66 courses with the subject EAS, 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.
This course will provide a preview of Engineering Mathematics at Penn, cover classical physics as applied to the kinematics and dynamics of static and moving bodies, provide a four week orientation to the School of Engineering and Applied Science, and give student experience in designing, writing, and debugging basic programs in Java. 0-1 Course Unit
International Baccalaureate Credit (Engineering Students Only) or CHEM 1012
A service course intended to integrate concepts of basic physics, biology and electronics and systems engineering for the benefit of Penn engineering students, teachers and students from two minority centered community public schools. The course will engage the participants in the design and implementation of indoors cultivating systems using photo-voltaic (PV) technology to energize LED emulating the needed solar radiation for plant growth, a liquid nutrient distribution system, sensors / actuators capable of selecting the harvestable plants and keeping track of overall system parameters.
Economics 001 and 002 Waiver
Like many cities, Philadelphia was built and developed around rivers. These rivers historically provided drinking water, food, power, trade routes, and recreation. Human development, however, has led to flooding, erosion and pollution; these factors degrade the ability of rivers to provide ecological habitat, and ultimately may turn rivers from a resource into a hazard. Unfortunately, lower income neighborhoods often bear the brunt of these negative impacts. In the face of climate change, extreme floods and erosion are only getting worse. The news, however, is not all bad. With improving understanding of environmental science and engineering, techniques that counteract flooding and clean up waterways are being developed and deployed. Armed with knowledge of science, citizens can become agents of change in their communities. It is in this context that we propose a partnership among Sayre High School, Penn’s Netter Center, and the School of Engineering and Applied Science, to develop an Academically Based Community Service (ABCS) course on “Rivers in a changing world”. We seek to take advantage of the newly refurbished Cobbs Creek Environmental Center, which will host a brand new environmental laboratory space. A Project for Progress award from Penn has provided additional funding for state of the art equipment, including a “stream table”; this is a laboratory river that allows interactive and discovery-driven learning. The unique setting of an environmental river laboratory that is just steps from a natural river (Cobbs Creek), and close to Sayre High School, presents a special opportunity for meaningful hands-on learning of Sayre students in collaboration with Penn undergraduates. Course material will be co-developed between Sayre and Penn participants, so that learning modules in the laboratory and natural river are connected to curriculum objectives. Sayre is a Netter Center university-assisted community school and Mr. Smith has worked with Penn students in his classrooms for many years. He has a desire to bring students to the Cobbs Creek Environmental Education Center for hands-on real world environmental education and problem solving. Therefore, this is an ideal partnership for this ABCS course. Also, there is also a need for more climate-related classes at Penn and this course addresses that need.
or CIS 4230 Ethical Algorithm Design or CIS 5230 Ethical Algorithm Design or LAWM 5060 ML: Technology Law Select 4 Social Science or Humanities courses Social Science (EUSS) (https://catalog.upenn.edu/ attributes/euss/) Humanities (EUHS) (https://catalog.upenn.edu/attributes/ euhs/) Select 2 Social Science, Humanities or Technology in Business & Society courses Social Science (EUSS) (https://catalog.upenn.edu/ attributes/euss/) 2026-27 Catalog | Generated 08/03/26 1 Humanities (EUHS) (https://catalog.upenn.edu/attributes/ 1 euhs/) 1 Technology in Business and Society (EUTB) (https:// catalog.upenn.edu/attributes/eutb/)
The promises of today's emerging technologies include longer, healthier lives; safer, faster, and more efficient transportation; and immediate, far- reaching communication mechanisms. Recent advances in machine learning, autonomous systems, nanomaterials, and neurotechnologies offer the potential to dramatically change the way our global society lives, works and shares information. With such prolific power, these technologies also pose new challenges and risks such as reduced individual privacy, political repercussions, and inequitable access to the benefits of technology. Rapid technological innovation often outpaces and challenges established legal regulations, cultural norms, and societal frameworks of communications. A robust civil discourse anchored in technical expertise, cultural context, and inclusivity can foster the optimization of the benefits of emerging technologies. This course is aimed in preparing undergraduate students to engage in and lead such discourses. The students will consider a series of engineering innovations from technical, legal and social perspectives and will hone the analytical and communication skills necessary to identify and address opportunities for civil discourse. Undergraduates must have passed the WRIT requirement.
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support, and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these coursSpring. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https:// servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Penn Engineering's global and local service learning courses aim to improve human lives through sustainable engineering in all corners of the world. These courses offer students the opportunity to use their engineering skills to build solar powered heaters for renewable energy, water and sanitation infrastructure, orthotic devices for children, information technology support and meet other critical needs in areas around the world. Students must apply in early Fall semester to take these courses in the following Spring and Fall terms. There is a program fee associated with each course, but financial aid is available to qualified students. Each program is awards 2 CU of credit. For more information please visit: https://servelearn.seas.upenn.edu/about/
Students will learn about basic residential energy efficiency measures and practices from an established community based energy organization, the Energy Coordinating Agency of Philadelphia. Identify and understand fundamental core STEM energy concepts. Develop a short "energy efficiency" curriculum appropriate for middle or high school students. Teach three (3) sessions in a science class in the School District of Philadelphia. This is an Academically Based Community Service (ABCS) course.
This course will examine two approaches to the still unanswered question of what happens when we humans come up with new knowledge. How should we describe the impulse, or set of impulses, that leads us to seek it? What is happening when we achieve it? And how do we describe the new state in which we find ourselves after we have it? We will study the work of contemporary physicists and cognitive scientists on these questions along side the approaches developed by the two most powerful thinkers from antiquity on the topic, Plato and Aristotle. Not Offered Every Year Also Offered As: CLST 3803, INTG 3440 1 Course Unit
The course will exam Pacala and Socolow's hypothesis that "Humanity already possesses the fundamental scientific, technical and industrial know-how t solve the carbon and climate problem for the next half- century." Fifteen "climate stabilization wedges" i.e., strategies that each have the potential to reduce carbon emissions by 1 billion ons per year by 2054, will be examined in detail. Technology and economics will be reviewed. Socio-political barriers to mass-scale implementation will be discussed. Pacala and Socolow note "Every element in this portfoloio has passed beyond the laboratory bench and demonstration project; many are already implemented somewhere at full industrial scale".
The course discusses the existing electricity system from technical, economic, and policy perspectives. Basic power system engineering will be reviewed early in the course. Generation, transmission, distribution, and end-use technologies and economics will be discussed. Additional topics will include system operation, industry organization, government regulation, the evolution of power markets, environmental policy, and emerging technologies.
Immunology is fast growing field that is critical to human health and therapeutic development and engineering. To better prepare bioengineers for a career in immunotherapy and biotech areas, it is essential for them to learn the fundamental knowledge of the immune system and the diseases associated as well as common and emerging technologies used in immunological research. This will not only enable the students to communicate more effectively in a multidisciplinary team, it will also empower them to take advantage of their training in engineering and mathematics to develop tools to analyze the immune system with great depth, solve important questions in immunology, and engineering new therapeutics. Therefore, the goal of this course is to provide the immunology foundation for engineering students and technical background of commonly used tools and emerging technologies in immunological research. The course is open to upper level undergraduate students who have taken courses in biochemistry and/or cell biology. 1 Course Unit
This is a Special Topics course that can be used for Engineering-focused Special Topics courses. 1 Course Unit University of Pennsylvania Catalog 1735
or EAS 4020 Environment, Economics, Sustainability Renewable Energy and Its Impacts: Technology, Environment, Economics, Sustainability. Select 1 Environmental Economics course 1 Attribute: AESC (https://catalog.upenn.edu/attributes/aesc/) Select 1 Environmental Policy course 1 Attribute: AEPC (https://catalog.upenn.edu/attributes/aepc/) Select 2 Management courses 2 Attribute: AESW (https://catalog.upenn.edu/attributes/aesw/) Select 2 4000 or 5000-level Concentration Electives 2 Attribute: AESB (https://catalog.upenn.edu/attributes/aesb/) Attribute: AESC (https://catalog.upenn.edu/attributes/aesc/) Attribute: AESH (https://catalog.upenn.edu/attributes/aesh/) Attribute: AESL (https://catalog.upenn.edu/attributes/aesl/) Attribute: AESO (https://catalog.upenn.edu/attributes/aeso/) Attribute: AESS (https://catalog.upenn.edu/attributes/aess/) Attribute: AESW (https://catalog.upenn.edu/attributes/aesw/) Curriculum-Related Practical Experience Field course or equivalent experience Field Course Attribute: AESF (https://catalog.upenn.edu/ attributes/aesf/) Total Course Units 35 You may count no more than one course toward both a Major and a Sector requirement. For Exceptions, check the Policy Statement (https://www.college.upenn.edu/sector-policy/).
Technology, Environment, Economics, Sustainability. 2026-27 Catalog | Generated 08/03/26 EAS 4030 ENGR 2500 ESE 5210 ENGR 5030 ENVS 1000 ESE 5670 OIDD 2610 MEAM 5020 MEAM 2250 MEAM 5030 MSE 4550 MSE 5550 MSE 5450 EESC 1030
This is a survey course that will examine the current U.S. energy industry, from production to consumption, and its impacts on local, regional, and the global environment. The course will seek to provide a fuller understanding of existing energy systems, ranging from technical overviews of each, a review of industry organization, and an exploration of the well-established policy framework each operates within. Near- term demands upon each energy supply system will be discussed, with particular focus on environmental constraints. Policy options facing each energy industry will be reviewed.
This course will build students' personal leadership skills by helping them to kick-start a venture that they are passionate about. Ideas could range from a non-profit to help provide tutoring skills to local under-represented youth, to designing a product that could be launched on a crowdsourcing platform to creating a movement to drive more minority representation in books/media. Students must bring their own idea for their project and as we work to build it out, they will develop the leadership skills needed to bring it to life (e.g., networking, harnessing an ecosystem, building out a project plan). Lectures will be a mix lessons on real-world skill building (e.g., for networking - where to start, who to contact) with activities that will be specifically applied to the student's venture. In addition, guest lecturers will be brought in so that students can learn from their leadership journeys. Students will also be paired with mentors to act as a sounding board and there will be weekly in-class discussions on their projects so that students can push each other as well - similar to how CEO roundtables work. At the end of this course, the goal will be to build enough momentum that students can take their project and continue to build it outside of class. Students will also be pushed to "think big" so that their ideas from just a passion project to something that will have an impact. Prerequisite: Idea for the Passion Project that you want to build and Permission of the instructor.
Total Course Units 8 The DMD minor is not open to students pursuing a CSCI, CMPE, DMD, NETS or ASCS major. A student may not minor in both DMD and CSCI.
Environment, Economics, Sustainability.
Technology, Environment, Economics,
This is a survey course that will examine the current U.S. energy industry, from production to consumption, and its impacts on local, regional, and the global environment. The course will seek to provide a fuller understanding of existing energy systems, ranging from technical overviews of each, a review of industry organization, and an exploration of the well-established policy framework each operates within. Near- term demands upon each energy supply system will be discussed, with particular focus on environmental constraints.
The course will exam Pacala and Socolow's hypothesis that "Humanity already possesses the fundamental scientific, technical and industrial know-how t solve the carbon and climate problem for the next half- century." Fifteen "climate stabilization wedges" i.e., strategies that eac have the potential to reduce carbon emissions by 1 billion ons per year by 2054, will be examined in detail. Technology and economics will be reviewed. Socio-political barriers to mass-scale implementation will be discussed. Pacala and Socolow note "Every element in this portfoloio has passed beyond the laboratory bench and demonstration project; many are already implemented somewhere at full industrial scale".
The course discusses the existing electricity system from technical, economic, and policy perspectives. Basic power system engineering will be reviewed early in the course. Generation, transmission, distribution, and end-use technologies and economics will be discussed. Additional topics will include system operation, industry organization, government regulation, the evolution of power markets, environmental policy, and emerging technologies.
1 Engineers 2 EAS 5120 Engineering Negotiation
EAS 5100 is a communication course designed for international graduate students who come from a non-native English-speaking background. EAS 5100 provides instruction and practice for spoken and written communication skills. Specifically, the features of academic prose for research writing, and those of American pronunciation for fluency and presentations will be addressed. Assignments will include technical papers and in-class presentations that focus on engineering topics.
2 EAS 5450 Engineering Entrepreneurship I
Learning I: Probability
Learning II: Linear Algebra
Landscape Fall 3 CU's of Electives
This course is the first of a three-part sequence for twelve SEAS students previously selected to the new Engineering Entrepreneurship (EENT) Fellows Program. This 1 CU spring semester course teaches management and leadership skills for technology-intensive startups with specific focus on product and market strategy, venture financing and cash flow management, team recruiting and organizational development, and the challenges of managing growth in emerging ventures. Upon completion of this course, students will be prepared to undertake the second of the three-part EENT Fellows Program in which they will be immersed in an intensive entrepreneurial experience as a summer intern at a substantial high-tech startup company. During the internship students will support strategic initiatives and will have access to the founder(s) and/or key top-level personnel. During the summer, they will each maintain a journal of their intern experience and will also visit other students at their respective startup companies to share and learn from one another’s experiences. The internship is then followed in the fall semester by the third part of the EENT Fellows Program, a 1 CU course in which students prepare and present real-life case studies based on their summer internship experience. Effective verbal presentation skills are a focus of this fall course. Key personnel from the startup companies participate in these case study preparations and presentations. Throughout the year long EENT Fellows Program each student will be mentored by a venture capitalist as well as an EENT alum with startup experience. Throughout the Program a series of events will also be organized to encourage students to connect with each other and create a strong sense of community.
This 1 CU course is the third of a three-part sequence exclusively for the Engineering Entrepreneurship (EENT) Fellows Program. Enrollment is limited to 12 previously selected 12 EENT Fellows. Prior to taking this course, EENT Fellows will have completed EAS5410 Engineering Entrepreneurship Fellows I in the spring semester and will have been immersed in a hands-on internship at a high-growth technology startup company in the summer semester. During this summer internship, Fellows will have: (i) supported significant strategic initiatives at their startup; (ii) had one-on-one contact with top-level company leaders; (iii) kept and shared structured journals of their experiences; and (iv) hosted visits, in-person or remotely, of other Fellows to their startup companies to share experiences. Throughout the 12-month Program, the Fellows will benefit from personal one-on-one mentoring by distinguished alumni, venture executives and investors. The summer journal will be a pre-requisite assignment for EAS5430. It will include the Fellows’ observations and analysis of specific assignment topics within their respective companies which will, in turn, be shared and commented on by the other Fellows. Assigned topics will include origins of the startup’s innovative technology, intellectual property considerations, product-market fit, marketing strategy, business model, venture financing, management, handling adversity, scaling, culture, values, and principled leadership. Journals will be maintained online allowing Fellows the opportunity to share and reflect on their own and their classmates’ summer experiences with the objectives of: (a) comparing and discussing internship experiences; (b) exploring the elements of entrepreneurship; (c) compiling information useful for debriefing and case studies in EAS5430 in the fall; and (d) connecting the theory of EAS5410 with the realities of startups. In EAS5430 Fellows will debrief their summer internship experiences with each other and faculty. Drawing from knowledge, skills and frameworks acquired in EAS5410, as well as guidance from their mentors and their summer internship journal entries, each Fellow will prepare and deliver a presentation of their experience. Executive leaders from each startup will be invited as guest speakers to present their perspective on the creation and growth of their respective companies. Each Fellow will also prepare and present a case study focused on their observation and/or involvement in a significant event, problem, or achievement of the company. Throughout EAS5430, the pedagogic approach will involve lectures, case discussions, assigned readings, and individual and guest presentations. Feedback on verbal presentation skills will also be provided as in EAS5410. Intended Learning Outcomes: Upon course completion, students will be equipped with knowledge and skills to: 1) Connect the academic theory of entrepreneurship with the realities of startup ventures. 2) Select an appropriate intellectual property strategy for a technology- based product in a startup environment. 3) Achieve product-market fit by shaping an innovative technology-driven device into a market-driven product. 4) Identify and validate target customer segment(s) and develop effective marketing, sales, and distribution plans. 5) Develop a business model and competitive strategy for establishing a defensible position within an industry. 6) Determine the capital requirements for a startup venture including the amount, timing, and sources of financing, and be knowledgeable of the terms, conditions, and negotiability of venture capital term sheets. 7) Understand a company’s financial statements and assess key metrics of financial health. 8) Understand the regulatory approval process for medical devices and drugs including its phases, timing, costs, and operational implications for an entrepreneurial startup venture. 9) Recruit and lead an effective, principled team of co-workers an
Choose 3 of the following:
2 EAS 5460 Engineering Entrepreneurship II
or EAS 5490 Engineering Entrepreneurship Lab
This course introduces up to 50 undergraduate and graduate SEAS students to the principles and practice of Product Management. As a 1 CU course, it provides a deep dive into product development for technology-intensive startups and large corporations. Students will explore product and market strategy, apply key Product Management tools and frameworks, and engage in real-world applications. Upon completion, students will gain a thorough understanding of the role of product managers and the ability to develop and launch successful products. This course qualifies for the Engineering Entrepreneurship Minor and Graduate Certificate. Second year students and above are permitted to enroll.
Engineering Entrepreneurship Lab applies the principles of engineering and engineering entrepreneurship to a real-world problem of your specific field of study or professional interest. You will develop a venture based on a high-tech concept of your choosing (the one that you submitted as part of your application to the course). Like its prerequisite, EAS 5450 Engineering Entrepreneurship I, the course is designed expressly for students of engineering and applied science having a keen interest in technological innovation. Throughout the course you will formulate and test hypotheses using Lean Startup methodologies to develop key aspects of the venture including product development, customer and market development, team building and operations, and financial modeling and planning. The primary objective of the course is to develop a venture characterized by market-driven, high-tech product-service offering with a clear and validated product-market fit, an operational plan to bring your offering to market, and a plan to secure the resources required for execution of your plan. As discussed in EAS 5450, primary market research is essential to achieving product-market fit and validating all aspects of your business model. The success of your venture and your grade in the course will depend on the results of this research and testing process. Ideally, your work in this course results in pursuit of your high-tech venture outside of class and beyond the hallowed halls of Penn! Prerequisite: EAS 5450 or PhD status.
In this course we will be taking your Ph.D. Thesis and exploring the way in which your research could make an impact in the real world. The course will build the foundation from which a chapter in your thesis can be written that articulates the challenges and opportunities your thesis topic brings to make a difference in society. Each student will also be paired with an external mentor from industry that will be a sounding board on the work that you are doing. The foundation of this class will be based on the Adoption Readiness Level framework developed by the Office of Technology Commercialization to identify non-technical barriers that must be overcome for a technology to be fully deployed in the market place. ARLs are a qualitative assessment that help researchers articulate and explore barriers that would prevent their technology from being adopted in the real-world. By putting your Ph.D. Thesis through the ARL framework, you will have a better understanding of what it takes to commercialize technologies. Recommended Prerequisite: Students must be ideally entering their third year of their Ph.D.
ESE 5400 Open Elective 1 Total Course Units 10
Total Course Units 10 HCIN 6022 should only be taken as an elective if students plan to apply for the Graduate Certificate in Health Care and Technology from the Perelman School of Medicine. All SEAS students entering the Graduate Certificate in Health Care and Technology must take this course as part of their degree studies. SEAS students taking this course for credit in an engineering degree must complete a final project focused on an area of computer science.
This course will guide students through advanced web development with JavaScript, covering both front-end and back-end frameworks, database integration, API design, and mobile app development fundamentals. By the end of the course, students will have developed a full-stack web application incorporating advanced JavaScript features, React, and Express with a RESTful backend and basic mobile responsiveness. .5 Course Units
or CIT 5820 Blockchains and Cryptography
This 0.5 CU course provides a comprehensive introduction to the field of imaging informatics, with a focus on radiology as the clinical imaging domain. Students will learn about the importance of informatics to the clinical practice of radiology, the unique types of data encountered, relevant data and transactional standards, the growing role of artificial intelligence in radiology, and the challenges faced by imaging informaticists around the globe. 0.5 Course Units
This 0.5 CU course provides a comprehensive introduction to medical image analysis. Students will learn the basics of Computer Vision with an emphasis on the special challenges of automated medical image analysis for clinical healthcare and medical research. Students will be required to visually assess the images and work with key Machine Learning technology to interpret data on the actual medical image scans. The course is appropriate for students without prior medical or imaging training. ESE 5410) 0.5 Course Units
Learn to integrate generative AI models with Unreal Engine to streamline content creation for film, gaming, and virtual production. This practical course teaches you to use AI as a tool for environment design, asset generation, and procedural content creation within professional development pipelines. No previous game development experience is necessary. You'll explore AI-assisted workflows that help both large production teams and independent developers iterate quickly on concepts and fill content gaps. The course balances hands-on technical implementation with critical analysis of where these tools excel and where human creativity remains essential. Key topics include: Integration techniques for AI models within UE production pipelines AI-assisted asset creation strategies Evaluation of AI capabilities, limitations, and ethical considerations in media production Industry workflows for AI-enhanced content development Throughout the course, you will engage in application-based projects to reinforce your understanding: Build AI-enhanced virtual environments using Unreal Engine Develop custom workflows integrating generative models Create a portfolio piece demonstrating technical and creative applications Technical Requirements: Students will need a device that can run Unreal Engine networks and Python programming 0.5 Course Units 2026-27 Catalog | Generated 08/03/26
EAS 590 provides real world, hands-on learning on what it's like to actually start a high-tech company. We do that by using the Lean LaunchPad framework for Web start-ups. This class is not about how to write a business plan. Instead you will be getting your hands dirty talking to customers, partners, competitors, as you encounter the chaos and uncertainty of how a start-up actually works. EAS 590 provides real world, hands-on learning on what it's like to actually start a high-tech company. We do that by using the Lean LaunchPad framework for Web start-ups. This class is not about how to write a business plan. Instead you will be getting your hands dirty talking to customers, partners, competitors, as you encounter the chaos and uncertainty of how a start-up actually works.
Engineers routinely work in teams collaborating with experts from multiple fields to address increasingly large complex problems/ opportunities. EAS 591, Leading Technology Teams, focuses on the dynamics of innovative, interdisciplinary, cross-functional teams. We examine ways to improve team performance by exploring technology leadership issues from multiple perspectives (i.e., the individual, the team and the organization). Developing skills to be an effective technology team member, leader, and/or sponsor will provide you with a competitive advantage, not only for getting your first job but also for success throughout your career. 0.5 Course Units
This course is designed to train the student leaders for service learning programs and exposes students to relevant skills, including leadership, risk management, cultural competency, and organizational dynamics. 1 Course Unit
3 ESE 5360 Nanofabrication and Nanocharacterization
Part-time international master's student's Curricular Practical Training (CPT) credit. Graduate students in Engineering who meet the USCIS eligibility criteria may apply for academic credit for the purposes of F-1 curricular practical training (CPT) in Fall or Spring at the part-time level. In order to be eligible for CPT, students must have already completed one academic year (September to May) of course work, as a full-time student at Penn, but have not completed all of their degree requirements. Students cannot use part-time CPT in their last semester. https:// grad.seas.upenn.edu/student-handbook/academic-options/curricular- practical-training/
This class allow master's students to pursue full-time internship opportunities in the Fall semester to apply what they have learned in practice. The student is required to work 35-40 hours a week, 12-15 week long full-time internships. International students under this academic field study (AFS) track will be eligible for full-time CPT. As part of the application for field studies, students have to attach their coursework plan and receive approval from their program director to make sure , they can meet all program requirements in 10 CU's (11 CU's for BIOT). Students can apply after their first two semesters of academic work at Penn. Students must complete at least 6 CU's (course units) between their first two semesters during their first year. Academic field studies can only be done once for the duration of a master's student studies at Penn. For students pursuing a single Master's degree, the field study period is usually the summer and continuing into the Fall semester of the second year. This option is not permitted in the final semester in which the student is graduating. As part of the application for field studies, students have to attach their coursework plan and receive approval from their program director to make sure they can meet all program requirements in 10 CU's (11 CU's for BIOT). Students on a single master's degree have to graduate within 2 years. Dual degree masters students have to graduate within 3 years. Student must be in good academic standing (minimum GPA 3.0) with their program and the University. Those that are not, are unable to apply for the track. Students that receive an offer to extend their Summer internship, should turn in their proposal no later than August 1st. Proposal requires details on internship work, explain relevance to student's field of study, and requires a supervising faculty member. Students are required to turn in a mid-progress report and a final report to their program. Students apply for field study has to have an internship offer from company. It is not the responsibility of Penn to help students find an internship. https://grad.seas.upenn.edu/student- handbook/academic-options/academic-field-study-for-masters-students/ 3 Course Units
This class on professional career development broadly exposes students to organized workshops and seminar talks related to career development and research development. In career development, workshops will be held by career services staff related to identifying career interests, interview strategies, and career fair preparation. The research seminar talks are geared toward giving students exposure to research activities at Penn. The research seminar talks will be offered by individual departments and research programs, and include invited talks by external or internal faculty members. Students will receive a S/U grade and submit a final report at the end of the semester. Prerequisite: This class is restricted to SEAS Master's student only. Master's students can take the class at any time. However, the recommended time to take this course is Fall semester of the second year. 1 Course Unit
Master's Student Curricular Practical Training (CPT) credit for Summer terms. Graduate students in Engineering who meet the USCIS eligibility criteria may apply for academic credit for the purposes of F-1 curricular practical training (CPT). In order to be eligible for CPT, students must have already completed one academic year (September to May) of course work, full-time at Penn, but have not completed all of their degree requirements. https://grad.seas.upenn.edu/student-handbook/academic- options/curricular-practical-training/
PhD Student Curricular Practical Training (CPT) credit. Graduate students in Engineering who meet the USCIS eligibility criteria may apply for academic credit for the purposes of F-1 curricular practical training (CPT). In order to be eligible for CPT, students must have already completed one academic year (September to May) of course work, full-time at Penn, but have not completed all of their degree requirements. https:// grad.seas.upenn.edu/student-handbook/academic-options/curricular- practical-training/
PhD Student Curricular Practical Training (CPT) credit. Graduate students in Engineering who meet the USCIS eligibility criteria may apply for academic credit for the purposes of F-1 curricular practical training (CPT). In order to be eligible for CPT, students must have already completed one academic year (September to May) of course work, full-time at Penn, but have not completed all of their degree requirements. After successful completion of EAS 8980, on a case-by-case basis, PhD candidates may request additional enrollments in CPT if required to complete dissertation research. Students will use EAS 8990. https://grad.seas.upenn.edu/ student-handbook/academic-options/curricular-practical-training/ 1 Course Unit
1 Engineering 1 CU's of Electives 1
Source: University of Pennsylvania's catalog, linked per course · table learning_unit · CourseShelf publish 59
