Pennsylvania State University-Penn State Erie-Behrend College · Courses
ENGR
98 courses with the subject ENGR, 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.
ENGR 100Introduction to Engineering1
A seminar providing information about different engineering majors, coping with college life, and exploring educational and career goals. ENGR 100S ENGR 100S Introduction to Engineering (1) (FYS)Engineering 100 is a First-Year Seminar designed as an introduction to the majors available to students in engineering. There are three main goals:1. To introduce students to the areas of study that the college has to offer - thi is to assist students in deciding whether engineering is for them. It also helps students decide which major within engineering is for them. This introduction is accomplished through homework exercises and guest speakers - graduates in industry, graduate students, department heads, faculty, and current undergraduates.2. To introduce students to the university in general - what resources are available and what it means to be a student at a university instead of high school. This is accomplished through guest speakers, lectures by your professor, and homework exercises.3. To provide students with an opportunity to interact with faculty members, academic advisers, and other students.The class meets twice a week. All sections meet together once a week to listen to presentations from people representing each major. On the other class day, sections meet separately with their professor for presentations and activities unique to that instructor.
ENGR 118Impact of Culture on Engineering in China3
Study of engineering in the context of cultural, historical, societal, political, and environmental considerations to understand the relationship between Chinese culture and engineering projects and policies; brief introduction to the basic engineering principles underlying the engineering projects and their design. ENGR 118 Impact of Culture
/Maximum of 4 This short-term or short-duration internship course allows undergraduate engineering students to be enrolled for credit while working at a professional research, industry, or government agency internship relevant to their major that does not meet the requirements for any other established internship course. Students enrolled in ENGR 185 may earn 1 credit while working fewer than 15 hours per week or fewer than 10 weeks during the semester of enrollment. Credit for this course may not be applied to degree requirements. Students enrolled in ENGR 195B gain real-world experience in a professional setting while learning other needed skills including communication, ethics, and time and project management. Students will complete an End-of-Semester Evaluation (with their workplace adviser) and an End-of-Semester Report at the conclusion of the internship; grading will be PS/FL.
The Millennium Scholars Program, Summer Seminar (ENGR 191) will introduce first-year scholars to the expectations and standards of the Millennium Scholars Program. Throughout the summer, scholars will meet different faculty and campus leaders, engage in community building
Millennium Scholars Program (MSP) First-Year Seminar is a one credit course designed for First-Year MSP students. This course is designed to assist new scholars in understanding and meeting the expectations of the Millennium Scholars Program. The course will focus on professional development including developing networking and interviewing skills, preparing applications for summer research experiences (REUs), wellness and self-care, learning self-advocacy, and learning how to effectively access and use university resources. This section of seminar is unique because only first-year students participating in the Millennium Scholars Program will be enrolled. At the conclusion of the seminar students should have the foundational elements of an REU application completed and a list of fifteen REUs they will apply to in the spring semester. Students will also discuss what it means to be a Millennium Scholar.
/Maximum of 18 Supervised off-campus, nongroup instruction including field experiences, practica, or internships. Written and oral critique of activity required.
/Maximum of 4 A supervised work experience in a professionally relevant position in research, industry or government. ENGR 195A Engineering Internship (1 per semester/maximum of 4) This course provides students the opportunity to apply fundamental skills and academic concepts in a professional laboratory, industry, or government agency setting within the United States. The final grade (SA/UN) will be based on the final report submitted by the student and a mid-term and final evaluation submitted by the employer. This course will be offered fall, spring, and summer semesters, and may be repeated.
ENGR 195IEngineering International Internship0.5-1
/Maximum of 4 A supervised work experience in a professionally relevant position in research, industry, government or service sector. ENGR 195I Engineering International Internship (1 per semester/maximum of 4) (IL) This course provides students the opportunity to apply fundamental skills and academic concepts in a professional laboratory, industry, or government agency setting outside of the United States. The final grade (SA/UN) will be based on the final report submitted by the student and a mid-term and final evaluation submitted by the employer. This course will be offered fall, spring, and summer semesters, and may be repeated.
/Maximum of 18 Creative projects, including research and design, that are supervised on an individual basis and that fall outside the scope of formal courses.
Welcome to Generative Artificial Intelligence for All. This course introduces the world of generative AI and provides a basic theoretical lens of "co-intelligence" through which students can learn, work with, and critically assess this emerging technology. You'll learn what generative AI is, how it works, and its capabilities and limitations in creating novel content such as images, text, and music. Students will gain an understanding of the history and development of artificial intelligence, where generative AI fits within that landscape, how it came to be, and - at a high level - how it functions. The course also explores psychological and neurobiological theories that inform neural network design, including how large language models (LLMs) may be prompted (e.g., cognitive load theory). Students will examine the socio-political context in which generative AI has emerged and analyze this technological "revolution" in comparison to past shifts, such as the Industrial Revolution, and how these changes have shaped society and contemplate how this one may shape the future. In addition to developing hands-on skills, students will be introduced to how various industries - such as law, retail, advertising, healthcare, and journalism - are using generative AI in practice. Finally, students will explore the emerging opportunities, risks, and ethical implications of this technology for individuals and society. Join us to gain practical generative AI skills while critically examining its impact through an accessible, beginner-friendly introduction. Cross-listed with: COMM 200N General Education: Quantification (GQ) General Education: Social and Behavioral Scien (GS) General Education - Integrative: Interdomain GenEd Learning Objective: Crit and Analytical Think GenEd Learning Objective: Key Literacies
ENGR 287Career Preparation and Development for Engineers1
This course will provide engineering students with awareness of University support structures and resources for career development and training in a variety of key career topics (resume writing, interviewing, networking, etc.). The course will develop understanding of how skills such as time management and goal setting are applied to professional development and the impact of effective written, spoken, and digital communication in the job search process. Students will experience a variety of professional interactions through course assignments and learn to manage deadlines and submit deliverables as expected in work environments. Enforced Prerequisite at Enrollment: Third-semester standing or above
ENGR 290Millennium Scholars Professional Development Seminar0.5
/Maximum of 2.5 The Millennium Scholars Program prepares undergraduates to enter graduate school. As part of this preparation, each scholar participates in a professional development seminar. Students will be exposed to various professional development topics through lecture, visiting guest speakers and interactive activities. The topics covered include Learning about career development tools; Gain knowledge from peers and professionals in the industry; Learn about summer research and graduate opportunities at other institutions; Learn about Penn State on campus resources; Participate in stress management and self-care exercises; Participate in team building and networking events; Career opportunities for people with graduate degrees. Third- and fourth-year students will be given an opportunity to develop mentoring skills. In addition, students will practic holistic well-being and use their learning to be a productive, empathetic member of their cohort and MSP community.
ENGR 291The Role of the Engineering Peer Advising Leader1
/Maximum of 2 ENGR 291 is a 1-credit class designed to facilitate the preparation and professional development of students serving as College of Engineering Peer Advising Leaders (EPALs). EPALs support College of Engineering students through conversations about resources (Department, College, and/or University), about their individual experience as a Penn State engineering student, and about navigating the various Penn State management, registration and advising systems. Through this course, students who are training to become peer advising leaders will be familiarized with appropriate College and University resources that can support social and academic integration and success for students. Students will explore key aspects of communication in a 1-on-1 setting that will be critical to their work as an EPAL. Engineering 291 will serve to build cohesion and a shared experience culture for EPALs. The course experience will provide robust opportunities for targeted development, critical analysis, and reflection for specific professional skills relevant the long-term success of engineering students. Recommended Preparation: 5th semester standing or higher Undergraduate - The Pennsylvania State University 2026-2027 4063
Millennium Scholars Program (MSP) Second-Year Seminar is a one-credit course designed for Second-Year MSP students. This one credit course is designed to assist scholars in developing research and presentation skills, prepare for the summer research experience (REU) application process and to understand the role of ethics and morals is the conduct of scientific research. This course will focus on the skills necessary to be an effective researcher and presenter of research; how to identify and apply for summer research experiences; clarifying personal research interests and understanding professional ethics. This section of seminar is unique because only second-year students participating in the Millennium Scholars Program will be enrolled. At the conclusion of the seminar students should have the foundational elements of an REU application completed and a list of ten REUs they will apply to in the spring semester. Students will also discuss issues relating to ethics and equity in science.
This seminar is open only to students within the Clark Scholars Program, a program built upon four thematic pillars: business and entrepreneurship, leadership, social equity and global citizenship, and community engagement. A comprehensive focus on these areas ensures that Clark Scholars make a broader impact on their community and that they are prepared to take on roles as socially responsible innovators and leaders in the industries in which they pursue their careers. In this way, they are excellently positioned to tackle some of the world's toughest challenges. To be an engineer of positive change means to understand the history and complexity of the world in which we work. In the Engineering Equity Seminar course, you will learn what it means to be e an inclusive and equitable engineer, and how that is linked to engineering infrastructure and design. Through speakers across academia, industry, and the community, you will also learn how engineering influences society and vice versa, and the experiences of marginalized groups within the field. All along the way, group discussions on course topics will strengthen community amongst the Clark Scholars. A final project will test Scholars' knowledge of concepts learned.
/Maximum of 18 Creative projects, including research and design, that are supervised on an individual basis and that fall outside the scope of formal courses.
Measurement and experimental procedures determination of the mechanical properties of engineered materials under deflection, compression, tension, fracture and fatigue conditions. ENGR 320 Materials Properties Measurement I (3) Materials Laboratory I introduces students to the experimental procedures in determining mechanical properties (elastic modulus, shear modulus, Poisson's ratio, and fracture toughness) of engineered materials. Students gain hands-on experience in strain gage mounting and material properties measurement using strain gages. In conjunction with mathematical modeling software, finite element analysis is used to analyze engineering components subjected to mechanical and thermal loading (static and dynamic). Experiments and lectures are designed to demonstrate the theory and practice of mechanical measurement of material. Students utilize state-of-the-art equipment for experimentation in conjunction with advanced modeling software such as ANSYS to predict and evaluate material behavior under mechanical and thermal loading. Enforced Prerequisite at Enrollment: EMCH 213 Enforced Concurrent at Enrollment: ENGR 350 or EMCH 407 or EMCH 461
Computational Modeling Methods is intended to introduce students to strategies in mathematical modeling of physical phenomena using modern computer simulation software. The course provides theoretical understanding and hands-on experience of the modeling techniques used in current engineering practice and allows students to apply these skills to engineering computational problems. Modeling of engineering processes requires users to have a working knowledge of computer simulation software and modeling techniques such as mesh construction and analysis. This course teaches the principles of mathematical
Millennium Scholars Program (MSP) Third-Year Seminar is a one credit course designed for Third-Year students MSP students. This one credit course is designed to assist scholars in preparing for the graduate school application process. This course will focus on the documents, skills and knowledge needed to apply for graduate school. Additionally, the course will provide resources to help students make decisions about graduate school and opportunities to practice skills like interviewing and presenting research. This section of seminar is unique because only students participating in the Millennium Scholars Program will be enrolled. At the conclusion of the seminar, students should have the foundational elements of a graduate school application completed and a list of ten schools they will apply to in the fall semester. Students wil complete a thesis proposal and a timeline for the completing of their undergraduate research thesis. Students will participate in GRE or MCAT preparation according to their goals.
This seminar is open only to students within the Clark Scholars Program, a program built upon four thematic pillars: business and entrepreneurship, leadership, social equity and global citizenship, and community engagement. A comprehensive focus on these areas ensures that Clark Scholars make a broader impact on their community and that they are prepared to take on roles as socially responsible innovators and leaders in the industries in which they pursue their careers. In this way, they are excellently positioned to tackle some of the world's toughest challenges. This course equips students with a comprehensive understanding of essential leadership and innovation principles, bridging the gap between academic experiences and professional engineering practice. Through engaging assessments, interactive activities, and personal reflection, students will explore leadership styles and innovation theories, actively practicing these concepts in class through student leadership positions as well as providing a roadmap for implementation in and their future careers. Students will leave with practical insights an strategies to excel as innovative leaders in the engineering workforce. Undergraduate - The Pennsylvania State University 2026-2027 4065
/Maximum of 18 Creative projects, including research and design, that are supervised on d an individual basis and that fall outside the scope of formal courses.
Old Listing Effective Through Spring 2026: Technology innovation coupled with business planning and development. Enforced Prerequisite at Enrollment: ECON 102 or ECON 104 Changes Effective Summer 2026: • Changed Course Title • Changed Abbreviated Title • Changed Course Description • Changed Prerequisites
A project-based exploration of theories and principles of engineering leadership applicable to technical careers. This leadership course provides the basic theories, principles, skills, and relevant literature germane to leadership within the engineering discipline in particular. Leadership in an engineering context will be explored. This will range from developing awareness of personal leadership strengths to analysis of corporate mission, vision, values, and strategies. Students will apply these to semester-long team projects. Lectures, assignments, and group projects develop knowledge of the impacts of globalization, different cultural values, traditions, beliefs, and customs to develop leaders ready to impact an international workforce. Students will apply leadership theory to the global engineering industry through the following: - Describe leadership concepts, principles, and theories in the context of global engineering business practices - Demonstrate knowledge of how leadership behaviors impact cross-cultural teams (US) - Analyze their own personal leadership strengths and weaknesses through course projects - Evaluate and critique engineering leadership effectiveness displayed by others through project work and current event analysis - Demonstrate appreciation for life-long learning of leadership and teaming skills Course assignments and projects align with the current nature of a global market and require that students cultivate awareness of social identity such as ethnicity, race, class, religion, gender, physical/mental disability, age, or sexual orientation (US). Students are also evaluated on interpersonal communication through team projects, presentations, and written assignments as they apply to interactions within a culturally diverse team completing a semester-long project (US). Application of learning objectives will occur within a small team environment through the completion of a semester-long project dedicated to developing an engineering leadership solution to a challenging problem. The course will be offered each fall and spring semester. Enforced Prerequisite at Enrollment: Fifth semester standing or program approval United States Cultures (US)
ENGR 410Coaching Skills and Practice for Engineering Leaders3
This course provides an applied approach to engineering leadership education. Students will develop a deeper understanding of leading engineering teams through applying coaching techniques designed to foster innovative and creative thinking through a nondirective process. Leader-as-coach theory will be explored and applied to teams in pre- requisite Engineering Leadership courses. The course centers on experiential learning by providing a real-world organizational structure of student teams reporting to their leadercoach on project progress. Students previously completing courses in the Engineering Leadership Minor will be assigned as leadercoaches for students currently completing a pre-requisite course. Leader-coaches will apply coaching techniques to positively impact their teams' progress through a semester- long engineering design project. Coaching through the design process, students in the course will gain experience in motivating and supporting engineers in creative and innovative design solutions. Leader-coaches will spend time critiquing technical solutions and apply coaching skills to support the design thinking process. Students will practice giving feedback to individual students based on observed performance. Upon
Materials powder characterization, compaction and densification techniques, density measurements, micro structural evaluation, thermal and electrical properties of materials. ENGR 421 Materials Properties Measurement II (4) Materials property measurement II introduces students to experimental procedures in the determination of thermal properties (heat transfer/conduction and thermal expansion) and electrical properties (resistance and dielectric measurements) of Undergraduate - The Pennsylvania State University 2026-2027 4067 materials through demonstrations and experiments. Lectures provide a theoretical understanding of the characterization techniques and provide information for the design and interpretation of experimental results. This laboratory complements lectures in materials characterization, materials processing and materials design courses allowing students to apply theoretical knowledge to experimental processes. Students gain hands- on knowledge of testing equipment and experience in data acquisition and interpretation. Students gain experience in the processing of material (powder characterization, consolidation, and densification), the analysis of material microstructures and investigations of structure property relationships. Enforced Prerequisite at Enrollment: ENGR 320 and MATSE 201 and MATSE 400
ENGR 422Leadership of International Virtual Engineering Teams3
ENGR 422 provides students with the opportunity to develop intercultural engineering collaboration skills. The course focuses on developing leadership competence in cross-cultural teaming through a virtual learning environment. Students will team with students from other countries on completing a project with socially relevant solutions. Students will work virtually with students from other institutions outside the US to complete a project throughout the semester. Students completing this course will: Acquire and apply a theoretical foundation in appropriate engineering design across cultural and international boundaries; Discuss contemporary international engineering development, ethics, and project leadership principles as they relate to intercultural communication in engineering teams; Demonstrate engineering project collaboration and leadership skills in the context of virtual cross-cultural interdisciplinary teams; Assess business and leadership skills displayed by others and critically evaluate current international events and assigned reading material. Students will be evaluated on these learning objectives through a variety of methods such as presentation of a semester long team project, critiques and reflection of relevant literature, papers, and peers reviews. This course is part of the international track within the engineering leadership development minor. Enforced Prerequisite at Enrollment: ENGR 408
Via problem-based learning, students define new business ventures to meet current market needs, develop business models, and present to various stakeholders. The goal of New Venture Creation is to better prepare undergraduate students to be leaders in adaptive, globally- minded, technology-savvy organizations. The course is structured so students develop skills that are of high value in any workplace: leadership skills, self-efficacy, creativity and the ability to deal with ambiguity. Upon course completion, students will have a working knowledge of traditional and non-traditional ways for identifying a new product or business opportunity, quantifying the potential, understanding the key competitive factors, researching the audience, and producing a convincing plan for financing and launch. Students who want to augment the skills and knowledge from their major with the ability to develop a new product/ service/process, will find New Venture Creation a valuable course. This is a novel problem-based learning (PBL) course, where the learning is student-centered, with faculty acting primarily in the role of facilitators. Active/Experiential learning happens in this course because students
Working with Penn State inventions selected by the Intellectual Property Office, student teams define an optimum commercialization path each technology. ENGR 426ENGR (MGMT/IST/ENTR) 426 Invention Commercialization (3) The goal of ENGR (MGMT/IST/ENTR) 426 is to have students understand why invention commercialization is complicated and difficult by participating in the process. For example, the inventor rarely has insights into the markets for his/her invention, is ofte not interested in the details of commercialization, and can be secretive. In addition, the business and financial communities often do not take the time, or have the resources, to understand new technologies and perform complex due diligence. Thus lack of due diligence often leads to rejection of innovation because existing companies often discount new technologies from outside the company as NIH - 'not invented here'. Effective transfer of new invention or innovation to a commercial product requires at least three different functional communities to interface: technical, legal and business. Each uses a different language, comes from different educational and cultural backgrounds, and may have an inherent distrust of the others. These functional barriers are difficult to overcome.This course teaches how these barriers can be broken down as student teams help bridge the perceived chasm between key players in the invention commercialization process. In these teams, students bring the skills and knowledge from their major to develop an invention commercialization recommendation for the Technology Transfer Office and the inventor. For example, business students focus on finance and market opportunity assessment; engineering and IST students focus on design refinements, prototyping support, and (if appropriate) making technology suggestions to the inventor.Upon completing the course, the students will have a working knowledge of different university and corporate technology or invention commercialization processes, important intellectual property management tools for inventions (patents, license agreements, option agreements) source of funding to move inventions toward product development, and delivering top quality presentations which outline the recommended commercialization path. Students who enjoy open-ended projects which involve the interplay of business and invention of who wants to work on interdisciplinary teams with the newest inventions will find this course a valuable course. NOTE: Because the inventions/products are based on Penn State faculty intellectual property, students must sign the Penn State Special Intellectual Property Agreement For Students - For Use When Assigning Intellectual Property to The Pennsylvania State University. The form can be viewed at http://guru.psu.edu/policies/RAG13.htmlThe course will be offered both Spring and Fall semesters with an enrollment of 40 students. Enforced Prerequisite at Enrollment: (ECON 102 or ECON 104 or ECON 14) and CAS 100 Cross-listed with: IST 426, MGMT 426
Professional Ethics for Engineers equips students with the knowledge and tools to critically examine ethical challenges within engineering practice and leadership. Rooted in traditional ethical theory and the professional engineering code of ethics, this course encourages students to apply diverse ethical and equity-based frameworks to real-world and hypothetical scenarios in technology and innovation. Beginning with an overview of traditional ethical theories, students will learn techniques of moral analysis and apply these to ethical challenges involving technology and technology leaders. Following this foundational understanding, the course examines the broader societal impacts of technology: How does technology shape our environment? Influence individual and group behaviors? Reinforce or deconstruct existing power structures? And who ultimately benefits from technological advancements? Throughout the course, students will engage in case study analysis and critical reflection to evaluate the ethical and equitable dimensions of leadership decisions in engineering. By the end of the course, students will be prepared to seriously consider the impacts of technologies and ask questions that will contribute to the creation of better vetted technologies. n Enforced Prerequisite at Enrollment: 5th Semester Standing and ENGR 408 or EDSGN 100
Students develop business models and implementation strategies for social ventures in diverse world regions. ENGR 451 Social Entrepreneurship (3) Social Entrepreneurship is about pursuing direct action to address a social problem in a manner that leads to a truly sustainable solution. A similar perspective on social entrepreneurship is based on Jean-Baptiste's definition of entrepreneurs as permanent value creators. If the primary objective of value creation is positive social change, then the entrepreneur can be categorized as a social entrepreneur. Sustainability and scalability of the venture to create social change on a larger scale is essential. Metaphorically, while conventional entrepreneurs might pursue the creation of multi-million dollar enterprises, social entrepreneurs strive to create multi-million smile enterprises, while understanding that their ability to expand their social returns bears a dynamic interdependence with their economic bottom line. The mission of the venture must be strongly aligned with the measured outcomes, and this emphasis on measuring social and economic impact is crucial to the efficacy and success of social
This course prepares students for the responsibilities involved in serving as Teaching Interns in the College of Engineering. Topics addressed in the course include: Individual differences and implication for learning, preparing for and conducting office hours, grading and assessment, instructional design, effective teaching practices, and faculty careers. Findings from research on how people learn and strategies for increasing student engagement are integrated into the course discussions. Issues related to academic integrity and ethical aspects of teaching are addressed as they evolve from in-class discussions.
This course explores and critically analyzes the growing influence and impact of robots and automation on society. In particular, the course introduces students to the ever widening role that intelligent robots are playing and will come to play in our workplaces, on our battlefields, and in our homes. Emphasis will be placed on understanding and critically analyzing how the technical, computational, and systems role of the machine effect the behavior and values of individuals and segments of society. The course is not technical in its treatment of robots and robotics, rather the focus is on critically investigating how the development of robotic technologies have impacted society in the past, present, and future. This is an honors course. Enforced Prerequisite at Enrollment: Fifth Semester standing General Education: Humanities (GH) General Education: Social and Behavioral Scien (GS) General Education - Integrative: Interdomain
Seminar overviewing the systems engineerng approach as applied to practical space systems. ENGR 475 Space Systems Engineering Seminar (1) As a requirement for the Space Systems Engineering (SPSYS)
Business principles, leadership and management strategies, accounting fundamentals, engineering and business ethics, creativity, and personal character as a formula for success. ENGR 486 Business Opportunities in Engineering (2) This course focuses on business principles that will help Engineering students transition from academia to the business world. Engineers can be highly successful and climb the corporate ladder or transition to entrepreneurship. Awareness of what is needed to succeed in business is the key to success. This course opens the horizon to new ideas, business opportunities, and profitability. Fundamental aspects of accounting including budgeting, cash flow, profit-loss statements, job cost ledgers, overhead and fringe computation are examined. Creativity, critical thinking methods, and ethics as applied to engineering and business are studied in conjunction with case studies. Business plan structure and content are analyzed along with case histories of successful companies. Students will learn how to articulate a business viewpoint, create a mission or vision statement, and present a creative idea clearly and concisely using an "elevator ride" or "billboard" approach via essays, proposals, and business plan preparation and presentation. Students will learn leadership and management strategies that will be applicable immediately. Enforced Prerequisite at Enrollment: Fifth semester standing or higher. This course is not open to Business students.
ENGR 487Business Opportunities in Engineering: The Business Plan1
Essential elements, development, and presentation of the Business Plan from both an engineering and business point of view. ENGR 487 Business Opportunities in Engineering: The Business Plan (1) This course focuses on business opportunities in engineering. Students will learn about the essential elements of the Business Plan and the value of, and methods for, developing and presenting a Business Plan to start a business. Topics include The Business, Marketing, Financials, Supporting Material, Writing and Presentation Tips and Practice, and Case Studies. Aspects of creativity, winning business plans, strategies, strengths, competition, litigation, insurance, marketing, distribution, sales, and funding will also be discussed. This course complements Business Opportunities in Engineering that must be taken as a prerequisite or in conjunction with this course. Enforced Concurrent at Enrollment: ENGR 486
t General Education Course 3 16 15 Total Credits 127 * Course requires a grade of C or better for the major ‡ Course requires a grade of C or better for General Education # Course is an Entrance to Major requirement † Course satisfies General Education and degree requirement y
Capstone of research projects from conception to prototype through industry sponsored collaboration on common technical interests between faculty and student. ENGR 491W Senior Design II (3) Senior design I provides students with experience in solving engineering problems independently and/or working in groups on an open-ended design problems. Students refine skills in information gathering, analysis of market and technical considerations, critical thinking of project/ design scope and effective communication of project/design objectives. This course builds on previous knowledge and applies it to a global consideration of design criteria to a specific projects provided by relevant faculty. The course is the first installment of a senior capstone program in which students start to understand the global aspects of the engineering design process with respect to individual/group projects. Students gain perspective on project selection and research expectations from faculty and gather the relevant technical knowledge required to initiate the project. Projects are appropriately scoped for undergraduate research and are faculty initiated sponsored by regionally based industry (similar to The Learning Factory Experience at UP). Faculty provides research opportunities and external industry collaborations to students for selection based on common interest. Enforced Prerequisite at Enrollment: ENGR 490W Writing Across the Curriculum
/Maximum of 18 Creative projects, including research and design, that are supervised on an individual basis and that fall outside the scope of formal courses. Undergraduate - The Pennsylvania State University 2026-2027 4071
This interdisciplinary course provides students with a "big picture" overview of the several engineering systems at work in our economy and society. The course is organized around the "smart city" because this umbrella topic allows students not only to explore multiple engineering systems in a single course but also to comprehend their connectivity. In other words, students will understand how a given engineering system functions not in isolation but in harmony with others. Towards this end, the course is structured around a handful of "mega themes": Cyber Engineering, Green Engineering Technology and Sustainability, Societal Systems Engineering, Living Systems Engineering, Cyber- Physical Ecosystems, and Physical and Digital Infrastructure. Though students may enter the course knowing almost nothing about a given mega theme, they will likely recognize familiar elements within it. That is because each mega theme encompasses the methods and knowledge bases of traditional fields: electrical, civil, computer, mechanical, and environmental engineering as well as biology, public policy, sociology, information systems, and homeland security, to name a few. After successfully completing this course, students will be able to explain how diverse engineering systems work in concert in cities; identify the major methods used in each of the major engineering areas (electrical, mechanical, civil, etc.); analyze interdisciplinary scholarship in engineering; explain how scholars deploy methods and knowledge bases from two or more fields to solve problems in engineering; apply this knowledge by designing an interdisciplinary research project; and communicate a research plan clearly and effectively through a written proposal and oral presentation. Recommended Preparations: BS degree in related field.
ENGR 503Interdisciplinary Research Methods in Engineering3
ENGR 503 is a practical course that teaches students how to conduct interdisciplinary research in engineering. It equips students with the skills and tools they need to undertake research projects of their own in anticipation of the dissertation. Specifically, the course teaches students how to ask a research question, develop a methodology that can answer it, engage in ethical research, locate and cite sources, and report findings using an appropriate language and format. The course is also designed to aid students in their professional development. Towards this end, it explains the role of grant seeking, academic conferences, and scholarly journals in engineering. In sum, students may enter ENGR 503 unsure of both how to produce scholarship on their own and how to share it with the academic community. They will exit the course ready to launch their own research projects with faculty guidance and communicate their findings at conferences and through publications.
/Maximum of 3 Investigation of a specific engineering problem and development of a scholarly written report in partial fulfillment of requirements for a master's degree in engineering.
/Maximum of 4 ENGR 595A ENGR 595A Engineering Internship (1 per semester/ maximum of 4) This course will provide students with an opportunity to apply fundamental skills and academic concepts in a professional laboratory, industry, or government agency setting within the United States. The final grade (Pass/Fail) will be based on the final report submitted by the student, and by mid-point and final evaluations submitted by the employer. This course will be offered fall, spring, and summer, and may be repeated.
/Maximum of 4 ENGR 595 ENGR 595I International Engineering Internship (1 per semester/maximum of 4) This course will provide students with an opportunity to apply fundamental skills and academic concepts in a professional laboratory, industry, or government agency settingoutside of the United States . The final grade (Pass/Fail) will be based on the final report submitted by the student, and by mid-point and final evaluations submitted by the employer. This course will be offered fall, spring, and summer, and may be repeated.
/Maximum of 9 Creative projects, including nonthesis research, that are supervised on an individual basis and which fall outside the scope of formal courses.
/Maximum of 9 Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or semester.
ENGR 801Engineering Leadership for Corporate Innovation3
Traditional and contemporary leadership theory is analyzed to determine effective strategies for leading projects and innovation within an engineering context. This course focuses on concepts and theory related to the study of leadership in an engineering context. Traditional and contemporary leadership theory will be analyzed to determine effective strategies for leading technical projects and innovation. Based on current literature and research into effective engineering leadership, students will focus on understanding concepts related to: technical communication, optimization of engineering teams, and diffusion of innovation. Financial concepts and Lean Sigma practices will be assessed for effective engineering leadership decision-making. Specific topics addressed related to the engineering leadership concepts include leadership in organizations, communications in the workplace, customer focus in organizations, financial knowledge, workforce focus in organizations, and operational excellence. Students who successfully complete this course will be able to: distinguish leadership theory relevant to an engineering context; recognize commonalities of leaders in successful organizations; explain concepts for how innovation is diffused throughout a corporate culture; define communication concepts relevant for leading change in a diverse technical environment; and recognize the ethical and social implications of engineering work in a global environment. The overall objective for this course is to provide theoretical understanding and practice of leadership and innovation in technical contexts within the global business environment.
Explores cultural differences and impact on business practices and team dynamics working on virtual project teams with global partner universities. Engineering Across Cultures and Nations is a core course in the Engineering Leadership and Innovation Management graduate program and focuses on the primary knowledge areas and essential competencies required for successful engineers to live and work in today's global marketplace. Within the context of engineering, the course will examine individual and cultural differences and how they impact communication and team dynamics. Students who complete the course will be able to understand sources of conflict that can arise from multicultural teams and effectively use the tools and resources discussed in class to manage individual and team motivation and minimize or effectively deal with conflict, while harvesting the benefits of diversity as they work on a real world virtual team project. Within an engineering context, students who complete this course will be able to: demonstrate a proficiency in team-building, leadership, and service; construct creative solutions to engineering issues incorporating cultural differences among team members, suppliers, and customers; critically analyze personal and team-member competencies and biases; formulate and apply strategies to improve team dynamics, compose effective feedback, recognition, motivation, and corrective guidance for international/ intercultural team members; evaluate business opportunities within international and cross-cultural markets; and examine moral, ethical, and legal dilemmas in cross-cultural environments. These topics will be explored in an engineering context through engineering projects, guest lecturers, and discussions. The overall objective of this course is to provide students with a conceptual understanding of the impacts of multi-cultural influence on engineering problems and the leadership theory applicable for effective team performance.
Total Credits 12 Related courses may be substituted for ENGR 405 (https:// bulletins.psu.edu/search/?P=ENGR%20405). Petitions for substitution may be made to the ELIM program office. Additionally, PMP certification may be used to waive the ENGR 405 requirement.
This course applies and integrates knowledge and skills gained throughout the ELIM program on a culminating project within existing organizations. The capstone course is designed to provide an opportunity to apply and integrate the knowledge and skills that were gained throughout the Engineering Leadership and Innovation Management (ELIM) program with strategic management concepts. Capstone projects will target opportunities, problems, and challenges of an existing organization. After successfully completing this course, students will be able to: identify and assess the impact of opportunities and threats in a company, including its industry and its set of competitors; identify and assess a company's internal strengths and weaknesses and suggest alternative strategies; define the business-level strategies of the company; define competitors, competitive rivalry, competitive behavior, and competitive dynamics; and describe corporate-level strategy of a company. The overall objective of this course is to demonstrate integration of theories, knowledge, and application of leadership and innovation to the needs of a dynamic global marketing place.
/Maximum of 24 This course provides Doctor of Engineering students with the opportunity to identify an applied research problem and develop a praxis research project to address the problem/question. Students will investigate the literature relevant to the selected area(s) of interest. Students will develop and implement a comprehensive praxis research project to address the problem. Students will also disseminate the results in both a scholarly presentation (final oral exam) and praxis (final praxis research document).
This research methods course focuses on the development of competencies required to become a successful professional researcher in engineering fields. While other courses will focus on an engineering topic and provide some insights into the associated research methods, this course aims to provide an overview of research methods used throughout engineering disciplines and provide guidance for when and why different methods should be employed in professional research practice. Students should come into the class with a research area defined and the class will provide students with a framework to conduct their own research through a pilot study and, thereby applying these methods to their professional practice. Course topics include: research ethics, literature review, problem framing, experimental design, qualitative and quantitative data analysis, and data presentation in professional engineering research fields. These topics are central to conducting effective engineering research. Students that complete this course will be able to: Define ethical requirements for application in engineering research; Critique and review literature to identify gaps for future work; Design and implement an experiment; Analyze and defend qualitative and quantitative results; Write and structure effective research papers; And report and defend research decisions and conclusions. Overall the objective of this course is to provide students with the tools to conduct
ENGR 888), remedial courses, and any courses required in our3
undergraduate program are not counted toward degree requirements. CULMINATING EXPERIENCE OPTION A - M.S. THESIS Candidate registers for a minimum of six credits of ME 600 or ME 610 and submits a thesis following the procedures specified by the Graduate School. This program will consist of at least 24 course credits of which 18 credits must be at the 500 level (not including ME 596), and six thesis credits. At least 12 credits must be 400- or 500-level Mechanical Engineering courses. CULMINATING EXPERIENCE OPTION B - M.S. PAPER Candidate registers for 30 course credits of which 18 credits must be at the 500 level. A maximum of three credits of ME 596 can be counted in the total of 30 credits. At least 12 credits must be 400- or 500-level Mechanical Engineering courses. Candidates write a paper on a topic mutually agreed upon by the adviser suitable for publication in a professional journal or presentation at a national or international conference. Doctor of Philosophy (Ph.D.) Requirements listed here are in addition to Graduate Council policies listed under GCAC-600 Research Degree Policies. (https:// gradschool.psu.edu/graduate-education-policies/) The Ph.D. program emphasizes scholarly research and helps students prepare for research and related careers in industry, government, and academe. Students must pass written and oral qualifying examinations. The Ph.D. program is quite flexible, with minimal formal requirements. The Ph.D. is awarded upon completion of a program of advanced study that includes a minimum period of residence, a satisfactory dissertation, and the passing of comprehensive and final oral examinations as 3 determined by the student's Ph.D. committee. 3 Generally, a Ph.D. student must have 30 credits above a master's degree before taking the comprehensive examination.
/Maximum of 9 Creative projects with a professional orientation, including nonthesis research, that are supervised on an individual basis and which fall outsi the scope of formal courses.
