and the technological capabilities have evolved over the past century; and how nanotechnology proposes new applications that can address social and economic goals. An appreciation of the interaction between these goals and the evolution of the technology will be central to the course. Students will develop critical thinking about the prospects for nanotechnology in order to be able to assess the relevant ethical and social issues, and also the possibility and/or likelihood of the development of specific applications.
# Units: 4
This course introduces students to the skills, practices and processes for understanding and managing innovation and entrepreneurship activities that span cultures throughout the world. These cultural challenges include developing a deep understanding of the needs of customers in emerging markets, producing goods and services with global teams, and outsourcing manufacturing operations. Cross-listed with MGMT 177.
# Units: 5
Systems thinking represents an important tool for analysis and problem-solving, especially when collaborating with others from diverse perspectives, both within and outside of engineering disciplines. This course will introduce students to basic concepts for thinking in systems by providing exposure to and experience with modeling methods from the areas of both systems dynamics and general systems theory.
# Units: 1
This is the second course in a two-course sequence taken in conjunction with a senior capstone course and relates elements of the capstone experience to themes that are fundamental to entrepreneurial thinking. Activities are framed from the point of view of a business model in which explicit elements of an engineering enterprise are defined, such as customer segments, the value proposition, etc. Taken immediately following ENGR 163A. (0.5 unit)
# Units: 0.5
This is the first course in a two-course sequence taken in conjunction with a senior capstone course and relates elements of the capstone experience to themes that are fundamental to entrepreneurial thinking. Activities are framed from the point of view of a business model in which explicit elements of an engineering enterprise are defined, such as customer segments, the value proposition, etc. To be immediately followed with ENGR 163B. (0.5 unit)
# Units: 0.5
This course is taken in conjunction with a senior capstone course and relates elements of the capstone experience to themes that are fundamental to entrepreneurial thinking. Activities are framed from the point of view of a business model in which explicit elements of an engineering enterprise are defined, such as customer segments, the value proposition, etc.
# Units: 1
An introduction to the basics of obtaining initlal and early stage financial support for a new entrepreneurial venture. The course reviews financial sources, pitch decks, term sheets, negotiation tactics, and how to create the perfect pitch for obtaining financing.
# Units: 1
This course offers students opportunity to learn and develop skills in the practice of collaborative creativity. The skills students will acquire are based on a body of knowledge rooted in the soil of observed behavior of inventors inventing more than theory. The course will meet for four 2.5 hour sessions on Saturday mornings in February in order to allow for sufficient time to practice and develop these specific skills with video assisted feedback and coaching from the instructor.
# Units: 1
The basic principles of design thinking, especially as applied to the three essentials for innovating success - user desirability, technical feasibility and business/economic viability. Explores techniques relating to themes such as deep customer understanding, creative brainstorming, and active prototyping. These topics are applied in the context of a team-based project conducted through the ENGR 166 A and B course sequence. Prerequisite: ENGR 166A.
# Units: 1
The basic principles of design thinking, especially as applied to the three essentials for innovating success - user desirability, technical feasibility and business/economic viability. Explores techniques relating to themes such as deep customer understanding, creative brainstorming, and active prototyping. These topics are applied in the context of a team-based project conducted through the ENGR 166 A and B course sequence.
# Units: 1
The basic principles of design thinking, especially as applied to the three essentials for innovating success - user desirability, technical feasibility and business/economic viability. Explores techniques relating to themes such as deep customer understanding, creative brainstorming, and active prototyping. These topics are applied in the context of a team-based project conducted through the ENGR 166A through C course sequence. Prerequisite: ENGR 166A, ENGR 166B.
# Units: 1
(No description found)
# Units: 1
This course for engineering undergraduate students reviews essential concepts for new entrepreneurial ventures to include the customer discovery phase, channels of distribution, strategic partners, and monetary metrics.
# Units: 1
This course for engineering undergraduate students identifies legal risks facing new ventures and reviews techniques and approaches on how to reduce these risks while accomplishing business or engineering goals.
# Units: 1
This course examines social entrepreneurship through the intersection of technology and social innovation. Technical considerations include design of total solutions and for affordability and low cost manufacturing; social considerations include developing deep empathy and an understanding of local circumstances particularly for those suffering extreme poverty.
# Units: 1
This course examines social entrepreneurship through the intersection of technology and social innovation. Technical considerations include design of total solutions and for affordability and low cost manufacturing; social considerations include developing deep empathy and an understanding of local circumstances particularly for those suffering extreme poverty.
# Units: 1
This course examines social entrepreneurship through the intersection of technology and social innovation. Technical considerations include design of total solutions and for affordability and low cost manufacturing; social considerations include developing deep empathy and an understanding of local circumstances particularly for those suffering extreme poverty.
# Units: 1
This course focuses on learning about the role and significance of innovation in social entrepreneurship, and on exploring the various types of innovation that social enterprises may leverage. The course provides students with hands-on experience in an organization offering service to underserved populations. This service-based learning engagement will demonstrate an understanding and appreciation of the entrepreneurs engaged in these social businesses. The course introduces Social Entrepreneurship and develops an understanding of business models tied to financial sustainability and scalable social impact. This course is pending ELSJ approval to satisfy the Experiential Learning and Social Justice core requirement. The course fulfills the ELSJ core requirement. (2 units)
# Units: 2
Through theatre games, improvisation, warm-up exercises, monologues, and scenes, students will learn the basics of Stanislavski's method of physical actions, to learn the basic principles of acting and in the process increase self confidence and an ability to collaborate.
# Units: 1
(No description found)
# Units: 1
This course introduces product prototyping strategies to allow students to test their design concepts with customers with the objective of validating assumptions regarding customer need and desired functionality / features. PREREQUISITES: ENGR 171A or instructor permission.
# Units: 1
This course focuses on identifying and assessing opportunities for new products and services. Based on the principles of design thinking, it addresses the identification of problems by reviewing methods for understanding the needs and motivations of the customer. It also reviews the development of a validated and solution-independent need statement.
# Units: 1
This is the first course in a two course sequence in which students will explore an emerging technical market and develop specific viable business models to execute within the SCU educational program. Students will explore applications for the selected technology, identify customers/markets, and define a sustainable business model. Instructor permission as well as sophomore standing or above is required; in addition, preferential admission may be given to students who have taken other courses in the School's innovation and entrepreneurship program.
# Units: 1
This is the second course in a two course sequence in which students will explore an emerging technical market and develop specific viable business models to execute within the SCU educational program. Students will explore applications for the selected technology, identify customers/markets, and define a sustainable business model. ENGR 172A is a required prerequisite, and instructor permission is also required.
# Units: 1
This course serves as an introduction to fundamental business topics, to include basic economics, business forms and functions, reading simple financial statements, basic marketing concepts, and management concepts. Sophomore to Senior standing only.
# Units: 1
This course develops an understanding of financial statements and how they may be analyzed to assess the performance of an enterprise. The course also reviews capital markets and associated decision-making for corporate operation. A business simulation allows students to apply principles of management, operations, marketing, and accounting to a business scenario. PREREQUISITE: ENGR 173 or instructor permission.
# Units: 1
This course introduces students to the Business Model Canvas as a framework for describing and organizing the operational elements of a functional enterprise, whether it is a commercial or non-profit entity. Topics include identifying customers and explicitly stating the value proposition, identifying value delivery mechanisms, articulating strategic partnerships, identifying key resources, and describing anticipated cash flow.
# Units: 1
This course reviews the strategic segmenting/targeting/positioning and practical messaging skills used in product marketing and thought leadership positions and which are core to entrepreneurial technology ventures. Specific topics include an overview of core marketing skillsets, practical examples of successful market segmentation and target selection, best practices for positioning and messaging creation, competitive landscape modeling and developing differentiation, translating customer requirements into effective positioning/messaging, and wholesale market (re-)definition.
# Units: 1
Classification models, cross-validation; supervised learning, linear and logistic regression, support vector machines; unsupervised learning, dimensionality reduction methods, tree-based methods, and kernal methods, principal component analysis, K-means; Includes a significant project component using Python and other machine learning tools. Prerequisites: Familiarity with Python programming, elementary statistics, and linear algebra. (3 units) Cross-Listed ECEN 520
# Units: 4
This course for engineering undergraduate students provides an overview of United States intellectual property laws, focused specifically on how those laws impact and apply to engineers.
# Units: 1
Intrapreneurship is a form of corporate entrepreneurship, and it focuses on the needs of an established organization (unlike a start-up) to create an innovative business opportunity within the existing structure of the organization.
# Units: 1
Introduction to the design, operation, deployment, piloting, and safety issues involving the use of underwater robots. Prerequisite: Instructor permission required.
# Units: 1
Technical operation, maintenance, and advanced piloting of underwater robots. Crew management. Operational and safety procedures. Prerequisite: Instructor permission required.
# Units: 3
(No description found)
# Units: 2
Definition and applications of Six-Sigma quality systems for design, production, engineering applications, and business processes. The main topics include statistical methods in quality control and assurance, implementation strategies, practical engineering applications for achieving continuous quality improvement, defect reduction, and quality-related project planning and management methods to achieve universal participation in process improvement. Prerequisite: AMTH 108 or equivalent.
# Units: 3
Students must have basic knowledge of statistics and coding, and have passed relevant lower-division courses in statistical analysis, business analytics, or other equivalent. A course in introduction to Python is a must. Instructor’s approval is required for making sure that student meets the prerequisite requirement for the course. (AMTH 108 or equitant + any course in introduction to python programming)
# Units: 3
Subjects of current interest. May be taken more than once if topics differ.
# Units: 2 - 2.25
Theoretical and practical approaches of human-machine interaction issues for engineers: human information system, human errors, and human performance modeling. Application of these concepts to engineering problems. Students will learn more about human perception, cognition, and motions. Then, they will do programming to develop software to predict human performance on various tasks and operations.
# Units: 4
This course explores the application of artificial intelligence in the manufacturing ecosystem, focusing on optimizing production processes through AI technologies. Participants will learn how to predict production rates, analyze machinery performance, and plan preventive maintenance using data-driven AI methods. The syllabus covers essential AI tools and frameworks, including Python, TensorFlow, and Keras, along with foundational topics like machine learning concepts, neural networks, and deep learning techniques. Practical sessions include case studies on manufacturing applications, enabling students to apply AI in real-world scenarios. Key areas such as CNN architectures, sequence processing, and regularization techniques will be thoroughly examined, culminating in comprehensive case studies and project-based learning.
# Units: 4
Integration of classroom study and practical experience in a planned program designed to give students practical work experience related to their academic field of study and career objectives. The course alternates (or parallels) periods of classroom study with periods of training in industry or government. Satisfactory completion of the assignment includes preparation of a summary report on co-op activities. P/NP grading. May be taken twice. May not be taken for graduate credit. (2 units)
# Units: 1 - 4
Investigation of an approved engineering problem and preparation of a suitable project report. Conferences with faculty advisor are required. Prerequisite: Instructor approval. (1û4 units)
# Units: 1 - 4
(No description found)
# Units: 1 - 2
Junior preparation for senior project. An introduction to project requirements, team management, and project management. Consideration of career documentation and networking. Tentative project selection. (1 unit)
# Units: 2
Specification and initial investigation of an engineering project, selected with the mutual agreement of the student and the project advisor. The design process lab begins, including problem formulation, research, and preliminary design and analysis. Initial draft of the project report with oral presentation. (0.5 units) Restricted to General Engineering majors and minors.
# Units: 0.5
Specification and initial investigation of an engineering project, selected with the mutual agreement of the student and the project advisor. The design process begins, including problem formulation, research, and preliminary design and analysis. Initial draft of the project report with oral presentation. (2 units)Restricted to General Engineering majors and minors.
# Units: 2
Continued design and construction of the project, system, or device. The design process continues, including design analysis, testing, and iteration. Second draft of the project report with oral presentation. (2 units)Restricted to General Engineering majors and minors.
# Units: 2
Specification and initial investigation of an engineering project, selected with the mutual agreement of the student and the project advisor. The design process lab begins, including problem formulation, research, and preliminary design and analysis. Initial draft of the project report with oral presentation. (0.5 units) Restricted to General Engineering majors and minors.
# Units: 0.5
Completion of design and construction of the project, system or device. Design process concludes with formal communication of project details and specifications. Final project report and formal presentation of results. (2 units)
# Units: 1
Junior preparation for senior project. An introduction to project requirements, team management, and project management. Consideration of career documentation and networking. Tentative project selection. (1 unit)
# Units: 2
Registration for this course is based on arrangements with a faculty member. (1û5 units)
# Units: 0.5 - 2
(No description found)
# Units: 15