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School of Engineering and Applied Science

Dean

H. Vincent Poor

Vice Dean

Pablo G. Debenedetti

Associate Dean

Peter I. Bogucki (Undergraduate Affairs)


The undergraduate educational mission of the School of Engineering and Applied Science of Princeton University is to educate future leaders in engineering practice, research and education, business and finance, public service, and other professions. Students learn fundamental engineering principles and how to apply them to real-world problems whose solutions require an interdisciplinary perspective. Princeton offers its students a liberal education and encourages them to take advantage of its outstanding resources and facilities. The engineering school provides a rich educational environment that fosters interaction between talented students and an internationally renowned faculty. Through independent projects that require students to frame research questions, identify solutions, define priorities, and communicate findings, our students are uniquely prepared for challenging careers. Princeton engineering alumni are recognized for their ability, creativity, initiative, integrity, and vision for making the world a better place.

Engineering education at Princeton emphasizes the fundamental principles of mathematics and the physical and engineering sciences. It is broadened by substantial opportunities for study of the social sciences, the life sciences, and the humanities. Each engineering undergraduate can develop an academic program that reflects his or her aspirations and interests within a general framework of requirements. The depth and flexibility of the program make it a sound background for engineering practice or graduate study in engineering, science, business, law, or medicine. Curricula in engineering fields are offered through six academic departments:

Chemical and Biological Engineering
Civil and Environmental Engineering
Computer Science
Electrical Engineering
Mechanical and Aerospace Engineering
Operations Research and Financial Engineering

Design is the primary distinction between engineering and science, connoting the application of scientific and mathematical principles not only to the understanding of physical phenomena but the solution of specific problems. It is important that all B.S.E. students be exposed to technical course materials in the context of engineering design, have the opportunity for significant design experiences, and be apprised explicitly of the ways in which design is integrated within the engineering curriculum. Each department addresses this important issue in tailoring its programs to the needs of individual students, as articulated in descriptions of its courses and curriculum.

Interdepartmental curricula are presented in the following programs:

Applications of Computing
Architecture and Engineering
Engineering and Management Systems
Engineering Biology
Engineering Physics
Geological Engineering
Information Technology and Society
Materials Science and Engineering
Robotics and Intelligent Systems
Sustainable Energy

Students also may combine an engineering curriculum with study in depth in other fields, such as foreign area studies or public and international affairs.

Most University programs and opportunities are available to B.S.E. as well as to A.B. candidates. A description of these is contained in the "Special Features of the Undergraduate Program" section. Of particular interest to B.S.E. students are the sections concerning advanced placement, advanced standing, writing requirement, auditing courses, graduate courses, and optional additional courses. Engineering students should also be aware of their eligibility for the Programs in Applied and Computational Mathematics, Creative Writing, Dance, Environmental Studies, Linguistics, Musical Performance, Teacher Preparation, Theater, Visual Arts, Women and Gender, and the Woodrow Wilson School of Public and International Affairs, and many other certificate programs.

Engineering students are encouraged to obtain international experience through participation in the University's Study Abroad Program or through summer internships and language study abroad. Interested students should begin planning early by meeting with the associate dean for undergraduate affairs to discuss suitable programs at foreign universities.

Preparation for Graduate Study. The curriculum of the School of Engineering and Applied Science provides a strong foundation for graduate study. Graduate courses are readily accessible to qualified undergraduates.

Keller Center for Innovation in Engineering Education. The Keller Center for Innovation in Engineering Education takes as its goal the preparation of all students--both engineers and non-engineers--to be leaders in an increasingly technology-driven society. The center helps develop new courses and strengthen existing ones that go beyond purely technical subjects to provide students with a broader understanding of the global economic, environmental, and cultural forces that involve technology. At the same time, the center promotes engineering students' technical education through internships and entrepreneurial opportunities.

Engineering (EGR) Courses. The School of Engineering and Applied Science offers several courses that have interdisciplinary content integrating engineering, natural sciences, social sciences, and humanities and are of broad interest to students from across the University. These courses typically have no prerequisites. Additional EGR courses are those with focused computer science, engineering, or mathematical content. These courses are relevant to students beyond the home department. These courses are listed in Course Offerings under engineering and bear the label EGR. For a list of all EGR courses by category, please check the Keller Center's website. 


Courses


EGR 102A Engineering in the Modern World (see CEE 102A)

EGR 102B Engineering in the Modern World (see CEE 102B)

EGR 103 New Eyes for the World: Hands-On Optical Engineering (see ELE 102)

EGR 105 Lab in Conservation of Art (see CEE 105)

EGR 106 The Science and Technology of Decision Making (see ORF 105)

EGR 109 Computers in Our World (see COS 109)

EGR 116 The Computational Universe (see COS 116)

EGR 126 General Computer Science (see COS 126)

EGR 191 An Integrated Introduction to Engineering, Mathematics, Physics (also MAT 191/PHY 191)   Fall ST

Taken concurrently with EGR/MAT/PHY 192. An integrated course that covers the material of PHY 103 and MAT 201 with the emphasis on applications to engineering. Physics topics include: mechanics with applications to fluid mechanics, wave phenomena, and thermodynamics. The lab revolves around a single project to build, launch, and analyze the flight dynamics of water-propelled rockets. One lecture, three preceptorials, one three-hour laboratory. R. Austin, J. Rexford

EGR 192 An Integrated Introduction to Engineering, Mathematics, Physics (also MAT 192/PHY 192)   Fall QR

Taken concurrently with EGR/MAT/PHY 191. An integrated course that covers the material of PHY 103 and MAT 201 with the emphasis on applications to engineering. Math topics include: vector calculus; partial derivatives and matrices; line integrals; simple differential equations; surface and volume integrals; and Green's, Stokes's, and divergence theorems. One lecture, two preceptorials. I. Daubechies, J. Rexford

EGR 193 An Integrated Introduction to Engineering, Mathematics, Physics (also MAT 193/PHY 193)   ST

Taken concurrently with EGR/MAT/PHY 194. These two courses will address the material of PHY 104 and offer an introduction to the various disciplines of engineering. The physics part of the course covers the basic laws of electricity, magnetism, and optics from Coulomb's law to Maxwell's equations and the prediction of electromagnetic waves. The course concludes with an introduction of quantum theory with a treatment of matter waves, quantization, and the Schroedinger equation. Students who were enrolled in both EGR/MAT/PHY 191 and 192 concurrently in the fall semester will continue in the spring in both EGR/MAT/PHY 193 and 194. F. Calaprice

EGR 194 An Introduction to Engineering   Spring

This project-based course offers an introduction to the various disciplines of engineering. Current projects include: energy conversion and the environment; robotic remote sensing; and wireless image and video transmission. Projects focus on engineering disciplines and their relationship to the principles of physics and mathematics. Three lectures, one three-hour laboratory. J. Rexford, J. Benziger, M. Littman

EGR 199 Great Inventions That Changed the World (see CBE 199)

EGR 218 Learning Theory and Epistemology (see PHI 218)

EGR 222A The Computing Age (see ELE 222A)

EGR 222B The Computing Age (see ELE 222B)

EGR 228 Energy Solutions for the Next Century (see MAE 228)

EGR 245 Fundamentals of Engineering Statistics (see ORF 245)

EGR 251 Engineering Projects in Community Service (EPICS)   Fall, Spring

In the Engineering Projects in Community Service (EPICS) program, students earn academic credit for their participation in multidisciplinary design teams that solve technology-based problems for local not-for-profit organizations. The teams are: multidisciplinary--drawing students from across engineering and around the University; vertically integrated--maintaining a mix of freshmen through seniors each semester; and long-term--each student may participate in a project for up to six semesters. The continuity, technical depth, and disciplinary breadth of these teams enable delivery of projects of significant benefit to the community. M. Littman, W. Soboyejo

EGR 260 Ethics and Technology: Engineering in the Real World (see CBE 260)

EGR 262A Structures and the Urban Environment (see CEE 262A)

EGR 262B Structures and the Urban Environment (see CEE 262B)

EGR 277 Technology and Society (also SOC 277/HIS 277)   Spring SA

Technology and society are unthinkable without each other: each provides the means and framework in which the other develops. To explore this dynamic, this course investigates a wide array of questions on the interaction between technology, society, politics, and economics, emphasizing the themes of innovation and maturation, systems and regulation, risk and failure, and ethics and expertise. Specific topics covered include nuclear power and waste, genetically modified organisms, regulation of the Internet, medical mistakes, intellectual property, the financial crisis of 2008, and the post-fossil-fuels economy. No prerequisites. Two lecture M. Gordin

EGR 305 Mathematics in Engineering I (see MAE 305)

EGR 307 Optimization (see ORF 307)

EGR 309 Probability and Stochastic Systems (see ORF 309)

EGR 328 Energy for a Greenhouse-Constrained World (see MAE 328)

EGR 351 Engineering Projects in Community Service (EPICS)   Fall, Spring

In the Engineering Projects in Community Service (EPICS) program, students earn academic credit for their participation in multidisciplinary design teams that solve technology-based problems for local not-for-profit organizations. The teams are: multidisciplinary--drawing students from across engineering and around the University; vertically integrated--maintaining a mix of freshmen through seniors each semester; and long-term--each student may participate in a project for up to six semesters. The continuity, technical depth, and disciplinary breadth of these teams enable delivery of projects of significant benefit to the community. M. Littman, W. Soboyejo

EGR 386 Cyber Security (see ELE 386)

EGR 391 The Wireless Revolution: Telecommunications for the 21st Century (see ELE 391)

EGR 445 Entrepreneurial Engineering (see MAE 445)

EGR 451 Engineering Projects in Community Service (EPICS)   Fall, Spring

In the Engineering Projects in Community Service (EPICS) program, students earn academic credit for their participation in multidisciplinary design teams that solve technology-based problems for local not-for-profit organizations. The teams are: multidisciplinary--drawing students from across engineering and around the University; vertically integrated--maintaining a mix of freshmen through seniors each semester; and long-term--each student may participate in a project for up to six semesters. The continuity, technical depth, and disciplinary breadth of these teams enable delivery of projects of significant benefit to the community. M. Littman, W. Soboyejo

EGR 491 High-Tech Entrepreneurship (see ELE 491)

EGR 492 Technical Innovation and Foreign Policy (also WWS 493)   Fall

This course analyzes how technical innovation in the private sector serves to create or resolve international disputes. Students learn to assess the impact of rapid, discontinuous innovation on foreign policy outcomes, how to trace the underlying scientific source of these innovations, and how business managers and government regulators grapple with technical innovation. Students also become handy with basic decision-tree analysis. From a theoretical perspective, this course focuses on the interface between regulatory policy and markets, between the theory of public goods and the hard realities of private profit. Two 90-minute lectures. J. Shinn

EGR 493 Managing High-Growth Entrepreneurial Ventures  

This course focuses on the management of growth in entrepreneurial settings, both in smaller growing companies and larger corporations. In addition to developing analytical skills through case method readings and discussions, students also participate in a sophisticated multi-week simulation exercise in which student teams compete to build high growth companies in a competitive, rapidly changing environment. The course will be useful to both engineering and non-engineering students who have interests in growing their own entrepreneurial companies and/or using entrepreneurial tools and concepts to manage the growth of existing companies. J. Lange

EGR 495 Special Topics in Entrepreneurship   Fall, Spring

Covers topical issues highlighting the impact of engineering on society through entrepreneurship. Topics and course format vary from year to year. Staff