Engineering (Non-Departmental) (EG)

A noncredit course for high school students who have completed the junior year. A survey of the courses of study and career paths in aerospace, chemical, civil, computer, electrical, and mechanical engineering. An introduction to problem solving and computer programming through group projects. Trips to tour local and nearby industries, as examples of various engineering environments, are included. Offered in the first half of the summer session.

Introduction to Engineering summer program for High School Juniors.

The same course content as EG 00100. Offered in the second half of the summer session.

Study of engineering topics as directed by faculty member.

Advanced study of engineering topics as directed by faculty member.

The first of a two-part sequence intended to introduce engineering to first-year intents and to establish a foundation for their studies in any of the engineering disciplines. Team-oriented design projects are used to provide a multidisciplinary view of engineering systems and to present the engineering method. Structured programming is introduced, and computing skills are developed for engineering analysis, synthesis, and technical communication. Fall.

The second of a two-course sequence intended to continue the introduction of first-year intents to the engineering disciplines. Multidisciplinary projects are used to illustrate the application of engineering modeling, analysis, and design principles to solve a variety of practical problems. The projects are intended to span areas of interest in all departments of the College of Engineering. Structured programming and software skills are further developed. Spring.

A course intended to introduce the five engineering departments (Aerospace and Mechanical, Civil and Environmental Engineering and Earth Sciences, Chemical and Biomolecular, Computer Science and Engineering, and Electrical Engineering) offered at the University of Notre Dame to first-year engineering intent students for informed major selection. The course involves exposure to each of the five engineering departments through hands on activities and discussions and culminates with "choice" sessions in which students select to participate in further sessions with a particular department. Fall.

This course is intended to develop fundamental computer programming skills needed for future study in the College of Engineering. Concepts such as variable assignments, vector and matrix operations, plotting, conditionals, loops, and user defined functions will be covered using both MATLAB and Python programming platforms.

This engineering design course enables students to apply mathematical and computing tools in an engineering design process: defining the constraints, performing data analysis for data-driven decision making, evaluating and analyzing viable solutions, designing a system to meet requirements, build the system (using innovation tools), and evaluate the system's performance. Students will also demonstrate the ability to work effectively on a diverse team to gain experience with technical communication. Additionally, students will engage in engineering discernment activities to help select their engineering discipline.

The engineering computing course is designed to introduce fundamental concepts of computing that includes basic understanding of computing hardware/software tools and usage of those tools to model, analyze and solve engineering problems. Basic programming concepts such as variable assignments, vector and matrix operations, plotting, conditionals, loops, and user-defined functions will be introduced using both MATLAB and Python programming platforms and will culminate in an engineering programming project.

Selected topics in PHYS I as directed by the instructor

Selected topics in Physics I as directed by the Instructor

This course exposes students to topics from multivariable calculus and linear algebra that they are expected to use in their sophomore engineering classes. The objective is to provide the students a basic understanding of the topics that will allow them to apply them to the engineering and science presented in the sophomore courses. These topics will be covered in more detail in their follow-on sophomore year courses. Math topics will be motivated and reinforced by showing engineering applications of the concepts.

The course examines the stuff we use in our daily lives, including where it comes from and what happens to it when we are done with it. The sustainability of our use of materials and the impacts on society and our planet will be discussed.

A course exploring the materials used in modern sports equipment. The materials science and engineering behind the metals, polymers, composites, and foams used in items such as golf clubs and golf balls, running shoes, bicycle frames, are discussed, including why particular materials are selected. The materials processing and manufacturing methods used to make these items will also be covered. Specific examples of sports equipment development where materials have revolutionized performance will be studied in detail. Basic concepts of materials mechanical properties including strength and fracture will be described. The overall goal of this course is to teach some of the principles in materials science and engineering in the context of modern sports equipment. The course introduces some fundamental materials strength and materials processing principles, but is designed for the non-scientist, non-engineer. The goal is to understand materials, their properties, how engineers select them for particular properties and attributes, specifically for use in sports applications, and how equipment used in sports are manufactured.

Have you ever wondered how a prescription drug works? Or if the dose prescribed is right for you? Or why you should not be drinking grape fruit juice or alcohol with certain drugs? Or if generic drugs are really as good as brand name? Or if the over the counter supplements are regulated or not? This class covers the fundamental aspects of drug discovery, development, and pharmacology, including mechanism of action for therapeutic outcomes. Pharmacokinetics, pharmacodynamics, metabolism, and toxicity as a basis for drug development are also covered. This class is particularly suitable for anyone who may consider going into pharmaceutical business consulting, pharmaceutical sales/marketing, medical liaison, venture capital firms, or simply for anyone who would like to be able to make more informed choices about pharmaceuticals and advocate for themselves.

For Students in Engineering: Topics include: Functions, Trigonometry, Limits, Derivatives and Integrals.

To enrich and perfect problem solving and topics presented in EG 10560.

Selected topics in Calculus I and Calculus II as directed by the instructor.

Selected topics in Physics as identified by the instructor

To enrich and perfect problem solving and topics presented in EG 10550.

The objective of this course is to explore math topics that you are encountering or may encounter in EG 10560 in such a way that it helps expand your understanding of math and how it fits into your field of study.

Tutorial course for EG 10550

Tutorial for EG Math 2

Engineers use their technical and social skills to benefit society. This unit introduces professional engineering practice and develops foundations for the learning and practise of engineering. The unit supports students to make the transition into first year and become student engineers who have the foundation skills for engineering studies and practice, and understand how they can use these skills to contribute to society. In the unit, students work on a semester-long engineering design project and smaller design challenges, selected to facilitate achievement and demonstration of the learning outcomes. After completing the unit, engineering students should understand the historical, current, and future importance of engineering in society, and which specific skills each engineering discipline has to offer. They should also have established important skills and expectations for learning and practice in engineering at university and professionally, particularly around communication skills, use of technical and non-technical information, inclusive teamwork, self-directed learning, and employing engineering design processes to address open-ended problems, all while adhering to values that earn the confidence of the community.

Throughout human history, engineering has driven the advance of civilization. In the past century engineering has recorded its greatest accomplishments, but for all these accomplishments the century ahead poses formidable problems sustaining civilization advancement. This course will broaden and raise student's awareness of challenges faced by coming generations such as climate change, clean water and healthcare. Students will work in small groups in a collaborative learning environment to explore in details and in multiple dimensions the key issues around selected major challenges with experts in the areas. Suggested and proposed engineering solutions based on advances in science and technology will be explored and discussed. Students will be encouraged to develop and present their own innovative engineering approaches to address these major challenges.

DescriptionThis general-education course introduces the basics of electronic and information technology and their applications to daily-life consumer electronics and communication devices. Contents include the representation of signals in the time and frequency domains; digitization of information; coding for data compression and error protection; transmission of signals; cellular mobile phones and wireless communications; and the Internet. It is expected that through studying these technologies and how they address the problems encountered in the information technology area, students will also grasp the skills in solving problems with engineering approach and spirit and appreciate how these technologies impact the society.

Exploring topics of engineering through readings assigned by a faculty member.

This one credit course introduces core concepts and builds competencies that are important for the development of proficient academic scholars.

The central idea behind this course is that engineering can and should ultimately be considered a calling from God, and not simply a discipline one joins or struggles through to achieve a lucrative career upon graduation. But how does one hear the voice of God in their training to become an engineer, especially given the technical focus of the material? the class is broadly divided into three sections. The first section promotes understanding the broader Catholic teaching on university education and the dignity of work. What is the role of the Catholic Church in educating engineering students? While technology and innovation serve a core purpose in the engineering enterprise, how does one rightly merge technical progress with Catholic position on the rights and dignity of workers, and care for God's creation? The second section moves on to the process of discernment, or hearing God's calling in our lives. Specifically, how the tools of spiritual discernment can be used to hear how to best deploy the technical skills and training of an engineering vocation. How do we make a choice about which engineering discipline to pursue? This portion of the class is based on a simple basic answer to these questions: to hear God's calling in our careers as engineers, one needs to read well and pray well. The class will explore the Catholic Church's rich store of tools for hearing and incorporating the voice of God in our work. The third section of the class focuses on engineering ethics. If we follow God's call to the engineering vocation, how should we act with integrity, compassion, and love? We will understand engineering ethics from a distinctly Christian perspective, and develop the idea that an ethical framework has a strong analogy with the engineering design process itself.

Physicalism is the worldview that reality is completely and exhaustively accounted for by particles and fields governed by the physical law. You are a biochemical machine, nothing more. Students will engage and analyze physicalism, as presented by some of its most articulate and persuasive advocates, and compare it to Catholic teaching and the biblical account. Science as a total worldview is relatively new, but science has a history. A common view is that science emerged in the scientific revolution as Europeans began to cast off the weight of old religious dogma and arguments from authority and started to look for truth on the basis of empirical evidence. Part of the course will be an encounter with the scientific revolution as it actually occurred.

This is a one-credit course that is the first in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will be proficient in basic machine shop safety and procedures, including demonstrating correct usage of basic hand and power tools, basic machining practices, basic shop print reading and creation, basic geometric dimensioning and tolerancing, and multi operation part design and fabrication. This one-credit course may only be combined with AME 31243 and AME 41243 to satisfy an AME Technical Elective degree requirement.

The aim of this course is to engage students in readings and deep reflection related to their experience in the Center for Civic Innovation winter term internship. Students will build a foundation in the winter term internship through design-thinking, leadership, project management, and diversity training and completion of a team civic innovation project in collaboration with community partners in the South Bend-Elkhart region. In the spring term, students will read relevant academic publications, reflect, then discuss their experiences, successes, and project constraints.

This unit introduces students to relevant aspects of project management and engineering practice that they need to successfully transition from formal education to professional practice.

Students are placed to work as interns in various organizations ranging from commercial businesses to charitable foundations. Specifics of the internship expectations and assignments depends on the international location.

The whole world is currently committed to adaptation against climate change, extreme disasters, environmental pollution and exhausting fossil energy by means of establishment of a low-carbon society. Such transmission is certainly necessitated not only in China but also worldwide. Development of low-carbon technologies management system will be the key approach. This course is aimed to train the undergraduate students with variable background for both technological and management knowledge. It is thus a cross-disciplinary course that encourages students to learn independently and collaboratively with the purpose of addressing complicated issues in energy, resource, environmental, economy and policy areas under the globalization circumstance. This course is not merely lecture and also includes quite a number of curriculum projects that require students to learn more after class and collaborate with team members. In course of the project design, students will be enhanced of abilities including but not limited to scientific writing, public speaking, literature hunting, and communication skills. This course will be delivered in a pure English environment. Furthermore, the students will be fortunate to stay with world-famous experts in low-carbon fields and experience the cutting-edge research. Low-carbon technology and management is a fast-developing field with frequently updated knowledge and information. This course extremely encourages students to challenge the conventional viewpoints and existing database of knowledge. The lecturer has the responsibility to lead students to think and behave in such creative and originative ways.

Dean selected Engineering topics of current interest.

Engineering research course over 2020 winter semester

Engineering research course over winter semester

A practicum in project leadership and project management. Learn about relationship and task elements of using your engineering skills to execute complex real world challenges in the city. Learn about effective team building, learn to use design thinking, learn to plan your work and work your plan. Connect your STEM problem solving skills to helping people who need your help for a better quality of life.

This course is intended to introduce a broad audience of undergraduate engineering students to practical modes of conversion between electric energy and various forms of mechanical energy. It will confer a basic understanding of the generation of electric power from hydropower, wind, and steam, and conversion of electric to mechanical power through AC, DC and universal motors.

This course provides a comprehensive introduction to the theory of probability and statistics, with a focus on applications in computer science and engineering. Key topics include discrete and continuous random variables, joint probability distributions, the central limit theorem, point and interval estimation, and hypothesis testing. The course emphasizes both the theoretical foundations and practical applications, equipping students with essential tools for analyzing and interpreting data in technical fields.

This course introduces students to approaches to develop and deploy modern complex systems. It emphasizes and encourages students to think about the system as a whole and not the sum of its parts. The systems engineer must understand and address the system from a number of perspectives and constituents. As such, this course will provide students with enough of the terminology and basic principles from each constituent to understand their requirements and develop solutions that are acceptable to all.

This is a one-credit course that is the second in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will be proficient in basic machine shop safety and procedures, intermediate machining practices, mating part and assembly print reading and creation, advanced geometric dimensioning and tolerancing, including true position, datums, and profile measuring with surface plates, height gauges, and an optical comparator. The use of CAD and 3D printing in tandem with basic manual machining to create basic assemblies.

What happens when computing moves into new spaces of engineering, science, and medicine? In this course, students will engage with ethical questions at the intersection of computing and biotechnology as a launching pad to consider additional ethical dilemmas in other areas of engineering and propose solutions to them. This course will be grounded in an overview of the philosophy of technology and tech ethics. The focus will then shift to contemporary ethical challenges within biotech work, including big data, computational biology, and artificial intelligence. Finally, we will look toward the future and examine how technology may support a future worth wanting. The course will ask big questions such as: how does technology shape the way we see ourselves and others? Students will be equipped to reflect seriously on these topics by reading contemporary think pieces, academic journal articles, short fiction, and political theory. This course will prepare students to engage with the practical and intellectual challenges of an ethically engaged tech career. This signature course is part of the Ethics at Work Project.

The London Engineering Experience is a zero-credit course designed to accompany the final week of the Notre Dame Engineering London Summer Program. This experience provides structured opportunities for students to engage with the cultural, historical, and professional environment of London and the surrounding region. The course serves as a structured framework for the final week of the program, allowing students to synthesize their academic experiences with cultural exploration while continuing to participate in program-led activities. Although the course does not carry academic credit, participation supports the overall educational goals of the Engineering London Summer Program by encouraging students to reflect on the relationship between engineering, society, and global cultural contexts.

Traveling to new places worldwide allows us to experience different cultures and explore historical sites and landmarks. Occasionally, on a tour or through a travel book, you learn of a historical nugget about the history of a site, landmark, or engineering marvel that allows you to appreciate a small part of the site or city’s engineering history. In this class, we will explore the history of significant engineering accomplishments in London. Being present in the city will allow for field trips and excursions to see firsthand where major engineering breakthroughs or marvels were pioneered and created. The course would also teach the basic mathematical scientific principles behind these breakthroughs or marvels to provide some engineering context behind the design. Since most Notre Dame rising sophomores will not have had Physics II: Electricity and Magnetism, the course would focus on civil, mechanical, and chemical engineering breakthroughs and marvels so that the prerequisite math and science would have already been covered in coursework. Some examples that are more civil/mechanical engineering-based are as follows: ● Prime Meridian (history and how it was chosen) ● Millennium Bridge (after installation, foot patterns resulted in resonance; the bridge was monitored and retrofitted with tuned mass dampers ● London Eye (it is only supported from one side to “hang” over the river) ● St. Paul’s Cathedral (it is a triple dome structure ● Exchange House (this structure only relies on four major arches and thus eight points of contact with the ground; designed by Skidmore Owings & Merrill) ● Tube & Elizabeth Line (first underground subway; initially opened in 1863 and then grew in popularity throughout the late 1800s with advances in technology) ● Globe Theatre (investigation and discussion of fire propagation) ● Blue Whale in the Natural History Museum (exploring the cabling layout and orientation

Throughout history, the ability to observe, interpret, and predict weather and climate has shaped the rise and sustainability of civilizations. Nowhere is this more evident than in the Mediterranean world, where Rome’s success was closely tied to its understanding of environmental patterns. Predictable seasonal cycles—hot, dry summers and mild, wet winters—supported advanced agricultural systems, thriving trade routes, and military planning that depended on accurate expectations of climate and weather. This course explores the evolution of climate and weather prediction from ancient observations to modern scientific modeling, using Rome and the Italian Peninsula as a focused case study. Students will trace the development of meteorology and climatology beginning with early weather lore and the naturalistic writings of Pliny the Elder in Historia Naturalis. The course also examines the Renaissance revival of scientific curiosity, highlighting thinkers such as Leonardo da Vinci, whose sketches and theories reflected an emerging scientific approach to atmospheric phenomena and laid groundwork for future advancements. From these historical foundations, the course transitions to the modern era, introducing the physical principles that govern weather and climate and the tools used to study them today. Students will engage with atmospheric models of varying complexity—experimenting, analyzing model output, and interpreting results to understand how predictions are generated and how uncertainty is communicated. By the end of the course, students will be able to explain core concepts in physical meteorology and climatology, analyze or work with atmospheric modeling techniques, and describe how environmental knowledge shaped ancient societies. They will also learn to apply these insights to contemporary engineering challenges related to climate change adaptation and mitigation, linking historical understanding with modern decision-making. Through the lens of ancient Rome’s relationship with the environment, this course invites students to explore how humans have long relied on atmospheric knowledge—and how engineering today continues that legacy in the face of a changing climate.

Fundamental discoveries in physics and advancements in engineering have transformed the prevention, diagnosis, and treatment of human disease. In the past 60 years alone, we have seen the first whole body medical imaging (MRI and CT), successful use of the artificial heart and other implantable devices, decoding of the human genome, wearable and remote monitoring technologies, and numerous laboratory- and home-based diagnostics. These technologies and methods were enabled by critical research in the fundamental engineering disciplines. The goal of this course is to use these examples to introduce students to important concepts in biomedical science, with an overall goal to demonstrate how students can use their engineering training to address unmet clinical needs and opportunities. Topics to be explored include medical devices and instrumentation, biomechanics, biomaterials and implants, medical imaging, diagnostics, and bioinformatics / artificial intelligence. Examples will draw heavily from the diagnosis and treatment of cancer, which will remain a major societal challenge for the foreseeable future. If selected, I will take advantage of local resources to arrange for a trip of a biomedical research facility; for example, in Ireland I have connections through the Naughton Fellowship Program and the Biseach Cancer Research Initiative. Course objectives Upon successful completion of this course, students will be able to: - Apply concepts of physics, chemistry, electronics, mechanics, and computer science to understand the functioning and creation of medical devices, diagnostics, and imaging - Describe the pathogenesis, diagnosis, monitoring, and treatment of solid tumor cancers - Identify and understand unmet clinical needs that can be addressed by multidisciplinary teams composed of their core engineering knowledge - Recognize the breadth and scope of the biomedical science industry and its various professional opportunities for engineers

Music and engineering share a profound and often surprising interconnectedness—from the physics of sound and the mathematics of scales to the design and technology behind musical instruments. Although engineering is frequently labeled “analytical” and music “creative,” both disciplines rely on the integration of imagination, experimentation, and rigorous problem-solving. This course, inspired by more than a decade of collaboration with the Grammy-winning ensemble Third Coast Percussion, expands upon the long-running educational initiative Making Waves. The program has reached thousands of K–12 learners and has been featured at national venues such as the Exploratorium, the Metropolitan Museum of Art, the Smithsonian Museum of American History, and the ASEE Annual Conference. In Summer 2026, students in the Engineering Summer International Program will experience an immersive version of Making Waves that blends engineering analysis and design, music composition and performance, and cultural exploration. Alcoy, Spain—where local musicians and an artisan guitar maker will partner with the course—is the preferred location for this unique offering. Students will engage deeply with engineering concepts using material from Introduction to Engineering: Modeling and Problem Solving (Wiley, 2009), including Euler’s method and first-order difference equations applied to mass-spring-damper systems, RC circuits, and chemical reaction rates. Programming will be done in Javascript, enabling students to build dynamic web-based simulations while gaining a valuable marketable skill aligned with their first-year coursework. By the end of the course, students will be able to explain how physical sound properties relate to musical perception, analyze harmonic series and timbre, combine sinusoids to synthesize sound, engineer simple musical instruments to produce targeted pitches, build Javascript animations of physical systems, and compose and perform original works using instruments they create. Three interwoven threads structure the course: -Math, physics, and engineering of sound production -Javascript programming for interactive, physics-based simulations -Instrument building and musical composition, culminating in a group performance using custom acoustic and digital instruments. This course invites students to explore creativity and analysis side-by-side, revealing how engineering and music together shape the way we understand, build, and experience the world.

Embedded systems are everywhere. Use your phone, look at your watch, turn on your TV and you are interacting with an embedded system. Complex systems such as cars, robots, and airplanes will have dozens of embedded systems that work together to complete a complex task. In this course you will learn the basics of designing, programming, and interfacing needed to build an embedded system. It will provide a hands-on experience on how an embedded system can be used to solve Electrical Engineering problems

Many of the systems that we deal with as engineers are massively complex and trying to understand and handle all of that complexity would be next to impossible. As engineers we often just have to solve a problem, not understand every element perfectly. To achieve this, the ability to develop parsimonious and readily implementable models that can help us understand the most relevant features and behaviors of a system is an essential skill that any engineer must have, irrespective of which engineering discipline they are in. The word model can mean many things - a process based mathematical model, a physical model, a statistical model, a surrogate model, a computer model or a qualitative conceptual model to name but a few. In this class we will learn about the diverse world of modeling to help students develop the skills needed to ultimately be able to develop and use models as professional engineers. In particular the course will explore (i) classical deterministic modeling approaches, (ii) stochastic and statistical models and (iii) physical models, all culminating in an individual project where the student picks a particular topic of personal interest and develops and applies a model with which to understand it.

Written and oral communication is a critical component of engineering, whether your specialty is civil, mechanical, electrical, chemical, computer, or any other engineering discipline. This course will help you develop effective and efficient written and oral communication skills for the workplace, where engineers must be able to interpret and present evidence-based and persuasive arguments, resolve ethical issues, consider cultural and social contexts based on the audience, and engage with technical as well as non-technical stake-holders. As part of the course, you will produce written documents (both in individual and team settings) culminating in a technical proposal to solve an engineering sustainability problem or improve the sustainability of a product, process, or service relevant to your engineering discipline in the country/city of your Summer Engineering Program. You will also orally present your technical proposal at the end of the Summer Program. Main Objectives ��� Planning, drafting, and designing clear, concise, and comprehensive technical documents that effectively incorporate text and graphics. ��� Interpreting and persuasively presenting evidence-based points of view, both orally and in writing. ��� Communicating critical information to the expert and non-expert.

An introduction to the theory of probability and statistics with a focus on engineering principles. Topics include discrete and continuous random variables, joint probability distributions, the central limit theorem, point and interval estimation and hypothesis testing. In collaboration with Notre Dame Global, there will also be an international component integrated throughout the course to provide additional historical and cultural perspectives to the course.

Mining engineers develop and operate mines to extract and process minerals economically, in a safe and environmentally responsible manner. This unit is an introduction to the technologies used to extract minerals from the ground. It is a required unit for mining engineering subjects and is suitable for those considering mining as a career option. It provides a foundation for the mining engineering discipline and will provide a good understanding of the mining industry. Topics include an overview of the geology of mineral resources, typical operational processes and design considerations for open pit and underground mining. A field trip may be made to an operational mine near Perth.

Modern portfolio theory started with Harry Markowitz’s 1952 seminal paper “Portfolio Selection,” for which he would later receive the Nobel prize in 1990. He put forth the idea that risk-adverse investors should optimize their portfolio based on a combination of two objectives: expected return and risk. Until today, that idea has remained central in portfolio optimization. However, the vanilla Markowitz portfolio formulation does not seem to behave as expected in practice and most practitioners tend to avoid it. During the past half century, researchers and practitioners have reconsidered the Markowitz portfolio formulation and have proposed countless of improvements and alternatives such as robust optimization methods, alternative measures of risk, regularization via sparsity, improved estimators of the covariance matrix, robust estimators for heavy tails, factor models, volatility clustering models, risk-parity formulations, index tracking, etc. This course will explore the Markowitz portfolio optimization in its many variations and extensions, with special emphasis on Python programming. All the course material will be complemented with Python code that will be studied in class. The homework and project will be in Python.

We focus on how to use data to develop insights and predictive capabilities using machine learning, data mining, and forecasting techniques. Throughout the course, we explore the challenges that can arise in implementing analytical approaches within an organization. The course emphasizes that business analytics is a practical discipline which requires mastery of both methodology and business applications. The concepts learned in this class should help you identify opportunities in which business analytics can be used to improve performance and support important decisions. It will teach you important tools that can be used to transform data into high-impact business decisions. Lastly, it should make you alert to the ways that analytics can be used - and misused - within an organization.

Technical elective for College of Engineering. IR - Dublin, Ireland Buildings and Environment his module examines the design and construction of buildings for livestock production and the impact on the environment. Guidance is provided on planning and environmental legislation, design approach, minimum specifications, heating and ventilation, health and safety, environmental emissions, construction materials, building layouts and landscaping. IR - Dublin, Ireland MEEN 30140: This course is meant to teach engineers finance and accounting to enable industry engineers to work outside their traditional engineering skills and areas. It will develop a business acumen from an engineering standpoint. BT - Bologna, Italy - Electricity Storage In this course, we learn about different types of energy storage technologies, why energy storage is important, and how these devices connect to the grid. It is heavily focused on the physics of each of these storage technologies (lithium-ion, pumped hydro, compressed air, etc). AG - Athens, Greece - Planetary Ecology This course uses the planetary boundaries established by Johan Rockstrom to investigate the impact of human activity on the climate. Emphasis is placed on understanding the scientific basis for these boundaries and the potential solutions that can be implemented.

In this course, students from different majors will work in teams on projects that develop innovative solutions to real-world problems that come from industry, government, and not-for-profit organizations. All projects will contain substantial technical engineering content, with many projects employing multidisciplinary concepts. Students will have the opportunity to select their preferred projects from a list of available projects in a given semester and then be assigned to teams. The course may be taken for 1 or 2 credits (or 3 by special permission), and taken repeatedly so that credits can be accumulated and count towards a Technical Elective for any Engineering degree. Each student is expected to spend approximately 3 hours per week on the course per credit earned for semester-long projects (shorter projects may require a few more hours per week). All project teams will participate in a common orientation that includes topics such as project management and team leadership, but otherwise will meet at times convenient to the teams and their industry/community partners.

The course is designed to improve the effectiveness of engineers working in corporations by teaching how and why businesses operate. Subjects covered include business financial reporting, business plans, the development processes, project management, the supply chain, and a history of quality topics. Numerous guest speakers are utilized to give the students exposure to successful business executives and reinforce the business processes covered in class. Fall.

The second course in the sequence integrates the elements taught in the fundamentals course. Subjects covered include a team-oriented Web-based business simulation exercise, management, effective communications, and a review of leading-edge trends in modern corporations. Spring.

Introductory course in a three course sequence to help prepare engineering students for navigating the US engineering business workplace. Course consists of lectures and final assignment (paper). Students are required to have an internship in order to satisfy all requirements for this course.

Second of three course sequence. Students will gain further understanding of topics explored in EG 40423 as well as be introduced to new topics.

Last of the three course sequence. Students explore topics chosen by the professor based upon student interest and experience.

This is a one-credit course that is the third in a sequence of three courses on fabrication and manufacturing. At the end of this course, students will have a baseline knowledge of the capabilities of CNC fabrication, as well as its optimization. This one-credit course may only be combined with AME 21243 and AME 31243 to satisfy an AME Technical Elective degree requirement.

This course seeks to develop a solid foundation for reasoning about the difficult ethical, professional, and social controversies that arise in the engineering field. Emphasis is placed on identifying the appropriate legal and professional context and applying sound critical thinking skills to a problem. Topics covered include relevant professional codes of ethics, encryption/privacy/surveillance, freedom of speech, "cracking" of computer systems, development of safety-critical software, whistle blowing, and intellectual property. This course relies heavily on case studies of real incidents, both historical and current. In collaboration with Notre Dame Global, there will also be an international component integrated throughout the course to provide additional historical and cultural perspectives to the course.

This course first will describe the concept of sustainability and the consequences of neglecting it. Then it will describe urban infrastructure systems, how they developed historically, and how urban systems can transition to more sustainable modes. While environmental systems will be emphasized, e.g., potable water, storm water, and wastewater, the course also will discuss power generation and electrical grids. For example, sustainability can be enhanced by local energy production (e.g., wind, solar, biomass), management of networks with advanced sensing (e.g., smart valves on storm water systems, real-time monitoring of electrical demands and incentives to minimize power consumption during peak hours), and recovery of nutrients, energy, and water from wastes and local food production. Differences between developed and developing countries will be highlighted. The water/energy nexus, water/food nexus, and industrial pollution prevention/waste minimization techniques will be discussed. Quantitative engineering tools, accessible to sophomores, will be used to assess system sustainability, e.g., models of population growth with impacts on resources, management of peak demands (electrical, transportation, water), flow in groundwater systems (aquifer capacity, effects of overexploitation), basics of urban hydraulics and hydrology (water and sewer network analysis, effects of climate change on water resources, urban infrastructure and flooding), and basics of biological waste treatment (how wastewater can be treated for resource recovery and reuse, production of biogas). Exercises will be done on spreadsheets or Matlab.

The course is designed to improve the effectiveness of engineers working in corporations by teaching how and why businesses operate. Subjects covered include business financial reporting, business plans, the product development processes, project management, supply chain and quality topics. In collaboration with Notre Dame Global, there will also be an international component integrated throughout the course to provide additional historical and cultural perspectives to the course.

Credit toward graduation for up to two internships totaling no more than 6 credits is available for College of Engineering students upon approval by the Associate Dean of Undergraduate Studies. Students are required to meet weekly with the Associate Dean to check on satisfactory progress. Upon completion of the internship, the supervising faculty member is required to send an email confirming completion to the Associate Dean.

This is a zero-credit, ungraded course for students engaged in independent research or working with a faculty member or a member of the University staff on a special project. Registration requires a brief description of the research or project to be pursued and the permission of the director of the Summer Session. This course is taken as an indication of the student's status on campus and is meant to allow the registered student to use the University facilities as the Summer Session permits. No course work is required.