ENGINEERING, DESIGN, AND SOCIETY (EDNS)
EDNS151. CORNERSTONE - DESIGN I. 3.0 Semester Hrs.
Equivalent with EPIC151,
(I, II, S) Design I teaches students how to solve open-ended problems in a hands-on manner using critical thinking and workplace skills. Students work in multidisciplinary teams to learn through doing, with emphasis on defining and diagnosing the problem through a holistic lens of technology, people and culture. Students follow a user-centered design methodology throughout the process, seeking to understand a problem from multiple perspectives before attempting to solve it. Students learn and apply specific skills throughout the semester, including: communication (written, oral, graphical), project management, concept visualization, critical thinking, effective teamwork, as well as building and iterating solutions.
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- 1. Identify, breakdown, and define open-ended problems.
- 2. Research the context and background of problems and solutions, including user needs and technical requirements, through scholarly and authoritative sources, and stakeholder input.
- 3. Design solutions through a cycle of testing, refining, iterating, and feedback.
- 4. Equitably contribute to team efforts from start to end on a collaborative project, and participate in learning activities and coaching activities in the team.
- 5. Apply common workplace practices, tools and software in a semester-long team project, including project planning tools, team management tools, tools to generate solution alternatives, decision analysis methods, risk analysis methods, and value proposition analysis/baseline comparison.
- 6. Present technical ideas and solutions graphically, orally, written, and through prototype demonstrations
- 7. Visually depict ideas to teammates, supervisors, and stakeholders through the use of field sketching for the purposes of communication as well as idea development and development through iteration.
- 8. Model and communicate formalized design ideas through the use of standardized engineering graphics conventions as applied to engineering sketching and computer-aided design/solid modeling software
EDNS155. CORNERSTONE DESIGN I: GRAPHICS. 1.0 Semester Hr.
Equivalent with EPIC155,
(I ,II, S) Design I: Graphics teaches students conceptualization and visualization skills, and how to represent ideas graphically, both by hand and using computer aided design (CAD).
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- 8) Use engineering graphics conventions as applied to technical sketching and computer-aided design/solid modeling software to communicate formalized design ideas.
EDNS156. AUTOCAD BASICS. 1.0 Semester Hr.
(I, II) This course explores the two- and three-dimensional viewing and construction capabilities of AutoCAD. Students will learn to use AutoCAD for modeling (2D line drawing, 3D construction, Rendering, Part Assembly) and will develop techniques to improve speed and accuracy. The AutoCAD certification exam will not be offered as part of this course; however, the professor will provide instructions on accessing certification options, which generally have their own fees associated with them. 3 hours lab; 1 semester hour.
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- 1- Identify the components of the AutoCAD user interface and basic CAD terminology.
- 2- Apply basic concepts to develop construction (drawing) techniques.
- 3- Manipulate drawings through editing and plotting techniques.
- 4- Apply geometric construction and produce 2D Orthographic Projections.
- 5 - Interpret dimensions and demonstrate dimensioning concepts and techniques.
- 6- Reuse existing content and become familiar with the use of Blocks.
- 7- Explore the three-dimensional viewing and construction capabilities of AutoCAD.
- 8- Create and edit 3D Models from 2D profiles. Extract 2D views from a 3D model for detail drafting.
EDNS157. SOLIDWORKS BASICS (FOR CERTIFICATION). 1.0 Semester Hr.
(I, II) Students will become familiar and confident with Solidworks CAD program and be able to use most of the basic functions well, including Parts, Assemblies, and Drawing Layouts. The Associate-level certification exam will be offered at the end of the course, and while there are no guarantees for students becoming certified, students will have gained the necessary skills to try. 3 hours lab; 1 semester hour.
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- 1- Identify the components of the Solidworks user interface and basic CAD terminology and approaches.
- 2- Apply basic solid modeling concepts and use the basic part modeling functionality of Solidworks software.
- 3 - Develop defined and valid advanced 2 D sketch profiles in Solidworks for use in 3D operations and features.
- 4- Apply basic technical drawing concepts to interpret technical drawings for part modeling.
- 5 - Demonstrate dimensioning concepts and techniques by interpreting and creating properly annotated technical drawings.
- 6 - Identify and apply the techniques of 3D models such as revolve, sweep, and loft features.
- 7 - Identify geometric relations and functions of an assembly design to virtually assembly a set of parts into an assembly.
- 8 -Extract two-dimensional views from a three-dimensional model and assembly for detail drafting
EDNS198. SPECIAL TOPCS. 1-6 Semester Hr.
Equivalent with EPIC198A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS199. INDEPENDENT STUDY. 1-6 Semester Hr.
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS199. INDEPENDENT STUDY. 1-6 Semester Hr.
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS200. INTRODUCTION TO DESIGN ENGINEERING. 3.0 Semester Hrs.
Good design is tuned to a purpose, engages users and rewards their attention with deeper meaning and insight. This course introduces the foundations of user experience design in the context of sociotechnical design engineering. Students examine the influences of human psychology, culture, cognition and perception on user experience design, establish a strong understanding of good design principles and their effective application. Students develop and hone an understanding of user-centered and user experience design concepts through an iterative design process.
View Course Learning Outcomes
- Establish a fundamental understanding of the phases of the user experience design cycle.
- Understand the value in user-centered perspectives and the implications of human perception and cognition for user experience and interaction design.
- Explore root causes for strengths and weaknesses of designs and provide suggestions of how to improve design for intended user.
- Apply and evaluate usability testing as a form of design iteration and improvement.
EDNS205. PROGRAMMING CONCEPTS AND ENGINEERING ANALYSIS. 3.0 Semester Hrs.
(I,II) This course provides an introduction to techniques of scientific computation that are utilized for engineering analysis, with the software package MATLAB as the primary computational platform. The course focuses on methods data analysis and programming, along with numerical solutions to algebraic and differential equations. Engineering applications are used as examples throughout the course. 3 hours lecture; 3 semester hours.
EDNS210. PHYSICAL PROTOTYPING. 3.0 Semester Hrs.
What makes a design "work"? How can design ideas become a reality? This course explores these questions by focusing on how physical prototypes help design engineers explore and communicate ideas. Students gain a better understanding of the process by which they most effectively create design artifacts. Through a progressive series of design, creation, critique and reflection cycles, students complete multiple design challenges. These challenges culminate in systems integration while using data to inform their design decisions. 5 studio hours; 3 semester hours. Prerequisites: HASS100 & ENDS151 or HNRS115 or HNRS120. Co-requisites: EDNS200, PHGN200.
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- Design engineering solutions that enhance the user experience through solicitation and appropriate use of feedback.
- Prototype to explore ideas and test concepts through iterative data-driven decision making.
- Create artifacts using a range of fabrication techniques and iterations that take appropriate levels of fidelity into consideration.
- Communicate with others, presenting ideas and solutions in ways that are appropriate for the occasion and audience.
EDNS220. PROBLEM FRAMING & STAKEHOLDER ENGAGEMENT. 3.0 Semester Hrs.
How should design engineers frame problems and identify opportunities for change within sociotechnical systems? Students learn design methods to frame problems at multiple levels and scales, from the individual end user to high-level regulatory structures. Students actively engage with diverse stakeholders throughout the process to explore problem spaces, identify opportunities for design interventions, and examine potential avenues for solutions. Thematic areas such as sustainability, regenerative development, socioecological systems, and community engagement will drive students to look beyond the technical dimensions of problems to incorporate social, regulatory and location specific experiences into their problem framing methods. Prerequisites: EDNS151, HASS100.
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- Describe social and technical interconnections of real-world design practice by exploring organizational contexts and stakeholder perspectives.
- Apply sociotechnical, environmental and economic reasoning to consider values in the context of design systems thinking.
- Identify and interpret ethical implications of designs.
- Practice empathy and listening to better understand stakeholder needs and concerns.
EDNS251. CORNERSTONE DESIGN II. 3.0 Semester Hrs.
Equivalent with EPIC251,
Design II builds on the design process introduced in Design I, which focuses on open-ended problem solving in which students integrate teamwork and communications with the use of design techniques, business tools, and computer software to solve engineering problems. Student project teams now work with real-world clients while infusing introductory business skills including Agile project management tools, time-value of money and financial project justifications to address client needs. Computer applications emphasize data analytics. Teams build team dynamics and ensure satisfaction of client needs through team meetings and sprint reviews. The course emphasizes oral, visual, and written technical communications techniques introduced in Design I. 2 hours lecture, 3 hours lab; 3 semester hours. Prerequisite: EDNS151, EDNS155, HNRS115, or HNRS120.
View Course Learning Outcomes
- 1. Identify, breakdown, and define open-ended problems.
- 2. Research the context and background of problems and solutions, including user needs and technical requirements, through scholarly and authoritative sources, and stakeholder input.
- 3. Design solutions through a cycle of testing, refining, iterating, and feedback.
- 4. Equitably contribute to team efforts from start to end on a collaborative project, and participate in learning activities and coaching activities in the team.
- 5. Apply common workplace practices, tools and software in a semester-long team project, including project planning tools, team management tools, tools to generate solution alternatives, decision analysis methods, risk analysis methods, and value proposition analysis/baseline comparison.
- 6. Present technical ideas and solutions graphically, orally, written, and through prototype demonstrations.
- 7. Manage a client relationship, including communicating, soliciting and incorporating input, and delivering a solution that meets client requirements and constraints.
- 8. Use commercial software to create user interfaces or to collect data for accurate analyses as well as to make reasonable decisions and/or predictive models.
EDNS298. SPECIAL TOPICS. 1-6 Semester Hr.
Equivalent with EPIC298A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS299. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC299A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Variable credit; 1 to 6 credit hours. Repeatable for credit. Prerequisite: Independent Study form must be completed and submitted to the Registrar.
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EDNS301. HUMAN-CENTERED PROBLEM DEFINITION. 3.0 Semester Hrs.
(I, II) This class will equip students with the knowledge, skills and attitudes needed to identify, define, and begin solving real problems for real people, within the socio-technical ambiguity that surrounds all engineering problems. The course will focus on problems faced in everyday life, by people from different backgrounds and in different circumstances, so that students will be able to rise to the occasion presented by future workplace challenges. By the end of this course, students will be able to recognize design problems around them, determine whether they are worth solving, and employ a suite of tools to create multiple solutions. The follow up course --"Design for People" -- will enable students to take the best solutions to the prototype phase. 3 hours lecture; 3 semester hours.
EDNS310. SYSTEMS MODELING & DESIGN. 3.0 Semester Hrs.
Complex problems in areas of healthcare, transportation, energy distribution, and communication require integrative solutions spanning sociotechnical and environmental perspectives. In this course, students explore systems of thinking as a holistic approach to solving complex problems. Students engage with systems thinking in a way that recognizes the 'whole' of the problem through analyzing interrelationships, attributes and effects. Students apply systems thinking perspectives to a complex sociotechnical problem, describe the problem through modeling techniques, design a holistic solution and improve upon the solution through justification and systems thinking approaches. Prerequisites: EDNS210, EDNS220. Co-requisites: MATH225.
View Course Learning Outcomes
- Establish a fundamental understanding of systems thinking terminology, methods, practices and tools.
- Frame complex technical systems models using quantitative and qualitative methods.
- Use a holistic systems thinking approach to understand a complex problem and design a solution.
- Apply systems modeling and integration techniques to evaluate and optimize design solutions.
EDNS315. ENGINEERING FOR SOCIAL AND ENVIRONMENTAL RESPONSIBILITY. 3.0 Semester Hrs.
(WI) This course explores how engineers think about and practice environmental and social responsibility, and critically analyzes codes of ethics before moving to a deeper focus on macroethical topics with direct relevance to engineering practice, environmental sustainability, social and environmental justice, social entrepreneurship, corporate social responsibility, and engagement with the public. These macroethical issues are examined through a variety of historical and contemporary case studies and a broad range of technologies. Prerequisite: HASS100 and EDNS151. 3 hours lecture; 3 semester hours.
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- Identify and connect key moments in the history of engineering professions related to environmental and social responsibilities with current engineering challenges, particularly from the 20th century through current day, and how the idea of “responsibility” in the engineering profession has changed throughout this history
- Define key terms that relate the engineering professions’ environmental and social responsibilities
- Identify stakeholders in engineering projects, and analyze their roles, perspectives, and implications in environmental and social responsibility from various sectors and disciplines
- Critique pervasive engineering mindsets and their relationship to engineers’ responsibilities; where these attitudes and approaches are first established and subsequently reinforced through educational and professional practice
- Create and develop persuasive arguments for practical steps to promote environmental and social responsibility in engineering projects, using professional tools for risk analysis, life cycle assessment, and cost/benefit while recognizing the limitations of any numerical simplification
EDNS320. ENGINEERING JUDGMENT. 3.0 Semester Hrs.
Navigating real-world engineering problems demands knowing when and how to apply distinct forms of expertise as well as the limitations of that expertise. We call this engineering judgment. This course develops engineering judgment by focusing on the competencies needed to connect analysis derived from engineering sciences to sociotechnical design projects. Students assess the success of a prior design solution using engineering analysis, relative impacts, identification of the assumptions shaping the solution approach, and the effectiveness of supporting communications to relevant audiences. They also apply these skills to future oriented problem solving by crafting a design prompt for an idealized sociotechnical engineering design project. Prerequisites: EDNS310.
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- Integrate engineering analysis into sociotechnical design problem solving and describe how engineering analysis contributes to solution validation.
- Describe how context informs and defines engineering problems and solutions.
- Explore how design outcomes are shaped by contextual attributes associated with ethics and values.
- Identify and deploy appropriate communication strategies for given purpose targeting a specific audience.
EDNS398. SPECIAL TOPICS. 1-6 Semester Hr.
Equivalent with EPIC398A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS399. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC399A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: “Independent Study” form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS401. PROJECTS FOR PEOPLE. 3.0 Semester Hrs.
(I, II) Work with innovative organizations dedicated to community development to solve major engineering challenges. This course is open to juniors and seniors interested in engaging a challenging design problem and learning more about Human Centered Design (HCD). The course will be aimed at developing engineering solutions to real problems affecting real people in areas central to their lives. 3 hours lecture; 3 semester hours.
EDNS430. CORPORATE SOCIAL RESPONSIBILITY. 3.0 Semester Hrs.
Equivalent with LAIS430,
Businesses are largely responsible for creating the wealth upon which the well-being of society depends. As they create that wealth, their actions impact society, which is composed of a wide variety of stakeholders. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. This interaction between corporations and society (in its broadest sense) is the concern of Corporate Social Responsibility (CSR). This course explores the dimensions of that interaction from a multi-stakeholder perspective using case studies, guest speakers and field work. Prerequisite: HASS100. Corequisite: HASS215. 3 hours lecture; 3 semester hours.
EDNS444. INNOV8X. 3.0 Semester Hrs.
Innovate X introduces concepts and tools to accelerate the design, validation and adoption of innovations in support of creative problem solving. Using an entrepreneurial mindset, we learn how to identify and frame problems that beneficiaries and stakeholders face. We attempt to design and test practical solutions to those problems in collaboration with those who experience the problems. We apply beneficiary discovery, pretotyping, business model design (social, economic and environmental), constrained creativity, efficient experimentation, and rapid iteration. While resolving challenges involves technical solutions, an important aspect of this course is directly engaging beneficiaries and stakeholders in social contexts to develop solutions with strong impact potential. Innov8x is grounded in collaborative creativity theory at the intersection of organizational behavior (social psychology), design principles, entrepreneurship and innovation management.
View Course Learning Outcomes
- Frame and translate complex ambiguous problems into actionable opportunities for innovation
- Conduct effective, objective and ongoing beneficiary discovery in efficient ways
- Combine tools and methods to quickly test assumptions and secure beneficiary acceptance
- Develop creative approaches to navigate real and perceived constraints
- Leverage mentor and stakeholder support through credible communication based on research
- Launch innovative solutions with the advocacy of beneficiaries and stakeholders
- Create value by solving complex problems that straddle technical and social domains
EDNS445. PRODUCT REDESIGN. 3.0 Semester Hrs.
Product redesign reimagines existing products, focusing specifically on a systems approach to human-centered design and the crafting of design solutions tailored to meet the needs of their users. Students will progress through an iterative design process, engaging in the analysis of and thoughtful reflection on design opportunities, ensuring enhanced products align with the needs of a specific user group. Emphasizing collaborative learning, students will work in teams, adopting a multi-disciplinary approach to creative problem-solving and design. Multiple prototyping cycles will guide students as they make data-driven design decisions, culminating in the development and communication of a final redesigned product. Prerequisites: Junior standing.
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- Analyze the needs of a specific group of users in a given context and develop a problem definition that responds to those needs with a clear, concise set of engineering design criteria.
- Create a product design and development plan with a defined timeline that results in an advanced design artifact.
- Propose distinct solution concepts and utilize user feedback, engineering analysis, experimentation, and proven industry practices to make data-driven design decisions.
- Build, test, and analyze solution concepts through a series of design cycles to iterate and refine the advanced artifact.
- Participate equitably on a team with distributed roles and responsibilities, while monitoring individual effectiveness in contributing to the team’s overall progress.
EDNS450. DESIGN FOR THE BUILT ENVIRONMENT. 3.0 Semester Hrs.
What does it take to create meaningful environments, products, services, and experiences? Students will explore the critical role designers play in the creation of impactful, engaging and sustainable outcomes. Spatial design practices and the evolution of universal standards will be examined to provide context regarding the creation of our constructed environments. Through this course, students will incorporate built environment design standards and apply human factors engineering into thoughtful designs with attention to all potential users. Critical readings, analysis of case studies, data assessment, application of design through GIS mapping and parametric modeling, and project-based work will inform student design processes. Students will apply new design techniques through the modeling of a built environment with specific attention to spatial analysis, human factors, standards, community mapping and universal design theory.
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- Be able to identify and diagnose "mismatched" interactions that are symptomatic of exclusionary practices.
- Explore a range of design contexts—including systems, products, services, experiences—and develop general understanding of universal design theory and how it can be applied to each.
- Explain and apply human factors engineering concepts in both evaluation of existing systems and design of new systems in association with standards.
- Implement algorithmic modeling as applied to design of the built environment.
EDNS477. ENGINEERING AND SUSTAINABLE COMMUNITY DEVELOPMENT. 3.0 Semester Hrs.
This course is an introduction to the relationship between engineering and sustainable community development (SCD) from historical, political, ideological, ethical, cultural, and practical perspectives. Students will study and analyze different dimensions of community and sustainable development and the role that engineering might play in them. Also students will critically explore strengths and limitations of dominant methods in engineering problem solving, design, and research for working in SCD. Students will learn to research, describe, analyze and evaluate case studies in SCD and develop criteria for their evaluation. Prerequisite: HASS100. Corequisite: HASS215. 3 hours seminar; 3 semester hours.
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- Varies by semester
EDNS478. ENGINEERING AND SOCIAL JUSTICE. 3.0 Semester Hrs.
Equivalent with LAIS478,
This course offers students the opportunity to explore the relationships between engineering and social justice. The course begins with students’ exploration of their own social locations, alliances and resistances to social justice through critical engagement of interdisciplinary readings that challenge engineering mindsets. Then the course helps students to understand what constitutes social justice in different areas of social life and the role that engineers and engineering might play in these. Finally, the course gives students an understanding of why and how engineering has been aligned and/or divergent from social justice issues and causes. Prerequisite: HASS100. Corequisite: HASS215. 3 hours lecture; 3 semester hours.
EDNS479. COMMUNITY-BASED RESEARCH. 3.0 Semester Hrs.
Engineers and applied scientists face challenges that are profoundly socio-technical in nature, and communities are increasingly calling for greater participation in the decisions that affect them. Understanding the diverse perspectives of communities and being able to establish positive working relationships with their members is therefore crucial to the socially responsible practice of engineering and applied science. This course provides students with the conceptual and methodological tools to conduct community-based research. Students will learn ethnographic field methods and participatory research strategies, and critically assess the strengths and limitations of these through a final original research project. Prerequisite: HNRS105, HNRS115 or HASS100 or graduate student standing. Co-requisite: HASS215 or graduate student standing.
EDNS480. ANTHROPOLOGY OF DEVELOPMENT. 3.0 Semester Hrs.
Equivalent with LAIS480,
Engineers and applied scientists face challenges that are profoundly socio-technical in nature, ranging from controversies surrounding new technologies of energy extraction that affect communities to the mercurial "social license to operate" in locations where technical systems impact people. Understanding the perspectives of communities and being able to establish positive working relationships with their members is therefore crucial to the socially responsible practice of engineering and applied science. This course provides students with the conceptual and methodological tools to engage communities in respectful and productive ways. Students will learn ethnographic field methods and participatory research strategies, and critically assess the strengths and limitations of these through a final original research project. Prerequisite: HASS215. Co-requisite: EDNS477 or EDNS325.
EDNS491. CAPSTONE DESIGN I. 3.0 Semester Hrs.
Equivalent with EGGN491,
(WI) This course is the first of a two-semester capstone course sequence giving the student experience in the engineering design process. Realistic open-ended design problems are addressed for real world clients at the conceptual, engineering analysis, and the synthesis stages and include economic and ethical considerations necessary to arrive at a final design. Students are assigned to interdisciplinary teams and exposed to processes in the areas of design methodology, project management, communications, and work place issues. Strong emphasis is placed on this being a process course versus a project course. This is a writing-across-the-curriculum course where students' written and oral communication skills are strengthened. The design projects are chosen to develop student creativity, use of design methodology and application of prior course work paralleled by individual study and research. 2 hours lecture; 3 hours lab; 3 semester hours. Prerequisite: For BSME students, completion of MEGN301; for BSCE students, completion of Engineering Field Session, Civil, CEEN 331; for BSENV completion of Engineering Field Session, Environmental, CEEN 330; and for all other students completion of Field Session appropriate to the student's specialty and consent of instructor. Co-requisite: For BSME students, MEGN481; for BSCE students, any one of CEEN443, CEEN445, CEEN442, or CEEN415; for BSEE students, EENG 350 and EENG 389 plus any one of EENG 391, EENG 392, EENG 393, or EENG 394; for BSDE students, EDNS 220 and Senior Standing.
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EDNS492. CAPSTONE DESIGN II. 0-3 Semester Hr.
(WI) This course is the second of a two-semester sequence to give the student experience in the engineering design process. Design integrity and performance are to be demonstrated by building a prototype or model, or producing a complete drawing and specification package, and performing pre-planned experimental tests, wherever feasible, to verify design compliance with client requirements. 1 hour lecture; 6 hours lab; 3 semester hours. Prerequisite: EDNS491.
EDNS497. SPECIAL SUMMER COURSE. 0-6 Semester Hr.
Equivalent with EPIC497A,
.
EDNS498. SPECIAL TOPICS. 0-6 Semester Hr.
Equivalent with EPIC498A,
(I, II) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once. Variable credit; 1 to 6 credit hours. Repeatable for credit under different titles.
EDNS499. INDEPENDENT STUDY. 1-6 Semester Hr.
Equivalent with EPIC499A,
(I, II) Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Prerequisite: Independent Study form must be completed and submitted to the Registrar. Variable credit; 1 to 6 credit hours. Repeatable for credit.
EDNS501. COMMUNITY-CENTERED APPROACHES TO RESILIENCE. 3.0 Semester Hrs.
Community resilience to the inevitable effects of a changing climate is an emmerging topic in local and global community development spheres. This course will provide learners with a survey of how institutions from governments, donors, to public and private organizations are quickly pivoting from a world of ‘sustainable development goals’ to one of resilience, remediation, and adaptation at national, subnational, and local scales, and how sociotechnical perspectives can support their participation in this new world. At the end of this eight-week course, learners will be able to assess and answer the following questions: [1] what is 'community resilience' and how do different communities, stakeholders, and sectors define it, [2] how does new terminology around ‘resilience’ relate to previous humanitarian efforts aimed at sustainable community development, [3] what are significant sociotechnical pillars of resilience, including built infrastructure and the environment, social infrastructure and governance, [4] how can mainstream efforts aimed at resilience lead to inequality and perpetuate systemic power imbalance. Experiential learning through guest speakers and case studies will illuminate the varied and multidimensional and intersectional aspects of resilience.
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EDNS502. MANAGING AND LEADING IN MULTISTAKEHOLDER ENVIRONMENTS. 3.0 Semester Hrs.
Managing, leading, and dare we say ‘solving’ wicked public interest issues requires multistakeholder engagement across sectors, agencies, and public interest domains. This course is designed to provide learners with tools to manage and lead across these complex multistakeholder environments, and to navigate wicked problems, like climate change and community resilience. This course is designed for those who are or aspire to be public-facing managers and leaders—including those working for state and federal agencies, nonprofits, non-governmental organizations (NGOs), and quasi-governmental organizations. Key learning objectives include [1] defining the public interest, [2] assessing stakeholder environments, [3] exploring ethical decision-making tools and considering competing stakeholder interests, [4] analyzing the functions and roles of the ‘responsible’ public manager, [5] synthesizing modern community-engaged leadership styles and applying them in practice, [6] exploring current challenges and perspectives from leaders in relevant fields and organizations, and [6] learning and applying advanced communication skills.
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EDNS515. INTRODUCTION TO SCIENCE AND TECHNOLOGY STUDIES. 3.0 Semester Hrs.
This course engages scholarship on the inextricable link between science, engineering and the various social contexts within which scientists and engineers work. We begin by critically reflecting on the question, What are science and engineering for? We then explore key conceptual domains in the social scientific study of science and engineering, including knowledge, agency, and expertise. We will learn from a diverse set of social scientific experts who study and collaborate with scientists and engineers. Students will leave the course with a better understanding of how social scientific inquiry can aid in understanding, and practicing, science and engineering. They will also have a clearer articulation of their individual professional commitments and how those fit with more traditional understandings of science and engineering.
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- By the end of this course, students will have demonstrated the ability to:
- By the end of this course, students will have demonstrated the ability to:
- By the end of this course, students will have demonstrated the ability to:
- By the end of this course, students will have demonstrated the ability to:
- By the end of this course, students will have demonstrated the ability to:
EDNS544. INNOV8X. 3.0 Semester Hrs.
Innov8x introduces concepts and tools to accelerate the design, validation and adoption of innovations in support of creative problem solving. Using an entrepreneurial mindset, we learn how to identify and frame problems that beneficiaries and stakeholders face. We attempt to design and test practical solutions to those problems in collaboration with those who experience the problems. We apply beneficiary discovery, pretotyping, business model design (social, economic and environmental), constrained creativity, efficient experimentation, and rapid iteration. While resolving challenges involves technical solutions, an important aspect of this course is directly engaging beneficiaries and stakeholders in social contexts to develop solutions with strong impact potential. Innov8x is grounded in collaborative creativity theory at the intersection of organizational behavior (social psychology), design principles, entrepreneurship and innovation management.
View Course Learning Outcomes
- Frame and translate complex ambiguous problems into actionable opportunities for innovation
- Conduct effective, objective and ongoing beneficiary discovery in efficient ways
- Combine tools and methods to quickly test assumptions and secure beneficiary acceptance
- Develop creative approaches to navigate real and perceived constraints
- Leverage mentor and stakeholder support through credible communication based on research • Launch innovative solutions with the advocacy of beneficiaries and stakeholders
- Create value by solving complex problems that straddle technical and social domains
- Launch innovative solutions with the advocacy of beneficiaries and stakeholders
EDNS577. ADVANCED ENGINEERING AND SUSTAINABLE COMMUNITY DEVELOPMENT. 3.0 Semester Hrs.
Analyzes the relationship between engineering and sustainable community development (SCD) from historical, political, ethical, cultural, and practical perspectives. Students will study and analyze different dimensions of sustainability, development, and "helping", and the role that engineering might play in each. Will include critical explorations of strengths and limitations of dominant methods in engineering problem solving, design and research for working in SCD. Through case-studies, students will analyze and evaluate projects in SCD and develop criteria for their evaluation. 3 hours lecture and discussion; 3 semester hours.
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EDNS578. ENGINEERING AND SOCIAL JUSTICE. 3.0 Semester Hrs.
Equivalent with LAIS578,
.
EDNS579. COMMUNITY-BASED RESEARCH METHODS. 3.0 Semester Hrs.
Engineers and applied scientists face challenges that are profoundly sociotechnical in nature, and communities are increasingly calling for greater participation in the decisions that affect them. Understanding the diverse perspectives of communities and being able to establish positive working relationships with their members is therefore crucial to the socially responsible practice of engineering and applied science. This course provides graduate students with the conceptual and methodological tools to conduct community-based research. Graduate students will learn ethnographic field methods and participatory research strategies, and critically assess the strengths and limitations of these through a final original research project related to their ongoing independent research or practicums.
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- During this course students will learn to:
EDNS580. HUMANITARIAN ENGINEERING AND SCIENCE CAPSTONE PRACTICUM. 3.0 Semester Hrs.
(I, II, S) This course allows students to practice the concepts, theories and methods learned in HES courses with the goal of making relevant their academic training to real world problems. This practicum can be achieved through a number of possibilities approved by HES director, including supervision and/or shadowing in HES-related activities, engaging in a social enterprise where they do problem definition, impact gap analysis and layout a business canvas, and designing and carrying out a project or fieldwork of their own, etc. Prerequisite: EDNS570, EDNS479. 3 hours research; 3 semester hours.
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- • Identify successful practices for humanitarian projects in real settings (ABET a,h,j) • Determine different ways in which previous humanitarian projects could have been improved to yield more successful technical and social results (ABET a,b,h,j) • Determine effective engineering methods for different humanitarian applications (ABET b,c,h,j) • Work in teams to design, execute and evaluate a project with stakeholders (ABET a,b,c,d,e,j,k) • Gain experience in engaging and communicating with community members and stakeholders (ABET c,d,f,h,i,j,k) • Develop stronger professional communication skills through written assignments, group projects, discussions, presentations, and community engagement (ABET g,f,h,i,j,k)
EDNS590. RISKS IN HUMANITARIAN ENGINEERING AND SCIENCE. 3.0 Semester Hrs.
(I) This course provides students with opportunities to consider the risks related to humanitarian projects—or any projects that effect and involve people. These risks might include things that different scientific and engineering disciplines typically consider, as well as those that may be pertinent to project stakeholder perspectives. Guided by social scientific insights related to risk, students in this class will gain new tools for defining problems in ways that are relevant and appropriate for multiple contexts. Students will read, discuss, and analyze material together and to undertake independent research to deepen their understandings of chosen topics. 3 semester hours.
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- • Analyze humanitarian science and engineering projects using established evaluation criteria (ABET a,h,j) • Identify the most successful practices for humanitarian science and engineering (ABET a,h,j) • Determine different ways in which previous engineering or scientific projects could have been improved to yield more successful technical and social results (ABET a,b,h,j) • Gain conceptual tools for and experience in engaging and communicating with community members and stakeholders (ABET c,d,f,h,i,j,k) • Develop stronger professional communication skills through written assignments, group projects, discussions, presentations, and community engagement (ABET g,f,h,i,j,k)
EDNS598. SPECIAL TOPICS IN ENGINEERING DESIGN & SOCIETY. 0-6 Semester Hr.
(I, II, S) Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once, but no more than twice for the same course content. Prerequisite: none. Variable credit: 0 to 6 credit hours. Repeatable for credit under different titles.
EDNS599. INDEPENDENT STUDY. 0.5-6 Semester Hr.
Individual research or special problem projects supervised by a faculty member, also, when a student and instructor agree on a subject matter, content, and credit hours. Variable credit: 0.5 to 6 credit hours. Repeatable for credit under different topics/experience and maximums vary by department. Contact the Department for credit limits toward the degree. Independent Study form must be completed and submitted to the Registrar.