General Engineering (ENGR)

Department of Engineering & Society

GENERAL ENGINEERING (ENGR)

ABOUT

The ENGR program supports the development of a diverse and capable student body by teaching students how to integrate knowledge across math, science, and engineering and how to leverage design, business, and humanities and social science understanding for success in engineering practice. The program delivers multifaceted, multidisciplinary education programs that mirror real-world engineering practice, and it seeks to leverage the breadth of engineering practice to attract and retain students who are diverse in many dimensions (e.g., experience, age, socioeconomic status, race, and gender). It prepares students to make a positive impact upon the Earth and human society.

The ENGR program focuses primarily upon undergraduate education. Instruction is delivered by a mix of T3 faculty, non-tenure track faculty, lecturers, and adjuncts. During the first year, students complete ENGR 1620 Introduction to Engineering, an overview of engineering and open-ended, team-based design. Later, students may take courses like ENGR 1559 Introduction to Sustainable Energy Systems or ENGR 2500 Introduction to Nanoscience and Technology which illustrate work across disciplines. During their final year, students can enroll in ENGR 4010 and 4020 Multidisciplinary Design and Development, a university-wide, team-based design sequence that seeks to reflect contemporary, collaborative practice.

ENGR also develops talent in the broader context of society through off-grounds initiatives.
• Through ENGR 1520 Explorations in Engineering , 11th and 12th grade students in rural Virginia tap into a curriculum like ENGR 1620. This online course reaches students in their schools via asynchronous lessons and real-time, small group discussions with a UVA faculty member.
• Through the ENGR program’s Engineers PRODUCED in Virginia initiative , undergraduates can pursue work or research experiences (including year-round “continuous co-ops”), study aboard opportunities, and community service projects while studying towards their UVA degree via online classes that include ENGR, STS, and APMA offerings.
• Several engineering school study abroad programs provide ENGR course credit . In addition to traditional study abroad, with students traveling to other countries, the ENGR program has developed global classroom courses in which UVA students engage with foreign engineering students for real-time online discussions .
• Through events for K-12 teachers and students, ENGR builds a more diverse engineering community. Annual activities include professional development seminars for teachers, regional STEM events for students, and visits to schools or by students to UVA .

COURSES

The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found at http://records.ureg.virginia.edu/index.php.

Be sure to check SIS for courses offered for a particular semester.

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Prerequisite: first-year Rodman scholar status. Credits: 3

Prerequisite: first-year Rodman scholar status. Credits: 3

Student led special topic courses, which vary by semester. Credits: 1

This course introduces students to engineering, including the role of engineers in modern society, engineering subdisciplines, & methods used by engineers to solve problems. A key component is a hands-on design-build project in which students work in small teams to develop a solution to a problem. This activity culminates in demonstration of a design solution prototype. Students should be able to make clearer choices when deciding a career path. Prerequisite: Instructor consent. Credits: 3

This is a seminar course for first-year students in the School of Engineering and Applied Science to acquire information about engineering careers, what different majors do, etc. Credits: 1

Provides an overview of the engineering profession and the disciplines and functions within engineering. Introduces students to engineering design, and the role of creativity in the solution of open-ended (design) problems. The conceptual understanding and skills needed to apply the engineering method are integrated into a significant, hands-on, case study project. This project, which is intended to be both fun and challenging, focuses on a realistic problem, requiring a balance of engineering analysis and the economic, cultural, political and other considerations needed to achieve a successful solution. In addition to the fundamental role of engineering analysis and optimization, students also develop computer skills using spreadsheet and math solver applications and apply these to engineering problem solving. Prerequisite: enrollment in engineering or permission of course coordinator. Credits: 3

Ensure that students master essential computer skills necessary for engineering studies and eventual careers, including use of the Internet (search engines), spreadsheets (MS Excel), and an equation solving/symbol manipulation software package (MathCAD). Ensure that students master fundamental problem solving techniques and mathematical skills common to engineering practice, including data plotting, basic statistics, curve fitting and matrices. Credits: 1

A hands-on introduction to nanoscience for students of all majors: Microfabrication, nanoscale chemical and biological self-assembly, applications, technological and ethical challenges; Labs ranging from use of scanning tunneling and atomic force microscopes to DNA fingerprinting. No prerequisites. Lecture/discussion meeting plus one lab. For first two weeks of registration, enrollment will be limited to 1st and 2nd years (then opened to all). Credits: 3

Labs for an introduction to nanoscience and nanotechnology. These labs should be
taken in conjunction with the lecture/discussion portion of the class, ENGR 2500. Prerequisites: High school level chemistry and physics only. Credits: 1.5

Independent research project on nanoscience and nanotechnology. Proposed project must be approved by the instructor. Project work will normally be combined with simultaneous enrollment in the lecture/discussion portion of the class, ENGR 2500. Prerequisites: High school level chemistry and physics only. Credits: 1.5

A project in the engineering education field that requires individual investigation. Each student works on an individual project in the engineering education research area of a supervisor. The student is required to conduct investigations that are summarized in a written report at the end of the experience. Credits: 1 to 6

Special Topics in Engineering. Credits: 1 to 4

This course provides students with realistic and contemporary perspectives on the practice of engineering. A key objective is to improve understanding and appreciation for the role of contextual factors in engineering practice, with emphasis on the interactions between technological, organizational and cultural aspects. Invited speakers from industry, community organizations and academic research present and discuss their perspectives on these contextual interactions and professional challenges. The course helps students prepare for their senior thesis by structuring the search for topics, which are of strong interest to the student and likely to provide real benefits to the client and other stakeholders. Finally, students may generate proposals leading to funded, multidisciplinary team capstone projects in their 4th year. Prerequisite: 3rd year standing. Credits: 1

Special topics in engineering will vary based upon student and faculty interests. Credits: 3

Special topics in engineering will vary based upon student and faculty interests. Credits: 3

Special Topics Restricted to Rodman Scholars. Prerequisites: Rodman Scholar Status. Credits: 1

Special Topics in Engineering. Credits: 3

A two-semester, multidisciplinary, capstone engineering design sequence; the primary objective of ENGR 4010/4020 is to provide students with a realistic and rigorous, culminating engineering design experience, which is reflective of contemporary professional practice. Key course attributes include the multidisciplinary composition of the engineering design teams (students and faculty from any department within SEAS, Commerce, Darden, Nursing, etc.), emphasis on aspects of modern practice (e.g. concurrent engineering, total quality management, and balanced consideration of the technological, organizational and cultural context) and realistic problems and client-stakeholders. A disciplined design/development process is followed that incorporates the important activities of contextual analysis, problem definition, customer needs definition, concept generation and selection, product specification, modeling and engineering analysis, proof of concept prototyping, design verification, cost analysis and project management and scheduling. Prerequisite: 4th year standing. Credits: 3

Special topics in engineering will vary based upon student and faculty interests. Credits: 3 A two-semester, multidisciplinary, capstone engineering design sequence; the primary objective of ENGR 4010/4020 is to provide students with a realistic and rigorous, culminating engineering design experience, which is reflective of contemporary professional practice. Key course attributes include the multidisciplinary composition of the engineering design teams (students and faculty from any department within SEAS, Commerce, Darden, Nursing, etc.), emphasis on aspects of modern practice (e.g. concurrent engineering, total quality management, and balanced consideration of the technological, organizational and cultural context) and realistic problems and client-stakeholders. A disciplined design/development process is followed that incorporates the important activities of contextual analysis, problem definition, customer needs definition, concept generation and selection, product specification, modeling and engineering analysis, proof of concept prototyping, design verification, cost analysis and project management and scheduling. Prerequisite: ENGR 4010; 4th year standing. Credits: 3

Advance projects course to be taken in parallel with STS 4010, 4020, or can be used for an advanced undergraduate course on a topic not covered in the course offerings. Prerequisite: instructor permission. Credits: 1 to 3

Prerequisite: instructor permission. Credits: 1 to 3

This course on Business and Technological Leadership is normally taught by a senior level corporate executive with broad experience who serves as the Brenton S. Halsey Distinguished Visiting Professor of Chemical Engineering and Related Disciplines. The instructor provides experienced insight on business and professional issues likely to be faced by engineers early in their careers. The course normally covers major business skills and competencies in career management, leadership, working in teams, problem solving, and change management as well as international issues facing global companies. Guest speakers will provide additional insights on theses topics. Credits: 3

Overview of registration laws and procedures. Review of engineering fundamentals preparatory to public examination for the ‘Engineer in Training’ part of the professional engineers examination. Three hours of lecture up to the licensing examination. Corequisite: formal application for state registration. Credits: 0

ENGINEERING IN CONTEXT
Engineering in Context

Engineering In Context (EIC) is a multidisciplinary product design and development experience offered to fourth year undergraduates. Product design teams consist of students from any engineering department within the School of Engineering and Applied Science (SEAS), as well as students from the McIntire School of Commerce, the schools of Architecture, Nursing and Education, and/or the College of Arts and Sciences. The primary goal of the EIC is to provide students a truly multidisciplinary, realistic, client-driven engineering design experience.

The EIC uses a problem-based, experiential learning pedagogy, in which students have ultimate responsibility for identifying and defining the problem or opportunity, assembling the human, material and other resources needed, and developing and testing prototype solutions. A one-credit ‘incubator’ course, offered annually in the Spring, allows students to develop and submit proposals for essentially anything they would like to do. Proposals are then reviewed and feedback provided to prepare the project for the following academic year. The actual design and development phases of the project are facilitated through a sequence of two, three-credit courses (ENGR 4010/ENGR 4020) offered annually in the Fall and Spring, respectively.

The EIC program also benefits from its unconventional structure: EIC product design teams are supported through mentoring, facilities and funding. Each EIC team meets with an EIC mentor (course instructor) once per week throughout the duration of the project. There are no regular classes or formal lectures – meetings are scheduled flexibly so that no conflicts arise with students’ other commitments. Learning and discussion are tailored to meet the particular needs of each team.

The EIC courses (ENGR 4010/4020) may be substituted to meet most departmental capstone design requirements. Please check with your departmental academic advisor.

Courses

ENGR 3020 Introduction to Engineering In Context

ENGR 4010 Multidisciplinary Design and Development I

ENGR 4020 Multidisciplinary Design and Development II