71 courses with the subject ENGRG, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Peer-facilitated group sessions focused on problems at or above the level of course material, designed to enhance understanding of core concepts in ENGRD 2020/MAE 2020.
Academic Excellence Workshop for CHEM 2090. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CHEM 2090.
Academic Excellence Workshop for CS 1110. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 1110.
Academic Excellence Workshop for CS 2110. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 2110.
Academic Excellence Workshop for CS 1112 . Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 1112.
The purpose of the course is to prepare Jiang Fellows for a summer internship at a startup. Course introduces Jiang Fellows to the startup culture, job skills, and methods to evaluate possible internship opportunities. Students will also be introduced to the entrepreneurship ecosystem at Cornell and the various entrepreneurship resources available. Topics to be discussed include: interview skills and expected questions, conducting research on private companies, employee roles and responsibilities at startups, role of a product manager, creating OKRs (Objectives and Key Results), venture financing, and the Business Model Canvas and critically thinking about startups. Will include guest speakers from current startups.
Academic Excellence Workshop for CS 2800. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 2800.
Academic Excellence Workshop for CS 3110. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 3110.
Academic Excellence Workshop for CS 3410. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in CS 3410.
First-year engineering students meet in groups weekly with their faculty advisors. Discussions may include the engineering curriculum and student programs, what engineers do, the character of engineering careers, active research areas in the college and in engineering in general, and study and examination skills useful for engineering students. Groups may visit campus academic, engineering, and research facilities.
Mentally visualizing and manipulating three-dimensional objects are critical skills for engineers and scientists, as is the ability to represent three-dimensional objects with two-dimensional formats. In this active-learning style course, students will strengthen spatial reasoning and visualization skills through deliberate training and practice. Students will also gain exposure to CAD design and work as teams to identify and present on the use of visualization techniques in scientific publications.
Academic Excellence Workshop for MATH 1910. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in MATH 1910.
Academic Excellence Workshop for MATH 1920. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in MATH 1920.
Academic Excellence Workshop for MATH 2930. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in MATH 2930.
Academic Excellence Workshop for MATH 2940. Weekly two-hour collaborative learning sessions. Peer-facilitated group works on problems at or above the level of course material, designed to enhance understanding of core concepts in MATH 2940.
This class will help you engineer your life to get the most out of your undergraduate experience now while building foundational professional skills for the future. Meetings with an assigned engineering alumni mentor-coach will expand your network and give you a window into the non-technical aspects of the practice of engineering. Class sessions provide tools for strategic decision-making about the many opportunities you have at Cornell to develop teamwork, leadership, and related skills. Through COMPASS, you will gain a clear sense of your values, interests, strengths, and areas for development as well as a plan for the remainder of your Cornell experience.
Students who are joining an Engineering Project Team for the first time will be introduced to the program and to information and skills needed for success as a project team member. Topics will include a broad orientation to the Engineering Project Teams, safety, communication, giving and accepting feedback, and expectations for culture and behavior. The course is a prerequisite for ENGRG 3400 and intended for and required of all new project team members.
This course is intended for first-year students. A solid introduction to the entrepreneurial process to students in engineering. The main objective is to identify and to begin to develop skills in the engineering work that occurs in high-growth, high-tech ventures. Basic engineering management issues, including the entrepreneurial perspective, opportunity recognition and evaluation, and gathering and managing resources are covered. The fundamentals of supply and demand and other basic microeconomic terms are covered. Technical topics such as the engineering design process, product realization, and technology forecasting are discussed.
Prepare to engage, reflect, and explore! This discussion based course will consist of in-class activities, journaling exercises, and homework assignments for shaping your career goals, choices, and planning. Through this course, you will develop an awareness of and ability to manage the career development process. You will be able to communicate with confidence about your values, skills, and strengths. You will learn to make connections with others who can assist you in your career development and advancement. You will create your own personal mission and vision statements. And, you will apply engineering knowledge to product design. If you are looking for a challenging and thought-provoking experience that encourages asking question, being curious, and taking risks, you've found it!
This course provides an introduction to the role computing and information technologies played in political public life, from tabulating machines used to calculate the census to Big Tech's impact on democratic procedures, the future of labor, and the environment. Though organized around three thematic units (Informing a Nation, Trusting Machines, and Generating Value), the course pays attention to the chronological trajectory of technologies and political practices and students will develop the skills necessary for historical analysis. While focusing on the US experience the course also highlights the international flow of labor, materials, and ideas. By studying the development of computing historically, we will grapple with the effects of computing and data sciences on society today, paying special attention to critiques of economic, racial, and gender injustice. The course will meet twice a week, and each meeting will include a lecture followed by a discussion. (HIST-HNA)
Introduction to engineering and business economics investment alternatives and to project management. Intended to give students a working knowledge of money management and how to make economic comparisons of alternatives involving future benefits and cost. The impact of inflation, taxation, depreciation, financial planning, economic optimization, project scheduling, and legal and regulatory issues are introduced and applied to economic investment and planning and project-management problems.
Intended for student members of Engineering Student Project Teams. Project Team students work in an applied setting that fosters knowledge transfer from the classroom to practice and development of professional skills necessary to work in multidisciplinary teams.
This course surveys a range of ethical issues that arise in professional engineering, and provides discussion-based practice in analyzing and addressing them. Using normative frameworks from professional codes, philosophical ethics, value-sensitive design, feminist theory, and science & technology studies, the course engages with a series of historical, current, and fictional case studies, across a wide variety of engineering disciplines. Specific topics to be discussed may include: privacy, consumer rights, smart cities, geoengineering, artificial intelligence, and cloning. Instruction is through a mix of lectures and discussions.
Computing is ubiquitous in modern life, and essential to professional work in engineering and many other disciplines. However, computing technologies, especially artificial intelligence, raise distinctive normative issues. This course surveys a variety of social, ethical, and political issues that arise in connection with computing technologies, including artificial intelligence, from a philosophical perspective. Specific topics may include: hacking, privacy, intellectual property, forms of deception and manipulation enabled by computing technologies, social injustices that are reinforced by algorithmic systems, machine ethics, and science fiction issues such as robot rights or existential risks posed by superintelligent computer systems. Content delivery will be through a mix of lectures, readings, and in-class discussion.
Engineering decisions shape nearly every aspect of modern life, from transportation and healthcare to artificial intelligence, infrastructure, manufacturing, and environmental systems. Yet many of the assumptions, tradeoffs, and consequences embedded within engineering systems remain invisible until systems fail or unintentionally exclude the people they are intended to serve. This course introduces students to sociotechnical approaches to engineering through engineering case studies, historical perspectives, systems thinking, and design activities. Students will analyze how engineering decisions affect different communities while developing practical approaches for identifying hidden assumptions, evaluating stakeholder impacts, and designing engineering systems that are technically sound, ethically responsible, and socially responsive. Through a semester-long Community Lens Project, engineering redesign activities, and collaborative discussion, students develop skills for analyzing and improving engineering systems in ways that better serve society.
This is the first of two required classes in the Engineering Leadership Certification Program. The focus is on the self and team competencies covered in the certification program. Students gain knowledge about their own strengths, values, purpose, goals, and derailers. Further topics include project management basics, presentation skills, communication and team dynamics. Working from this foundation, students propose and form teams to enact a Leadership Project that has meaning and impact. Note that this class includes two required weekend retreats in addition to the regularly scheduled class: one during the first week of classes in January and the other in April.
Weekly experiential learning about different aspects of leadership and teamwork. Exercises are fun and engaging, sometimes taking students outside of the lab to experiment with different people skills. Topics include communication, decision-making for leaders, managing conflict, ethics, influence and persuasion, organizational culture, and others.
This skills-based, experiential learning course will use students' project team experiences as a vehicle to learn about, practice, and refine critical leadership skills. Students will have access to one on one and small group coaching throughout their enrollment in the course.
Listening is one of the most consequential – and most underestimated – skills a leader can develop. This clinic introduces intentional listening and effective inquiry as active, learnable practices that shape how we understand others, build trust, and make better decisions. Students will develop greater command over their attention, learn to ask questions that open rather than close conversations, and leave with concrete strategies for creating the conditions in which others are genuinely heard.
Team culture is not the exclusive domain of leaders: every member shapes it, whether intentionally or not. This clinic equips students with the frameworks and tools to actively influence the norms, expectations, and behaviors that determine how a team functions, regardless of their role or title. Students will learn to diagnose what is supporting or undermining a team's performance, contribute to aligning members around shared goals, and respond constructively when culture drifts. Between workshops, students apply these skills in a real team context, then return to share lessons learned and build a personal plan for continued practice.
Every member of a team shapes its culture through daily choices, whether or not they hold a formal leadership role. This clinic equips students with the knowledge and skills to recognize what makes a team truly inclusive, understand why it matters for performance and collaboration, and take concrete action to strengthen it from whatever position they occupy. Students will examine how different perspectives and experiences shape team dynamics, explore the specific behaviors that make people feel valued or sidelined, and develop a personal approach to fostering belonging in the teams they are part of now and in the future.
Clear expectations, honest follow-through, and the ability to address performance gaps directly are among the most practical skills a team member can develop. This clinic gives students tools for establishing shared expectations, honoring their own commitments, and having constructive conversations when things go off track. Students will practice turning accountability from an uncomfortable afterthought into a regular team habit and leave with a concrete approach they can apply in any team context.
Difficult conversations are a normal feature of any team, workplace, or relationship that is functioning well. This clinic gives students the frameworks and language to approach those conversations with clarity and intention rather than avoidance. Students will learn what makes a conversation "difficult," why engaging rather than avoiding tends to produce better outcomes for everyone involved, and how to plan for, initiate, and navigate these exchanges constructively. Equal attention is given to managing one's own emotions in the moment and to using honest conversation as a foundation for stronger working relationships.
Whenever people work together on something that matters, disagreements and tensions are inevitable, and in high-performing teams, they are often intentional. Productive conflict drives creativity, sharpens decision-making, and surfaces assumptions that might otherwise go unchallenged. The skill lies in knowing how to encourage the right kinds of conflict, navigate them well, and address the kinds that undermine trust and progress before they take hold. This clinic gives students a framework for understanding different conflict styles, including their own, and specific tools for managing disagreements in ways that strengthen rather than strain the teams they are part of.
The ability to give clear, useful feedback is one of the most practical skills a person can develop as a teammate and a leader. This clinic gives students a clear, practical framework for delivering feedback that is specific, honest, and useful, whether the message is affirming or corrective. Students will practice giving feedback in real situations and develop the confidence and language to do it well, building a skill that serves them in any collaborative environment.
The ability to seek out feedback, sit with it, and act on it thoughtfully is one of the most reliable drivers of personal and professional growth. How you receive feedback is the single biggest determinant of its value. This clinic gives students practical strategies for seeking feedback out, managing their emotional responses in the moment, and analyzing what they hear to decide what to do with it. Students will develop a more intentional relationship with feedback as a resource, building a habit that will serve them throughout their academic and professional lives.
Leadership is often framed as a matter of title or position, but the people who shape teams most powerfully are not always the ones in charge. This clinic invites students to examine followership as a distinct and learnable set of skills: the ability to contribute with initiative, support a leader's vision without surrendering independent judgment, and influence team outcomes from any position. Students will explore what distinguishes passive compliance from active, engaged followership, and why the capacity to follow well is not a steppingstone to leadership but an enduring part of it.
Every person leads from a particular combination of talents, and self-awareness about what those talents are makes a meaningful difference in how effectively they are used. This clinic helps students identify their core talents, articulate the value they add to a team, and develop a more intentional approach to leading from who they are. Students will also examine how strengths can become liabilities when overused or applied without awareness, building the kind of honest self-knowledge that underlies sustained leadership effectiveness.
Time is the one resource that cannot be recovered, and how a person allocates it reflects their actual priorities more accurately than any plan or intention. This clinic helps students develop a clearer, more honest relationship with how they spend their time, and gives them practical frameworks for making better decisions about where their attention goes. Students will examine the habits and mindsets that drive procrastination and overcommitment, practice strategies for setting and holding priorities, and learn to balance competing demands in ways that are sustainable.
In this leadership skills clinic, students will learn how to raise ethical concerns and express dissent in a respectful, values-driven manner. Through inter-active exercises and applied frameworks, participants will develop the ability to focus their awareness to recognize internal ethical dilemmas, apply a framework to engage in constructive dialogue, and choose appropriate avenues for action. By the end of the course, students will be equipped to navigate dissent with integrity and confidence, contributing to ethical decision-making in team and organizational contexts.
Leadership Skills Clinics are brief, experiential classes designed to build core professional skills for working effectively with and through others. Each clinic focuses on a discrete skill and is structured around active learning—frameworks, applied exercises, and targeted feedback. Students should expect to engage directly with realistic scenarios, experiment with new approaches, and leave with concrete tools they can use immediately in academic, team, and professional settings. In-person attendance for the entirety of all class sessions is required.
Individual or group study or project for students under the supervision of faculty in central college of engineering programs. Students are expected to spend 3-4 hours per week per credit hour working on the project and a final deliverable is required. To enroll, students should schedule a meeting with their mentor(s) to discuss the semester goals, requirements, and expectations associated with the research credit(s). Students must submit a Cornell Engineering Research for Credit Form (https://experience.cornell.edu/opportunities/cornell-engineering-research-credit). Upon approval, students are responsible for enrolling themselves with a permission number.
Introduction to Intellectual Property (IP) including patents, copyright, trademarks, and trade secrets. By analyzing real cases the students will learn how to understand and characterize inventions, develop and implement IP, assess its value, and develop strategies for commercialization including licensing to an existing company or creation of a startup. By focusing on how to manage and leverage IP for competitive advantage the course is of particularly relevance to students interested in the intersection of engineering/science, invention, innovation, business, and entrepreneurship. Specific Topics to be Covered
This course provides an in-depth exploration of technology-to-market analysis. Core topics include understanding the market opportunity, evaluating competitive technologies and the intellectual property landscape, distinguishing between technology and product, and formulating effective technology commercialization strategies. Students will also examine market and customer needs, assess revenue potential, and design value-driven business models. As a continuation of ENGRG 4910, this course is particularly relevant for students interested in the intersection of engineering, science, technology, innovation, business, and entrepreneurship.
This course provides selected undergraduate students with hands-on teaching experience by involving them in planning and leading Academic Excellence Workshop (AEW) courses. AEW facilitators work closely with a co-facilitator and communicate weekly with the associated course team to plan and deliver their sessions. Throughout the semester, facilitators receive thorough training on teaching math, chemistry, computer science, or engineering. They will read and discuss articles and videos, reflect on their own experiences, and engage in activities to improve their teaching and learning skills. The training covers topics such as building community, creating inclusion, how people learn, asking effective questions, structuring collaboration, and various student-centered teaching strategies. Trainings also include a focus on developing facilitators as leaders and professionals.
Teaching assistant responsibilities include class preparation, grading, and assisting students with class logistics. Regular class duties includes monitoring student class participation and facilitating exercises and discussions. Teaching assistants will help facilitate two outside-of-class retreats in the spring semester.
This independent study course offers engineering students an opportunity to reflect on professional and personal growth, challenges, and opportunities resulting from a recent internship. Typically, these internships take place in the summer and students, in the semester they return to campus, write a short paper describing their work experience and how it connects to the educational objectives of their major. The value of the course is in the reflection on expectations, successes, challenges and skills and knowledge gained during the internship.
The primary focus is to prepare students for the Fundamentals of Engineering (FE) exam, which is the first step in obtaining a Professional Engineering (PE) license. Students complete a formal comprehensive review of engineering subjects associated with the FE exam. Engineering professionalism topics will be covered in some of the lectures or asynchronous videos. Once the nationally conducted FE exam is passed, it is valid forever in any state as part of PE registration. Course grading is based upon weekly quizzes, assignments within the asynchronous videos, attendance, and a comprehensive online final that is similar to the FE exam. Alternatively, the quizzes and final portion of the grade can be covered by passing of the FE exam during the semester.
This course delves into the essential elements of career planning and job search strategies. Through interactive discussions and practical exercises, students will identify their strengths, skills, and values, honing their ability to articulate these effectively in professional contexts. They will gain comprehensive insights into the complete job search process, including learning how to craft compelling application materials, cultivate their professional network, communicate with confidence during interviews, and negotiate offers effectively.
This course is dedicated to fostering overall professional growth and enhancement. Students will explore advanced techniques for leveraging their strengths and experiences to advance their careers. Through engaging discussions and immersive activities, they will refine their communication skills, leadership abilities, and emotional intelligence. Topics include personal branding, navigating team dynamics in the workplace, and career goal setting. Students will also delve into strategies for continuous learning and adaptation in an ever-evolving professional landscape.
Listening is one of the most consequential – and most underestimated – skills a leader can develop. This clinic introduces intentional listening and effective inquiry as active, learnable practices that shape how we understand others, build trust, and make better decisions. Students will develop greater command over their attention, learn to ask questions that open rather than close conversations, and leave with concrete strategies for creating the conditions in which others are genuinely heard.
Team culture is not the exclusive domain of leaders: every member shapes it, whether intentionally or not. This clinic equips students with the frameworks and tools to actively influence the norms, expectations, and behaviors that determine how a team functions, regardless of their role or title. Students will learn to diagnose what is supporting or undermining a team's performance, contribute to aligning members around shared goals, and respond constructively when culture drifts. Between workshops, students apply these skills in a real team context, then return to share lessons learned and build a personal plan for continued practice.
Every member of a team shapes its culture through daily choices, whether or not they hold a formal leadership role. This clinic equips students with the knowledge and skills to recognize what makes a team truly inclusive, understand why it matters for performance and collaboration, and take concrete action to strengthen it from whatever position they occupy. Students will examine how different perspectives and experiences shape team dynamics, explore the specific behaviors that make people feel valued or sidelined, and develop a personal approach to fostering belonging in the teams they are part of now and in the future.
Clear expectations, honest follow-through, and the ability to address performance gaps directly are among the most practical skills a team member can develop. This clinic gives students tools for establishing shared expectations, honoring their own commitments, and having constructive conversations when things go off track. Students will practice turning accountability from an uncomfortable afterthought into a regular team habit and leave with a concrete approach they can apply in any team context.
Difficult conversations are a normal feature of any team, workplace, or relationship that is functioning well. This clinic gives students the frameworks and language to approach those conversations with clarity and intention rather than avoidance. Students will learn what makes a conversation "difficult," why engaging rather than avoiding tends to produce better outcomes for everyone involved, and how to plan for, initiate, and navigate these exchanges constructively. Equal attention is given to managing one's own emotions in the moment and to using honest conversation as a foundation for stronger working relationships.
Whenever people work together on something that matters, disagreements and tensions are inevitable, and in high-performing teams, they are often intentional. Productive conflict drives creativity, sharpens decision-making, and surfaces assumptions that might otherwise go unchallenged. The skill lies in knowing how to encourage the right kinds of conflict, navigate them well, and address the kinds that undermine trust and progress before they take hold. This clinic gives students a framework for understanding different conflict styles, including their own, and specific tools for managing disagreements in ways that strengthen rather than strain the teams they are part of.
The ability to give clear, useful feedback is one of the most practical skills a person can develop as a teammate and a leader. This clinic gives students a clear, practical framework for delivering feedback that is specific, honest, and useful, whether the message is affirming or corrective. Students will practice giving feedback in real situations and develop the confidence and language to do it well, building a skill that serves them in any collaborative environment.
The ability to seek out feedback, sit with it, and act on it thoughtfully is one of the most reliable drivers of personal and professional growth. How you receive feedback is the single biggest determinant of its value. This clinic gives students practical strategies for seeking feedback out, managing their emotional responses in the moment, and analyzing what they hear to decide what to do with it. Students will develop a more intentional relationship with feedback as a resource, building a habit that will serve them throughout their academic and professional lives.
Leadership is often framed as a matter of title or position, but the people who shape teams most powerfully are not always the ones in charge. This clinic invites students to examine followership as a distinct and learnable set of skills: the ability to contribute with initiative, support a leader's vision without surrendering independent judgment, and influence team outcomes from any position. Students will explore what distinguishes passive compliance from active, engaged followership, and why the capacity to follow well is not a steppingstone to leadership but an enduring part of it.
Every person leads from a particular combination of talents, and self-awareness about what those talents are makes a meaningful difference in how effectively they are used. This clinic helps students identify their core talents, articulate the value they add to a team, and develop a more intentional approach to leading from who they are. Students will also examine how strengths can become liabilities when overused or applied without awareness, building the kind of honest self-knowledge that underlies sustained leadership effectiveness.
Time is the one resource that cannot be recovered, and how a person allocates it reflects their actual priorities more accurately than any plan or intention. This clinic helps students develop a clearer, more honest relationship with how they spend their time, and gives them practical frameworks for making better decisions about where their attention goes. Students will examine the habits and mindsets that drive procrastination and overcommitment, practice strategies for setting and holding priorities, and learn to balance competing demands in ways that are sustainable.
In this leadership skills clinic, students will learn how to raise ethical concerns and express dissent in a respectful, values-driven manner. Through inter-active exercises and applied frameworks, participants will develop the ability to focus their awareness to recognize internal ethical dilemmas, apply a framework to engage in constructive dialogue, and choose appropriate avenues for action. By the end of the course, students will be equipped to navigate dissent with integrity and confidence, contributing to ethical decision-making in team and organizational contexts.
Leadership Skills Clinics are brief, experiential classes designed to build core professional skills for working effectively with and through others. Each clinic focuses on a discrete skill and is structured around active learning—frameworks, applied exercises, and targeted feedback. Students should expect to engage directly with realistic scenarios, experiment with new approaches, and leave with concrete tools they can use immediately in academic, team, and professional settings. In-person attendance for the entirety of all class sessions is required.
Introduction to Intellectual Property (IP) including patents, copyright, trademarks, and trade secrets. By analyzing real cases the students will learn how to understand and characterize inventions, develop and implement IP, assess its value, and develop strategies for commercialization including licensing to an existing company or creation of a startup. By focusing on how to manage and leverage IP for competitive advantage the course is of particularly relevance to students interested in the intersection of engineering/science, invention, innovation, business, and entrepreneurship.
This course provides an in-depth exploration of technology-to-market analysis. Core topics include understanding the market opportunity, evaluating competitive technologies and the intellectual property landscape, distinguishing between technology and product, and formulating effective technology commercialization strategies. Students will also examine market and customer needs, assess revenue potential, and design value-driven business models. As a continuation of ENGRG 4910, this course is particularly relevant for students interested in the intersection of engineering, science, technology, innovation, business, and entrepreneurship.
Independent study promoting reflection on teaching styles and experiences for graduate student teaching assistants in the College of Engineering. Participants may be concurrently fulfilling a TA assignment or must have done so in the past. Requirements include participation and completion of the College of Engineering's TA Development Program. This course is designed to provide Cornell Engineering TAs with the opportunity to process their understanding of teaching and learning through the formulation of questions, concepts, and theories related to their experiences.
This course develops fundamental communication, coaching, mentorship and leadership skills for PhD students. It is designed specifically for PhD mentors in the Ezra's Bridge program; however, the course is appropriate for all PhD students who wish to be more effective lab members and leaders.
Source: Cornell University's catalog, linked per course · table learning_unit · CourseShelf publish 61
