All students in General Engineering must complete the Engineering Disciplines and Skills sequence [ENGR 1050/1051 and ENGR 1060/1061]. This sequence involves the use of Microsoft Excel software.
Some engineering majors also require either the Engineering Graphics and Machine Design course [ENGR 2080/2081], which uses Solidworks software, or the Computer-Aided Design and Engineering Applications course [ENGR 2100/2101], which uses AutoCAD software.
Students solving problems on the white boards
Students participating in class.
ENGR 1410 Students work in teams on robotics projects
Students work in teams on projects.
Students worth together modeling parts in class
Students assist each other in class.
Creative Inquiry allows students to participate in hands-on research with engineering faculty.
ENGR 1051 Engineering Disciplines and Skills I: 1 credit (contact hours: 0 lecture, 2 lab)
Provides solid foundation of skills to solve engineering problems. Students demonstrate problem solving techniques with spreadsheets, dimensions and units. Introduces professional and societal issues appropriate to engineering. Co-Req: MTHS 1040 or 1060.
ENGR 1061 Engineering Disciplines and Skills II: 1 credit (contact hours: 0 lecture, 2 lab)
Continuation of topics introduced in ENGR 1051. Students demonstrate problem solving techniques using spreadsheet, using modeling techniques, and by interpreting validity of experimental results. Students complete projects on multi-discipline teams. Various forms of technical communication are emphasized. Pre-Req: ENGR 1051 with a grade of C or higher; Co-Req: MTHS 1040 or 1060.
ENGR 1071 Programming and Problem Solving I: 1 credit (contact hours: 0 lecture, 2 lab)
Students formulate and solve engineering problems using MATLAB; estimate answers for comparison to computed solutions; read, interpret and write programs, instructions and output (both written and graphical); and debug. Co-Req: MTHS 1060 or 1070; Co-Req for honors students: MTHS 1080; Pre-req with a grade of C or better or concurrent enrollment: ENGR 1061.
ENGR 1081 Programming and Problem Solving II: 1 credit (contact hours: 0 lecture, 2 lab)
Continuation of topics introduced in ENGR 1071. Students formulate and solve engineering problems using MATLAB; read, interpret and write programs; utilize trendlines; iterate/loops; evaluate and compose conditional statements; and debug. Pre-Req: ENGR 1061 with a grade of C or higher and ENGR 1071 with a grade of C or higher; Co-Req: MTHS 1060 or 1070. Co-Req for honors students: MTHS 1080.
ENGR 1091 Programming and Problem Solving Applications: 1 credit (contact hours: 0 lecture, 2 lab)
Students formulate and solve engineering problems on multi-discipline teams using MATLAB. Various forms of technical communication are emphasized. Co-Req: MTHS 1060 or 1070. Co-Req for honors students: MTHS 1080. Pre-Req with a grade of C or higher or concurrent enrollment: ENGR 1081
ENGR 2080 Engineering Graphics and Machine Design: 2 credits (contact hours: 1 lecture, 2 lab)
Students are introduced to engineering graphics principles using SolidWorks; sketching, 3-D part and assembly creation, and documented drawings. These principles are used to visualize, communicate, and perform graphical analysis of design and engineering problems. Specifically designed for BioE, IE, MSE, and ME students. Accepted by EnvE for graphics credit. Credit toward degree given for only one of ENGR 1150, 1160, 2080, 2090, 2100; Co-requisite: ENGR 2081.
ENGR 2100 Computer-Aided Design and Engineering Applications: 2 credits (contact hours: 1 lecture, 2 lab)
Students are introduced to engineering graphics principles using AutoCAD. Sketching and CAD tools are used to visualize, communicate, and perform graphical analysis of civil engineering problems. Course is specifically designed for BE, CE and EnvE students. Credit toward degree given for only one of ENGR 1150, 1160, 2080, 2090, 2100; Co-requisite: ENGR 2101.
Several General Engineering faculty members also lead hands-on research projects through the campus-wide Creative Inquiry Program.
General Engineering at Clemson utilizes a model called “SCALE-UP”, first developed at NC State by Robert Beichner as a way to teach Physics. SCALE-UP stands for Student-Centered Activities for Large Enrollment Undergraduate Programs. According to Beichner, “…The SCALE-UP Project has established a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses. Class time is spent primarily on hands-on activities, simulations, and interesting questions as well as hypothesis-driven labs. Students sit in groups at round tables. Instructors circulate and work with teams and individuals, engaging them in Socratic-like dialogues. Rigorous evaluations of learning have been conducted in parallel with the curriculum development effort. Our findings can be summarized as follows: Ability to solve problems is improved, conceptual understanding is increased, attitudes are improved, failure rates are drastically reduced (especially for women and minorities), and performance in follow up physics and engineering classes is positively impacted…”
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