Engineering Science (ENGR)

ENGR 130. Foundations of Engineering and Programming. 3 Units.

Students will learn the fundamentals of engineering analysis and computer programming using a hands-on, project-based approach. During each module, students will collaborate to apply engineering skills, such as data analysis or prototyping, in addition to programming, to design a device. MATLAB will be the primary coding language. Projects incorporate skills from various engineering disciplines. In addition, students will learn about the engineering profession and the engineering design process. A laptop computer capable of running MATLAB is required for this course. Counts as a Quantitative Reasoning course.

ENGR 131. Elementary Computer Programming. 3 Units.

Students will learn the fundamentals of computer programming and algorithmic problem solving. Concepts are illustrated using a wide range of examples from engineering, science, and other disciplines. Students learn how to create, debug, and test computer programs, and how to develop algorithmic solution to problems and write programs that implement those solutions. Matlab is the primary programming language used in this course, but other languages may be introduced or used throughout. Counts as a CAS Quantitative Reasoning course. Counts as a Quantitative Reasoning course.

ENGR 145. Chemistry of Materials. 4 Units.

Application of fundamental chemistry principles to materials. Emphasis is on bonding and how this relates to the structure and properties in metals, ceramics, polymers and electronic materials. Application of chemistry principles to develop an understanding of how to synthesize materials. Prereq: CHEM 111 or equivalent.

ENGR 200. Statics and Strength of Materials. 3 Units.

An introduction to the analysis, behavior and design of mechanical/structural systems. Course topics include: concepts of equilibrium; geometric properties and distributed forces; stress, strain and mechanical properties of materials; and, linear elastic behavior of elements. Prereq: PHYS 121.

ENGR 200S. Statics and Strength of Materials - Supplemental. 0 - 1 Units.

This course allows students who are seeking transfer credit for ENGR 200 for a Statics course taken an another educational institution to obtain missing content in the area of Strength of Materials and to show passing proficiency in this content.

ENGR 210. Introduction to Circuits and Instrumentation. 4 Units.

Modeling and circuit analysis of analog and digital circuits. Fundamental concepts in circuit analysis: voltage and current sources, Kirchhoff's Laws, Thevenin, and Norton equivalent circuits, inductors capacitors, and transformers. Modeling sensors and amplifiers and measuring DC device characteristics. Characterization and measurement of time dependent waveforms. Transient behavior of circuits. Frequency dependent behavior of devices and amplifiers, frequency measurements. AC power and power measurements. Electronic devices as switches. Prereq: MATH 122. Prereq or Coreq: PHYS 122.

ENGR 210S. Introduction to Circuits and Instrumentation - Supplemental. 1 - 3 Units.

This course allows students who are seeking transfer credit for ENGR 210 for a Circuits course taken at another educational institution to obtain missing Laboratory content and to show passing proficiency in this content.

ENGR 350. International Project Field Work. 1 Unit.

Study abroad for design teams associated with the Center for Engineering Action (e.g. Humanitarian Design Corps, Engineers without Borders, senior design teams). Participation by instructor consent. Registration is limited to students who are active members of the project team. Participation in pre-trip preparation and post-trip assessment and documentation is required. A course fee will be assessed to contribute to travel and on-the-ground expenses. Counts as a Local & Global Engagement course.

ENGR 350U. Global Health Design in Uganda. 3 Units.

The CWRU Anthropology-Engineering Collaborative (AEC) offers this unique course applying social science and engineering skills and expertise to address global health issues in Uganda. The AEC is part of a longstanding collaboration between CWRU and Makerere University in Kampala, Uganda. Students collaborate with students at Makerere University in Kampala, Uganda and the CWRU student group, Global Health Design Collaborative (GHDC), to design and implement solutions to specific health issues in Luwero, Uganda. Students meet weekly during the semester to learn about global health technology design and anthropology. Students work with GHDC and program faculty on specific projects; activities may include conducting needs assessment, prototype development, design validation and verification, and preparation of a project report. Current projects focus on designing a pediatric pulse oximeter; identifying means to preserve the cold chain for vaccine outreach and improving medical waste disposal. In Uganda, students and their Makerere University counterparts travel together to Luwero district where they visit health centers to collaborate with local staff to review current design prototypes and issues. Activities include: talking to health center staff at different levels of the health care system, observing a community health outreach, and meeting with diverse stakeholders in Luwero and Kampala. Students gain hands-on experience in engineering design, social science methods, and working in transnational, interdisciplinary teams and contribute directly to ongoing efforts to address global health issues in Uganda. Students are encouraged to contribute to the projects through ongoing work with GHDC. The course may be taken as either ENGR 350U or ANTH 300. The course fee covers travel and on-the-ground expenses. The class is open to all majors but enrollment is by application and instructors' consent. Offered as ENGR 350U and ANTH 300. Counts as a CAS Global & Cultural Diversity course. Counts as a Local & Global Engagement course. Counts as a Understanding Global Perspectives course.

ENGR 395. Community-engaged, Interdisciplinary Team-based Design Projects. 1 Unit.

Community-engaged, interdisciplinary, team-based design projects under faculty guidance and with professional mentorship as appropriate. In order to enroll, a student must already be part of an approved project team. Teams will schedule weekly meetings together. Project activities will vary depending on the nature and status of the project, and may include needs finding and problem definition research, technical design, prototyping and testing, implementation and validation, etc. Engagement with a community partner (customer) is expected. Projects may be long term, possibly preceding and extending beyond the engagement time of individual students. Team members will have individual roles and responsibilities. The course is 1 credit, but may be repeated up to 3 credits. Students in all disciplines are welcome. Projects may involve international partnerships, but travel is not mandatory. Counts as a Local & Global Engagement course.

ENGR 397. Interdisciplinary Solutions to Global Health Issues. 3 Units.

This unique course brings together the expertise of engineers and social scientists to address global health issues through a combination of classroom-based learning and experiential learning through team-based design projects and field-based community assessments. Students will experience the process of engineering design by participating in teams organized around solutions to real-world health problems in the developing world. Methods from social sciences will be practiced and brought to bear in the process, including assessment of global health needs, and evaluation of success of interventions. Students will study and discuss current key issues in global health, and ethics surrounding health care, disparity, methods of intervention, and develop skills in how to define and frame problems and communicate effectively across disciplines. The course is organized around ongoing projects that seek to design technical solutions to global health issues, with a focus on Uganda. The teams will also work and learn with students and faculty of Biomedical Engineering and Social Sciences at Makerere University of Kampala (MUK), Uganda. Examples of interactions with MUK will include discussion of common readings, peer-review, and joint planning, implementation, and review of fieldwork. This course is an approved SAGES Departmental Seminar. A student in the Case School of Engineering may use this course to meet an Engineering Core Breadth requirement, either in place of ENGL 398 and ENGR 398, or as a Social Science course (ANTH 303 cross-list). No student may count the course to satisfy both of these requirements. Offered as ANTH 303 and ENGR 397. Counts as a CAS Global & Cultural Diversity course. Counts as a Disciplinary Communication course. Counts as a Moral & Ethical Reasoning course. Counts as a Understanding Global Perspectives course.

ENGR 398. Professional Communication for Engineers. 1 Unit.

Students will attend lectures on global, economic, environmental, and societal issues in engineering, which will be the basis for class discussions, written assignments and oral presentations in ENGL 398. Recommended preparation: ENGL 150 or FSCC 100 or equivalent and concurrent enrollment in ENGL 398 (ENGL 398 and ENGR 398 together form an approved SAGES departmental seminar). Prereq or Coreq: ENGL 398. Prereq: Prereq: 100 level first year seminar in FSCC, FSNA, FSSO, FSSY, FSTS, or FSCS.

ENGR 399. Impact of Engineering on Society. 3 Units.

As engineers, we design and implement technical solutions with the goal of improving people's lives, locally and globally. However, the technical solutions can have disparate impacts, in that they are beneficial to some people but less beneficial, or even detrimental, to others. What are our ethical and professional responsibilities to understand, consider, and perhaps address the disparate impacts of our work on the affected local and/or global populations? Counts as a Human Diversity & Commonality course. Counts as a Moral & Ethical Reasoning course. Counts as a Understanding Global Perspectives course.

ENGR 400C. Graduate Cooperative Education. 0 Unit.

An academic opportunity designed for graduate students to enhance their classroom, laboratory, and research learning through participation and experience in various organizational/industrial environments where theory is applied to practice. Graduate Cooperative Education experiences may be integrated with the student's thesis or research project areas, or be solely for the purpose of gaining professional experience related to the student's major field of study. Registration in this course will serve to maintain full-time student status for the period of time that the student is on a co-op assignment.

ENGR 401C. Graduate Cooperative Education. 0 Unit.

ENGR 410C. Graduate Cooperative Education Part-time. 0 Unit.

An academic opportunity designed for graduate students to enhance their classroom, laboratory, and research learning through participation and experience in various organizational/industrial environments where theory is applied to practice. Graduate Cooperative Education experiences may be integrated with the student's thesis or research project areas, or be solely for the purpose of gaining professional experience related to the student's major field of study. This is a 0 credit course that allows students to enroll in the co-op program while working up to 20 hours per week. Students must be enrolled as a full-time student to be eligible for this course. Proof of full-time enrollment is required.

ENGR 600. M.S. Engineering Culminating Experience. 0 Unit.

Culminating experience for MS course focused track in engineering. Prereq: M.S. student in Engineering - course focused track.