School of Engineering and Applied Science
H. Vincent Poor
N. Jeremy Kasdin
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 individual 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
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 also to the solutions 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
Materials Science and Engineering
Robotics and Intelligent Systems
Technology and Society
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, and women and gender, as well as 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 curricula of the School of Engineering and Applied Science provide a strong foundation for graduate study. Graduate courses are readily accessible to qualified undergraduates.
Keller Center. The Keller Center's mission is to educate leaders for a technology-driven society, by innovating education and fostering entrepreneurship, innovation and design. Through a variety of programs the Keller Center empowers students to pursue four key actions:
CREATE: Students work on their startups at our summer accelerator eLab or semester long incubator, interact with experienced entrepreneurs, innovators and designers, and participate in eWorkshops throughout the year.
EXPLORE: Students participate in the Keller Center summer internship programs: International Research Exchange Program (REACH), Entrepreneurial Internship Program, Preparing to Lead Program. Students are awarded funding for their projects. Students can become Keller Center Fellows in Innovation, Design, and Entrepreneurship.
ENGAGE: Students connect with alumni, immerse in locals ecosystem of entrepreneurship, innovation and design, attend lecture series by experienced leaders, entrepreneurs, and other creative minds, and other events, including our annual Innovation Forum.
LEARN: (1) Students take Keller Center courses in entrepreneurship, innovation and design; (2) Engineering Projects in Community Service (EPICS); (3) Integrated Introduction to Engineering, Mathematics, Physics (EMP). (4) Students pursue a cross-disciplinary certificate program in Technology and Society, with concentrations available along two tracks Information Technology and Energy, in partnership with the Center for Information Technology Policy and the Andlinger Center for Energy and the Environment at Princeton.
EGR Courses. The Keller Center offers courses that have interdisciplinary content integrating engineering, natural sciences, social sciences, and humanities and that are of broad interest to students from across the University. These courses typically have no prerequisites. The following courses are in this category: EGR 102, 103, 105, 106, 109, 116, 199, 201, 208, 218, 222, 228, 250, 251, 260, 262, 277, 324, 328, 350, 351, 386, 391, 392, 437, 448, 450, 451, 491, 492, 494, 495, 497, 498.
Additional EGR courses are those with focused computer science, engineering, or mathematical content. These courses are relevant to students beyond the home department. The following courses are in this category: EGR 126, 191, 192, 194, 245, 305, 307, 309, 431.
All these courses are listed in Course Offerings under engineering and bear the label EGR. For a full list of all EGR courses by category, please check the Keller Center's website.
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 150 Foundations of Engineering (also STC 150) STL
This course provides a hands-on introduction to the foundational principles of engineering. The purpose of this course is two-fold. First, it provides a project-based introduction to engineering that mixes electronics, mechanical construction, and computational data analysis. Second, it provides a firm theoretical foundation for the project in both math and physics. In lab, students will have the opportunity to build, test, and iterate the design of a rocket. Complimenting the lab experience, students will engage in lectures and precepts to enhance their physics and mathematics content knowledge. V. Duvvuri, C. Gmachl, A. Houck
EGR 191 An Integrated Introduction to Engineering, Mathematics, Physics (also MAT 191/PHY 191) Fall STL
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. V. Duvvuri
EGR 192 An Integrated Introduction to Engineering, Mathematics, Physics (also MAT 192/PHY 192/APC 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. A. Aché
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. S. Lyon, J. Benziger, M. Littman
EGR 201 Introduction to Entrepreneurship Fall
The mission of this class is to give students a sense of the impact of entrepreneurship on the social and economic fabric of all cultures, while also defining the challenges all entrepreneurs must overcome in order to be successful. This class will adopt a point of view of the Princeton entrepreneur that pays particular attention to the opportunities and challenges faced by entrepreneurs who attend Princeton. The class will contain modules on the following topics, among others: Value Creation, Finding and Creating Markets, Business Models, Financials and Financing, and Leadership. D. Lidow, J. Danner, C. Kuenne
EGR 208 Designing Sustainable Systems (see ENE 202)
EGR 209 Transformations in Engineering and the Arts (see STC 209)
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 Technologies in the 21st Century (see MAE 228)
EGR 245 Fundamentals of Statistics (see ORF 245)
EGR 250 Engineering Projects in Community Service (EPICS): Non-credit 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, J. Benziger
EGR 251 Engineering Projects in Community Service (EPICS) Fall, Spring
Same description as EGR 250. Freshmen and Sophomores should take EGR 251 after completion of EGR 250 in order to get final grade and credit. M. Littman, J. Benziger
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. , J. Vertesi Staff
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 350 Engineering Projects in Community Service (EPICS): Non-credit Fall, Spring
Same description as EGR 250. This course is intended for Juniors. However, Sophomores who have completed EGR 251 should enroll in EGR 350. M. Littman, J. Benziger
EGR 351 Engineering Projects in Community Service (EPICS) Fall, Spring
Same description as EGR 250. Sophomores and Juniors should take EGR 351 after completion of EGR 350 in order to get final grade and credit. M. Littman, J. Benziger
EGR 386 Cyber Security (see ELE 386)
EGR 390 Innovation in Practice: Pathways and People (also CEE 390) Spring
Innovation has been defined as "the intersection of invention and insight, leading to the creation of social and economic value." In this course, students build on expert and practitioner experience and insights, as well as readings, to develop an enhanced understanding of innovation and roles in the innovation ecosystem. Companies -- and individuals and social enterprises -- use innovation to establish and drive success. E. Fisher
EGR 391 The Wireless Revolution: Telecommunications for the 21st Century (see ELE 391)
EGR 392 Creativity, Innovation, and Design Spring
The class mission is to give students an understanding of the sources and processes associated with creativity, innovation, and design - three interdependent capabilities essential to our own well being, as well as to the well being of society. We will study the internal and external factors that relate to our own ability to create, innovate, and design. We will also understand the factors that impact a group's ability to act creatively, to innovate, and to produce practical and appealing designs. The class will consist of readings and case studies as well as individual and group projects. D. Lidow
EGR 431 Solar Energy Conversion (see ELE 431)
EGR 448 Innovating Across Technology, Business, and Marketplaces (see COS 448)
EGR 450 Engineering Projects in Community Service (EPICS): Non-credit Fall, Spring
Same description as EGR 250. This course is intended for Seniors. However, Juniors who have completed EGR 351 should enroll in EGR 450. M. Littman, J. Benziger
EGR 451 Engineering Projects in Community Service (EPICS) Fall, Spring
Same description as EGR 250. Juniors and Seniors should take EGR 451 after completion of EGR 450 in order to get final grade and credit. M. Littman, J. Benziger
EGR 482 Innovation through Empathic Design Spring
This course will build on the foundational design-thinking curriculum of EGR 392. The goal is to extend students' understanding of creativity and innovation, so as to productively apply it to cross-disciplinary problem solving. The course will emphasize empathic methodologies for breaking down complex organizational challenges and for developing meaningful solutions within experience design, brand strategy, storytelling and communications. N. Sims
EGR 491 High-Tech Entrepreneurship (also ELE 491) Fall, Spring
This hands-on course introduces students to analysis and actions required to launch and commercialize a tech company, through the use of Harvard Business School cases, visits from entrepreneurs, and two "field assignments". You will learn conceptual frameworks and analytical techniques for evaluating technologies, markets, and commercialization strategies. Additionally, you will learn how to attract and motivate the resources needed to start a company (e.g. people, corporate partners and venture capital), prepare business plans, structure relationships, refine product-market fit, and create and grow enterprise value. C. Kuenne
EGR 492 Radical Innovation in Global Markets Fall
Radical innovation solves big problems and alters the way we live, colliding with government polices as the effects ripple across national frontiers. Where do these innovations come from, how do they work, and what policy problems do they cause? This class examines the impact of technical innovation on a global scale. Students learn how innovations in areas such as satellite imaging, global positioning, internet search engines, and pandemic vaccines have a profound impact on foreign policy. Students learn to think about innovation from the standpoint of business managers, government regulators, social entrepreneurs, in very practical terms. J. Shinn
EGR 494 Leadership Development for Business Fall, Spring
The Leadership Development for Business course deals with the strategic, organizational and leadership challenges that global corporations face. The course provides students with a unique perspective on leadership vision, and how leaders recognize and capitalize on opportunities. We will focus on how leaders achieve results and make things happen working with and through others. This course presents innovative, practical and field tested methods used by successful business leaders to achieve sustained results. Classes will consist of a mix of classroom lecture, case study discussions and guest speakers. D. Strigl
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
EGR 497 Entrepreneurial Leadership Fall
The mission of the class is to enable students to successfully create and lead enterprises by teaching the basic skills required to be a successful entrepreneurial leader. This class compliments EGR 491 "High Tech Entrepreneurship" which focuses on 'giving birth to a company', by focusing instead on enterprise 'early child rearing'. The basic skills taught fall into three major categories: how to create and manage powerful relationships, how to know and manage yourself, in addition to understanding how organizations work as they evolve from the idea stage to become value producing, self-sustaining enterprises. D. Lidow
EGR 498 Special Topics in Social Entrepreneurship Fall
The focus of this course is on how entrepreneurial ventures - as compared with international aid programs, private philanthropy and corporate social responsibility initiatives - can potentially address major global challenges such as widespread poverty, intractable disease, slum housing and global warming that affect the lives and well-being of billions. Design: after overview of selected global challenges and the fundamentals of entrepreneurship, we will explore emerging and established ventures in each of these challenge arenas in more detail. Combination of lectures and case discussions, interspersed with conversations with entrepreneurs. J. Danner