Engineering, Design, and Society

Program Description

The Department of Engineering, Design, and Society (EDS) engages in research, education, and outreach that inspires and empowers engineers and applied scientists to become innovative and impactful leaders. Our specialization is in socio-technical integration, design problem definition and solution, and interdisciplinary, real-world engineering design educational experiences. We seek to educate future leaders who will address the challenges of attaining a thriving, sustainable global society.

EDS is home to:

Bachelor of Science in Design Engineering: Design Engineering is an interdisciplinary engineering degree that focuses on the creation of innovative solutions to the challenging problems facing people, societies, and the world. Through a sequence of Integrated Design Studios that bridge first-year Cornerstone Design and senior-year Capstone Design, students become experts in design methods that deploy engineering principles to address human problems in real-world contexts. Design Engineering provides the flexibility for students to create specialized focus areas that suit their individual career and personal interests, and it ensures they gain practical engineering experience throughout their education at Mines.

Humanitarian Engineering: Mines’ Humanitarian Engineering (HE) program is recognized internationally for its research, education, and outreach in socially responsible engineering. At the undergraduate level, HE includes two minors, Engineering for Community Development and Leadership in Social Responsibility, along with a range of electives courses open to all Mines students. At the graduate level, the interdisciplinary Humanitarian Engineering and Science program offers MS thesis and non-thesis degree options as well as a graduate certificate. HE enables Mines students to understand how engineering can contribute to co-creating just and sustainable solutions to the problems faced by communities globally.

Cornerstone Design: Cornerstone Design is a two-course sequence introducing Mines students to the engineering problem solving process. Cornerstone Design I (EDNS151), enrolled by all first-year Mines students, teaches open-ended problem solving, project management, professional communications, and teaming skills—all within a human-centered design framework. Cornerstone Design II (EDNS251 or a similar second-year course), enrolled by approximately half of Mines sophomore engineering students, applies and advances lessons from Cornerstone Design I by responding to real-world engineering challenges.

Capstone Design: Capstone Design entails a culminating two-semester senior design sequence for over half of Mines’ engineering students, including those in the Design, Civil, Electrical, Environmental, and Mechanical Engineering programs. Capstone Design proram provides unique client-sponsored, hands-on, interdisciplinary engineering project experiences for participating students.

Programs

Design Engineering

The Bachelor of Science in Design Engineering offers an interdisciplinary, creative, and flexible program of study that complements Mines' signature strengths in engineering and applied science. Design Engineering integrates:

1) The inspiration and engagement of studio-based design education focusing on technology innovation; open-ended problem solving, and social impact

2) The insights and analytic perspectives of a broad, liberal arts education, which helps students focus attention on the right problems and the best overall solutions

3) Mines' signature strength in engineering applications, built upon the fundamentals of mathematics, science, and engineering analysis

The Design Engineering curriculum revolves around hands-on, project-based design studios every semester, culminating in Capstone Design. We offer a unique educational experience through our Integrative Design Studios, which bridge the technical, social, and creative potentials of engineering problem solving. Additionally, Design Engineering allows students to specialize in a focus area of their choice, enabling students to apply their design expertise and pursue depth of study in an area of personal interest. Focus areas span emerging technologies, the application of technology to underserved communities, and the creation of new technology-driven startups. Design Engineering program details are provided under the Major tab above.

Humanitarian Engineering

Humanitarian Engineering (HE) serves students with a passion for contributing to social and environmental problem solving. HE connects these students to Mines faculty who lead in applying engineering techniques to pressing social, environmental, and community challenges. Integrating engineering with social sciences and design, the HE program spans minors, Design Engineering focus areas, and elective courses where students learn how to work with the communities they serve to co-create solutions that promote justice, responsibility, and sustainability. HE serves students from any discipline and with diverse career goals spanning NGOs, government agencies and research groups, startup businesses, and established companies. Seminar-style courses offered by the Engineering, Design, and Society Department and the Humanities, Arts, and Social Sciences Department, along with selected technical electives offered by other academic units across campus, provide students a balance of breadth and depth in areas related to Humanitarian Engineering. HE program details are provided under the Minor tab above.

Engineering for Community Development

The HE Minor in Engineering for Community Development (ECD) is an evolution of the country’s very first minor in Humanitarian Engineering created at Mines in 2003. Designed specifically for engineers and applied scientists who desire to serve communities, the ECD minor prepares students to become leaders in community development through engineering. 

Graduates with the ECD minor can work at the U.S. Peace Corps (see Mines Peace Corps Prep Program), community service NGOs, international organizations, or a range of companies hosting projects related to community development. The knowledge and skills learned through the ECD minor prepares graduates for any engineering job involving community engagement, cross-cultural work environments, or human-centered design.

The ECD minor is designed to support any degree program on campus.

Leadership in Social Responsibility

The HE Minor in Leadership in Social Responsibility (LSR) is the country’s first undergraduate minor in social responsibility designed specifically for engineers and applied scientists. The LSR minor prepares Mines students to become leaders in promoting shared social, environmental, and economic value for companies and their stakeholders.

Graduates of the LSR minor are sought by corporate employers that desire engineers who are prepared to factor public perception and community acceptance into the decisions they make and the technologies and processes they design. Graduates will also be prepared to take jobs that focus on corporate social responsibility, stakeholder engagement, and sustainability.

The LSR minor is designed to support any degree program on campus.

Humanitarian Engineering and Science (HES) Graduate Programs

The EDS Department also delivers the core curriculum of the inter-departmental Humanitarian Engineering and Science graduate programs. HES program details are in the Mines Catalog under Interdisciplinary Graduate Programs and are also summarized under the Humanitarian Engineering Masters tab above.

Cornerstone Design

Cornerstone Design immerses students in hands-on, open-ended problem-solving through iterative, project-based inquiry. Cornerstone Design combines engineering design, design thinking, and systems analysis to pursue open-ended problem scoping, definition, and articulation—all supported by direct stakeholder engagement and scholarly research. Students learn creative concept generation and selection techniques, solution validation and iteration, prototype development and testing, authoritative information gathering, and engineering analysis. Throughout these design experiences, students learn fundamental STEM analysis, a variety of design tools, and the professional communication skills necessary for academic and professional success.

In Cornerstone Design I (EDNS151), students work in teams on a semester-long design project, learning to communicate technical ideas and solutions visually, orally, in writing, and through prototype demonstrations. Cornerstone Design I introduces students to the human-centered design process, which includes exploration, ideation, solution concept development, and validation, while also ensuring solutions are viable, desirable, feasible, and sustainable.

Cornerstone Design II (EDNS251 and related courses) builds on the foundation of Cornerstone Design I by having student teams manage a client relationship and use commercial design software to model, predict, and analyze solution concepts. Students should check with their degree program to determine whether Cornerstone Design II is stipulated or permissible for satisfying program requirements.

Capstone Design

Capstone Design offers a one-of-a-kind, creative, multidisciplinary, team-based design experience for participating students in Design, Civil, Electrical, Enviornmental, and Mechanical Engineering. Capstone Design embraces the uniqueness of each disciplinary approach while enabling students to address real-world, interdisciplinary challenges. Capstone Design entails a two-semester, senior-year course sequence: Capstone Design I (EDNS491) and Capstone Design II (EDNS492).

Capstone Design addresses ABET accreditation guidelines for the engineering programs, particularly Criterion 3 Student Outcomes 2-5:

• An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
• An ability to communicate effectively with a range of audiences.
• An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
• An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.

The Capstone Design Showcase celebrates the engineering design achievements of participating students. This campus-wide celebration offers Capstone students an opportunity to present their real-world, client-driven design outcomes completed as part of their Capstone coursework.

Department Heads

Dean Nieusma, Department Head

Chelsea Salinas, Assistant Department Head; Director of Design Engineering Program

Professors

Kevin Moore, Executive Director of Humanitarian Engineering

Juan Lucena, Humanitarian Engineering Director of Undergraduate Programs and Outreach

Jessica Smith

Assistant professors

Elizabeth Reddy , Assistant Director of Humanitarian Engineering and Science Interdisciplinary Graduate Program

Marie Stettler Kleine

Teaching Professors

Yosef Allam, Director of Cornerstone Design Program

Alina Handorean

Teaching Associate Professors

Jack Bringardner

Mirna Mattjik

Mark Orrs

Sid Saleh, Director of McNeil Center for Entrepreneurship & Innovation

Kate Youmans, Presidential Faculty Fellow for Diversity, Inclusion & Access

Teaching Assistant Professors

Cynthia Athanasiou

Duncan Davis-Hall

Michael Sheppard

Aubrey Wigner

Professor of Practice

Donna Bodeau

Garrett Erickson

Antonie Vandenberge

Staff

Becky Buschke, Program Assistant

Leah Fitzgerald, Stakeholder Relations Manager

Kirsten Kelly, Capstone Administrative Assistant

Julia Roos, Associate Director of Humanitarian Engineering

Kimberly Walker, Department Manager

The Bachelor of Science in Design Engineering is accredited by the Engineering Accreditation Commission of ABET, https://www.abet.org/, under the commission’s General Criteria with no applicable program criteria.

Program Educational Objectives 

The objectives of the Engineering, Design, & Society Bachelor of Science in Design Engineering program are to produce graduates who, within five years of graduation, will:

• Apply their creative interpretation of complex problems and propose novel solution concepts within unique social, technical, ethical and environmental constraints.
• Serve as innovators, bridging the gap between social, technical and creative design disciplinary teams, all while incorporating a high level of ethical standards, social consciousness and technical expertise. 
• Seek to contribute to interdisciplinary endeavors and establish positions of leadership through service activities within their profession or community.
• Actively engage in lifelong learning, demonstrating continuous professional growth.   

Student Learning Outcomes

1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences.
4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Bachelor of Science in Design Engineering

The Bachelor of Science in Design Engineering is a flexible, interdisciplinary program of study combining:

1. The strength of a Mines’ technical degree with fundamentals coursework in mathematics, science, and engineering
2. An integrated educational experience spanning engineering, design, innovation, social sciences, and the humanities and
3. A Focus Area allowing for a depth of study in an area of personal or career interest, such as innovation and emerging technologies, sustainability and socially responsible applications of engineering, or an individualized focus area at the intersection of technology and society.

These three components are brought together via:

  4.  A unique set of six Integrative Design Studios, culminating in the two-semester Capstone Design Studio.

The Integrative Design Studios teach students how to respond to authentic, open-ended problems by integrating diverse skills, perspectives, and disciplinary approaches. They also provide a broad set of design competencies that are applicable to solving problems in any domain. Students work on a wide variety of hands-on projects, individually and in teams, mastering the capacity to move creatively from ill-structured problems to concrete, innovative, human-centered solutions. Through this journey, students also develop a diverse project portfolio, illustrating their unique skills and individual identity as a design engineer.

In parallel with the experiential design approach of the integrative design studios, students have great flexibility in selecting engineering fundamentals and electives courses from a wide variety of engineering disciplines. This flexibility allows students to prepare for their chosen Focus Area or to chart their own engineering, innovation, or design pathways.

The program also includes a design applications experience (EDNS392) for students to develop a critical understanding of how engineers analyze their design work in the social and technical realms of open-ended problem solving. This opportunity provides motivations for students to explore career options early. It also helps them better understand how their individual design expertise can contribute to a variety of engineering problems, organizational needs, and multidisciplinary teams. Together, the key components of the program promote a “design early, design often, design real” approach to engineering education.

Program Educational Outcomes

Within several years of completing the degree, graduates with a Bachelor of Science in Design Engineering will be engaged in progressively more responsible positions as:

Innovators who are comfortable taking risks and who are energized by the belief that engineers help make the world a better place by improving people’s lives through technologies designed with and for people and the planet.

Design Thinkers who confidently approach engineering problems from a human and nature-centric perspective and identify multiple design solutions before converging on improvements and results that balance technical, economic, environmental, and societal goals.

Impact Makers who are much more than “just” engineers, with a broad perspective to responsibly envision, design, and implement new technologies that make a positive impact on people, organizations, the environment, and society.

Student Outcomes

Graduates of the program will have attained ABET Student Outcomes 1-7.

Curriculum

The Design Engineering degree program offers students a combination of courses that includes core mathematics, basic and advanced sciences, engineering fundamentals, and foundational studies in the social sciences and humanities throughout the freshman and sophomore years.

There is strong alignment of the initial course sequence between this degree program and other engineering degree programs at Mines, allowing smooth entry into the Bachelor of Science in Design Engineering degree program at any time during the first two years.

In the junior and senior years, students complete fundamental engineering courses across the breadth of traditional engineering disciplines and pursue advanced disciplinary studies through additional engineering electives, emphasizing engineering’s breadth as well as commonalities among different engineering disciplines. Integrated with their technical studies, students learn about the many human dimensions of defining and solving problems using perspectives and approaches from the social sciences, humanities, and design, including the creative, social, cultural, political (including policy), economic, and business components critical for understanding the big challenges facing society and the environment today.

A central component of this degree program is the extensive application of technical and non-technical skillsets in response to real-world problems throughout the Integrative Design Studios. This approach increases and solidifies students’ understanding of the content from their other courses. The Integrative Design Studio culminates in the Capstone Design Studio sequence, where students draw together the entirety of their educational experience to solve client-sponsored engineering problems in specific areas of student interest.

Bachelor of Science in Design Engineering: ​Degree Requirements

The curriculum comprises six groups of coursework and experiential learning for a total of 132 credits:

*

A minimum of 10 credits of Core Distributed Science courses are required. Students must take PHGN200 (PHYSICS II – ELECTROMAGNETISM AND OPTICS) and two of the common distributed science courses: CBEN110, CHGN122 or CHGN125, CSCI101, GEGN101, and MATH201. One of CSCI101 (INTRODUCTION TO COMPUTER SCIENCE) or MATH201 (PROBABILITY AND STATISTICS FOR ENGINEERS) must be taken from this list, and both can be taken depending on student preference. 

*ǂ

Students have limited flexibility as to when to take two of their Core Distributed Science courses starting in their freshman year into early junior year, and should be decided in consultation with student’s advisor to accommodate prerequisite requirements.

**

MEGN200 does not substitute for EDNS291 DESIGN Unleashed credit in any other degree program at this time.  Additionally, the EDNS292 sequence does not count toward MEGN200 credit for students transferring out of the DE program into Mechanical Engineering at this time.

ǂ

ENGINEERING FUNDAMENTALS courses are: (1) one of the thermodynamics courses CHGN209 or CBEN210; (2) statics CEEN241; (3) one of the circuits courses EENG281 or EENG282; (4) one of the materials courses MTGN202, CEEN311, or MEGN212; and (5) one of the fluid mechanics courses CEEN310, or MEGN351. Prerequisites may apply.

ǂǂ

Culture and Society (CAS) Restricted Elective courses, a minimum of 9 credit hours of upper level coursework, as described in the Core Curriculum section of the catalog. Focus Areas may list recommended courses to use for these electives.

ǂǂǂ

ENGINEERING ELECTIVES are purposefully drawn from course offerings provided through other engineering programs. Details are provided in the following section. Some of the Focus Areas identify specific courses from the list of allowed engineering electives that must be taken to satisfy the requirements of the Focus Area. Those engineering elective courses are identified in the Focus Area description as being outside of the 18 credits allocated to Focus Area Coursework.

ǂǂǂǂ

Focus Area courses are a coherent set of required and suggested elective offerings around a particular topic. Details are given the Focus Area Requirements section below.

Bachelor of Science in Design Engineering: ​Engineering Coursework Requirements:

A minimum of 30 credits of Design Engineering Coursework (designated as ENGR in the Bachelor of Science in Design Engineering Degree Requirements listing above) are required (typically ten courses). 15 credits (typically five courses) are prescribed ENGINEERING FUNDAMENTALS courses as noted in footnote ǂ above. The additional 15 credits are ENGINEERING ELECTIVES. The requirement of 30 credits of Engineering Coursework may include engineering courses taken as a part of a student’s Focus Areas (Focus Areas may require specific engineering courses be taken – see footnote ǂǂǂ above). This Engineering Coursework requirement combined with specific engineering content in the six INTEGRATIVE DESIGN STUDIOs (allocating 11 credits of the 18 credits for the design studios) and the Capstone Senior Design sequence (EDNS491 and EDNS492) produces 47 credits of engineering course work for this degree program. Note that certain ENGINEERING FUNDAMENTALS may also be prescribed by a Focus Area in order to satisfy prerequisite requirements. Likewise, students are encouraged to select ENGINEERING ELECTIVES to reinforce and complement the courses in the student’s chosen Focus Area. ENGINEERING ELECTIVES must be chosen from the list below, or select 400-level courses discussed with and approved by the student’s advisor. Finally, note that students must have at least 9 credits at or above the 300-level with a common theme or subject area within the group of courses that make up the required 30 credits of ENGINEERING FUNDAMENTALS and ENGINEERING ELECTIVES to ensure a reasonable level of disciplinary depth in a single field of engineering. Furthermore, students must have at least 9 credits at or above the 400-level of ENGINEERING ELECTIVES plus the 6 credits of capstone senior design course and project work (EDNS491 and EDNS492).

The complexity of integrating various department curriculum, the potential for missing prerequisites, and the need to follow an expected course sequence requires that students develop a 2nd, 3rd and 4th year plan with their advisor during the first semester of their sophomore year course of study, and to collaboratively work with their advisor and Program Director for curricular assessment and approval prior to registration for every semester. The course plan is expected to be a dynamic roadmap for a student’s particular degree curriculum.

The following engineering-content courses can be used to satisfy the 15-credit requirement for ENGINEERING ELECTIVES. Please be aware of course prerequisites, reviewed with the student’s advisor. The below list includes approved coursework, but is not exhaustive. Students can seek approval from faculty advisor for a course not listed below.

Bachelor of Science in Design Engineering: Focus Areas

Focus Areas are a compilation of prescribed and suggested courses and topical projects that have been reviewed by a broad spectrum of faculty from multiple programs/departments and of varied professional background who assess the collection of content to encompass technical, innovation, design, social/cultural, and environmental pillars needed by students who plan to pursue a career in that focus area.

All Focus Areas require a minimum of 18 credits of course work which may include prescribed or recommended engineering courses. In addition to the directed Focus Area coursework, certain HASS and engineering electives may be suggested as supporting the Focus Area. Students should work closely with their advisor to select their electives in a way that complements their Focus Area studies.

In addition to coursework specific to their Focus Area, students must also complete a 6-credit, two-semester capstone senior design project. This project is the culmination of the student’s studies and brings together content learned through the three previous years of Integrative Design Studios, science, mathematics, engineering coursework, and Focus Area coursework.

A limited number of Focus Areas are currently defined. New Focus Areas will be added periodically, depending on student and faculty interest, as described in a separate Design Engineering Program Management document.

Current Focus Areas:

• Energy Studies (global energy development, sustainable energy, energy policy)
• Robotics and Automation
• Water Security (water quality, storage and management, efficient utilization, policy, law)
• Music, Audio Engineering, and Recording Arts
• Corporate Sustainability
• Community Development
• STEM Teaching
• Individualized (customized course of study)

Focus Area Requirements:

Focus Area – Energy Studies:

Students must take the following courses:

*

PEGN450 is also listed in the ENGINEERING ELECTIVE list of courses. Students may not count PEGN450 as an ENGINEERING ELECTIVE credit.

Students must also select one of the following courses:

**

HASS486 and HASS490, if used for Focus Area credits, may not also count toward the 9 credits of required Culture and Society (CAS) Restricted Electives.

Focus Area – Robotics and Automation:

NOTE: To satisfy pre-reqs - For their ENGINEERING ELECTIVES courses in students must select CSCI261 (Programming), CSCI262 (Data Structures), EENG284 (Digital).

Students must take the following courses:

*

MEGN315, EENG307, and EENG383 are also listed in the ENGINEERING ELECTIVE list of courses. Students may not count these three courses as ENGINEERING ELECTIVE credits.

Students must also select two of the following courses:

Focus Area – Water Security:

NOTE: To satisfy pre-reqs - For their ENGINEERING FUNDAMENTALS courses in students must select CHGN209 (Thermo), CEEN310 (Fluids) and CEEN311 (Materials).

Students must take the following courses​:

*

CEEN301 and CEEN381 are also listed in the ENGINEERING ELECTIVE list of courses. Students may not also count these courses as ENGINEERING ELECTIVE courses.

Students must also select one of the following courses:

**

HASS488, if used for Focus Area credits, may not also count toward the 9 credits of Culture and Society (CAS) Restricted Electives.

Focus Area – Music, Audio Engineering, and Recording Arts:

NOTE: To satisfy pre-reqs - For their ENGINEERING ELECTIVES courses in students must select EENG307 (Feedback Control) and MEGN315 (Dynamics).

Students must take the following courses**:

**

HASS324, HASS326, HASS327, and HASS429 may not also count toward the required 9 credits of Culture and Society (CAS) Restricted Electives.

It is also suggested that students participate in Performance Enhancement (3 credits total taken as Free Elective):

Focus Area – Community Development:

NOTE: To satisfy pre-reqs - For their ENGINEERING ELECTIVES courses in students must select CEEN301 (Fund. of EnvE: Water).

Students must take the following courses:

*

EDNS477, EDNS478, and EDNS479 may not also count toward the 9 credits of Culture and Society (CAS) Restricted Electives. 

Students must also select TWO of the following courses:

**

HASS425 if used for Focus Area credits, may not also count toward the 9 credits of Culture and Society (CAS) Restricted Electives.

Focus Area – Corporate Sustainability:

NOTE: To satisfy pre-reqs - For their ENGINEERING ELECTIVES courses in students must select CEEN301 (Fund. of EnvE: Water).

Students must take the following courses:

**

EDNS430 and EDNS479 may not also count toward the 9 credits of Culture and Society (CAS) Restricted Electives.

Students must also select TWO of the following courses:

Focus Area - STEM Teaching:

Students must take the following courses:

*

SCED333 and SCED363 may not double-count for both the Focus Area and the Culture and Society (CAS) Restricted Electives

Students must also select one of the following courses:

Students must also select one of the following courses:

Focus Area – Individualized Focus Areas:

An Individualized Focus Area (IFA) is a customized course of study along with an associated senior design capstone experience that is agreed upon by the student, advisor, and Design Engineering Program Director. Typically, an IFA is defined for a student whose interests and passions are not represented by the existing predefined Focus Areas. The advisor and Design Engineering Program Director are responsible for ensuring an IFA meets the same standards as any of the predefined Focus Areas in the Design Engineering program, as described below in the Program Management section, including having at least three faculty mentors. The transcripts of students who follow an IFA will be denoted as “Individualized Focus Area” without further reference to the focus topic.

Major GPA

The Undergraduate Council considered the policy concerning required major GPAs and which courses are included in each degree’s GPA.  While the GPA policy has not been officially updated, in order to provide transparency, council members agreed that publishing the courses included in each degree’s GPA is beneficial to students. 

The following list details the courses that are included in the GPA for this degree:

• EDNS100 through EDNS599

The Mines guidelines for Minor/ASI can be found in the Undergraduate Information section of the Mines Catalog.

Minor in Engineering for Community Development

Program requirements (18 credits)

Minor in Leadership in Social Responsibility

The Minor in Leadership in Social Responsibility will prepare CSM students to become leaders in identifying and promoting the role that engineers can play in advancing social responsibility inside corporations. Graduates will be able to articulate the strategic value of social responsibility for business, particularly in achieving and maintaining the social license to operate, and the role engineering itself can play in advancing a firm’s social responsibility program, including community engagement.

For CSM students to “solve the world’s challenges related to the earth, energy, and the environment,” they must also be able to navigate the increasingly complex social, political, and economic contexts that shape those challenges. Achieving the social license to operate, for example, is recognized as necessary for developing mineral resources in the U.S. and abroad. Stewardship of the earth, development of materials, overcoming the earth’s energy challenges, and fostering environmentally sound and sustainable solutions – the bedrock of the Mines vision articulated in the Strategic Plan – requires engineers and applied scientists who are able to work in local and global contexts that are shaped by the sometimes conflicting demands of stakeholders, governments, communities and corporations. Reasoning through and managing these competing demands is at the core of social responsibility.

Minor in Leadership in Social Responsibility (18 credits required)

Area of Special Interest in Humanitarian Engineering (12 credits)

Courses