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College of Engineering

Dean

  • Alec B. Scranton

Associate dean, research and graduate studies

  • Gregory R. Carmichael

Associate dean, academic programs

  • Keri C. Hornbuckle

Associate dean, diversity and outreach

  • Tonya L. Peeples

Director, Center for Bioinformatics and Computational Biology

  • Tom Casavant

Director, Center for Computer-Aided Design

  • Karim Abdel-Malek

Codirectors, Iowa Institute for Biomedical Imaging

  • Milan Sonka, Joseph Reinhardt

Director, IIHR—Hydroscience & Engineering

  • Larry Weber
Undergraduate degree: B.S.E.
Undergraduate certificates: technological entrepreneurship; wind energy
Graduate degrees: M.S.; Ph.D.
Web site: http://www.engineering.uiowa.edu/

Engineering is defined by the Accreditation Board for Engineering and Technology as that profession in which knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to use, economically, the materials and forces of nature for the benefit of mankind.

In short, engineering is the application of science and mathematics to solve problems for society.

The major aim of engineering is the creation of a new process, product, material, or system. This activity demands a high degree of creativity and problem solving ability coupled with a full understanding of engineering fundamentals, good judgment, and a practical sense of economics.

The College of Engineering prepares men and women for one or more of the many career opportunities in the engineering profession. Such opportunities include positions in design, production, development, research, management, and consulting. Engineers are employed in industrial organizations, governmental agencies, and private practice.

The College of Engineering's mission is to develop, disseminate, transfer, and preserve technical knowledge that improves people's lives. The college endeavors to:

  • provide a well-rounded and superior engineering education that draws upon resources of a comprehensive research university to attract outstanding undergraduate and graduate students in selected engineering fields;
  • conduct high-quality research in selected areas, enabling faculty members and students to keep pace with new developments and ensuring that the newest concepts are taught in its courses; and
  • serve the needs of the University, industry, government, and the general populace by making its facilities and faculty expertise accessible.
College Organization

The College of Engineering has five departments and four research units. The Department of Biomedical Engineering, Department of Chemical and Biochemical Engineering, Department of Civil and Environmental Engineering, Department of Electrical and Computer Engineering, and Department of Mechanical and Industrial Engineering offer a total of six undergraduate programs of study and many graduate programs of study.

The research units are the Center for Bioinformatics and Computational Biology, the Center for Computer-Aided Design, the Iowa Institute for Biomedical Imaging, and IIHR—Hydroscience & Engineering.

DIVERSITY AND Inclusion at the College of Engineering

The College of Engineering works to be a national leader in including women and men of all races and ethnic groups in its student body and in providing a model for other institutions that are interested in strengthening inclusion of all peoples in engineering. To these ends, it has developed programs that support inclusion through outreach to K–12 students in the Midwest, mentoring of undergraduate and graduate students, and recruitment of faculty members. These programs enjoy the support of several international engineering and manufacturing firms. Learn more at the college's Ethnic Inclusion Effort web site.

Undergraduate Programs of Study

The College of Engineering offers the Bachelor of Science in Engineering (B.S.E.) with majors in biomedical engineering, chemical engineering, civil engineering, electrical engineering, industrial engineering, and mechanical engineering. All six B.S.E. programs of study are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology. Each has its own set of articulated educational objectives, and all are designed to ensure that graduates possess the following general attributes:

  • ability to apply knowledge of mathematics, science, and engineering;
  • ability to design and conduct experiments as well as to analyze and interpret data;
  • ability to design a system, component, or process to meet desired needs;
  • ability to function on multidisciplinary teams;
  • ability to identify, formulate, and solve engineering problems;
  • understanding of professional and ethical responsibility;
  • ability to communicate effectively in oral, written, and graphical forms;
  • broad education necessary to understand the impact of engineering solutions in a global and societal context;
  • recognition of the need to engage in lifelong learning and the ability to do so;
  • knowledge of contemporary issues; and
  • ability to use the techniques, skills, and modern engineering tools necessary for successful engineering practice.

The University of Iowa B.S.E. programs of study distinguish the College of Engineering from other engineering colleges in the region. They draw on the University's recognized strengths to offer unique opportunities for students who wish to pursue a wide range of career options and an education that goes beyond technology.

See Bachelor of Science in Engineering in the Catalog for detailed information about the B.S.E., including requirements, admission, and academic rules and procedures. For information about each B.S.E. major, see the Catalog's College of Engineering department sections: Biomedical Engineering, Chemical and Biochemical Engineering, Civil and Environmental Engineering, Electrical and Computer Engineering, and Mechanical and Industrial Engineering.

The college also offers joint undergraduate degrees with the College of Liberal Arts and Sciences and the Tippie College of Business; a dual degree with the University of Northern Iowa; a joint bachelor's/master's degree program in each engineering discipline; and a joint bachelor's/master's degree with the School of Urban and Regional Planning. See "Joint and Dual Degrees" in the Bachelor of Science in Engineering section of the Catalog. In addition, the College of Engineering partners with the Tippie College of Business to offer the Certificate in Technological Entrepreneurship for undergraduate engineering students. The College of Engineering also teams with the College of Liberal Arts and Sciences to offer the Certificate in Wind Energy, which is open to all University of Iowa undergraduates.

Graduate Programs of Study

The College of Engineering offers the Master of Science and Doctor of Philosophy in biomedical engineering, chemical and biochemical engineering, civil and environmental engineering, electrical and computer engineering, industrial engineering, and mechanical engineering. For information about principal research and study areas, degree requirements, admission, and financial support for individual graduate programs, see the Catalog's College of Engineering department sections: Biomedical Engineering, Chemical and Biochemical Engineering, Civil and Environmental Engineering, Electrical and Computer Engineering, and Mechanical and Industrial Engineering.

Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

Professional Licensure

Licensure as a professional engineer is governed by the laws of each state. Most states' minimum requirements include graduation from an accredited engineering curriculum of at least four years, followed by at least four years of practical experience and successful completion of two major examinations.

The agency that controls and monitors the licensing procedure in Iowa is the Iowa Engineering and Land Surveying Examining Board. The first step in the procedure for students enrolled in an accredited program is to pass an examination on engineering fundamentals given near the time of graduation. Following graduation and the successful completion of the engineering fundamentals exam, graduates receive an Engineer-in-Training (EIT) certificate. The final step in the procedure is to pass the principles and practice exam in a specialty area following a minimum of four years of approved professional experience. At this point, the graduate engineer becomes a licensed Professional Engineer.

Student Organizations

The College of Engineering student body is represented by the Engineering Student Council. The council plans and carries out activities involving the entire college, including the electronic newsletter E-Week. The organization also acts on collegewide matters of general student interest.

Several engineering professional societies have University of Iowa student chapters: American Institute of Chemical Engineers, American Society of Civil Engineers, American Society of Mechanical Engineers, Biomedical Engineering Student Society, Institute of Electrical and Electronics Engineers, Institute of Industrial Engineers, and National Society of Professional Engineers.

The following student organizations are multidisciplinary and are open to all engineering students: the American Institute of Aeronautics and Astronautics is a professional organization affiliated with the field of aerospace engineering; the American Wind Energy Association focuses on career development, research, and advocacy for wind energy; the Engineering Sales Club helps engineering students develop the professional skills required for sales careers; Engineers for a Sustainable World and Engineers Without Borders work to reduce poverty and improve global sustainability; the Human Factors and Ergonomics Society raises awareness of human factors issues; the Society of Automotive Engineers is a professional and technical organization; a local chapter of Theta Tau, a national professional engineering fraternity, is active in service to the college.

The University chapter of Tau Beta Pi, a national honorary society for students in all engineering fields, gives special recognition to superior students in their junior and senior years. The work of students who are outstanding in specific engineering disciplines is recognized by Alpha Eta Mu Beta (biomedical engineering), Omega Chi Epsilon (chemical engineering), Chi Epsilon (civil engineering), Eta Kappa Nu (electrical engineering), Alpha Pi Mu (industrial engineering), and Pi Tau Sigma (mechanical engineering).

Student organizations that support the enrollment of women and members of minority populations in the college include the Multi-Ethnic Engineering Student Association, the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers, the National Society of Black Engineers, the Society of Hispanic Professional Engineers, the Society of Women Engineers, and Women in Science and Engineering.

For more information, visit Engineering Student Organizations on the college's web site.

Research Centers

The College of Engineering has four major research centers. College of Engineering researchers also collaborate with researchers from outside the college in several interdisciplinary research units.

College of Engineering Research Centers

CENTER FOR BIOINFORMATICS AND COMPUTATIONAL BIOLOGY

The Center for Bioinformatics and Computational Biology (CBCB) is a multidisciplinary research center dedicated to applying high-performance networking and computing to basic life science and applied biomedical research. The center is sponsored jointly by the College of Engineering and the University’s Carver College of Medicine.

CENTER FOR COMPUTER-AIDED DESIGN

The Center for Computer-Aided Design (CCAD) conducts basic and applied research in six units: the Operator Performance Laboratory (research in human performance); the Virtual Soldier Research program (research in human modeling and simulation); the Cognitive Systems Laboratory (research in human factors in transportation and human computer interaction); the Reliability and Sensory Prognostic Systems program; the National Advanced Driving Simulator (research in clinical, human factors, and simulation for ground transportation); and the Musculoskeletal Imaging, Modeling, and Experimentation Program (computational modeling of anatomic structures).

IOWA INSTITUTE FOR BIOMEDICAL IMAGING

The Iowa Institute for Biomedical Imaging (IIBI) conducts research in the following areas: medical image analysis and computer-aided diagnosis; cardiovascular image analysis (angiography-intravascular ultrasound data fusion, MR image analysis of congenital heart disease, coronary CT image analysis, early detection of cardiovascular disease); pulmonary image analysis (CT and MR image analysis of the lung); Cell image analysis (cell tracking, shape analysis); and virtual surgery planning (augmented reality for liver resection surgery). The institute is sponsored jointly by the College of Engineering and the University's Carver College of Medicine.

IIHR—HYDROSCIENCE & ENGINEERING

IIHR--Hydroscience & Engineering, formerly the Iowa Institute of Hydraulic Research, is one of the nation's premier and oldest fluids research and engineering laboratories. Its activities include fluid dynamics (turbulent flows, vortex dynamics, ship hydrodynamics, biological fluid flow, atmospheric boundary layer, experimental and computational fluid dynamics); environmental hydraulics (hydraulics structures, river mechanics, hydraulic structures, ice mechanics, cold regions engineering, fishiers engineering, sediment management, heat disposal in water bodies and power productions, bioremediation of groundwater, computational hydraulics, water quality monitoring); and water and air resources (air pollution, hydroclimatology, hydrogeology, hydrology, hydrometeorology, remote sensing, water resources and basin-scale processes). 

Interdisciplinary Research Units

CENTER FOR BIOCATALYSIS AND BIOPROCESSING

The Center for Biocatalysis and Bioprocessing (CBB) concentrates on biocatalysis and bioprocessing education, research, and technology transfer. Its research includes fermentation; bioprocessing of small molecules, peptides, proteins and biocatalysis; pilot-scale technology transfer; structural biology of biocatalysts; biocatalyst screening and discovery; bioremediation; cloning of genes and optimization of protein expression in microorganisms; and GMP operations for producing clinical-grade biotherapeutics.

CENTER FOR GLOBAL AND REGIONAL ENVIRONMENTAL RESEARCH

The Center for Global and Regional Environmental Research (CGRER) is devoted to studying and bettering the environment. Its focus includes multiple aspects of global environmental change, including regional effects on nature ecosystems, environments, and resources and on human health, culture, and social systems. The center helps Iowa's agencies, industries, and people prepare for accelerated environmental change.

CENTER FOR HEALTH EFFECTS OF ENVIRONMENTAL CONTAMINATION

The Center for Health Effects of Environmental Contamination (CHEEC) is a multidisciplinary environmental health research center dedicated to supporting and conducting research to identify, measure, and prevent adverse health outcomes related to exposure to environmental toxins, particularly water contaminants. The center also conducts educational programs on environmental health and works with environmental database design, development, and systems support for environmental health research.

CENTER FOR INTERNATIONAL RURAL AND ENVIRONMENTAL HEALTH

The Center for International Rural and Environmental Health (CIREH) promotes understanding and awareness of the causes, consequences, and prevention of communicable, chronic, environmental, and occupational diseases in all regions of the world. The center focuses its education, training, and research on nations with substantial agrarian economies.

ENVIRONMENTAL HEALTH SCIENCES RESEARCH CENTER

The Environmental Health Sciences Research Center (EHSRC) researches the adverse health effects of environmental contaminants among rural and agricultural populations. The center is at the forefront of research on rural environmental health problems such as pesticide-induced cancers and birth defects, community and occupational exposures to airborne hazards from concentrated livestock operations, asthma among rural children, and remediation of rural hazardous waste sites. It also trains scientists to characterize mechanisms that underlie environmental disease and approaches to their prevention.

INJURY PREVENTION RESEARCH CENTER

The Injury Prevention Research Center (IPRC) is a multidisciplinary unit whose focus includes injury prevention, acute care, biomechanics, and surveillance activities. The center's current work involves examining different types of residential smoke detectors, using simulation technology to study driving safety among persons with sleep apnea and persons on antiseizure medication, using bicycling simulation to study risk taking in children, and studying the effect of interpersonal violence on women's health.

OPTICAL SCIENCE AND TECHNOLOGY CENTER

The Optical Science and Technology Center (OSTC) involves researchers from the College of Engineering and the College of Liberal Arts and Sciences. The center's objective is to catalyze research in the optical sciences by establishing an environment that promotes collaborative science and the development of innovative technology. Broad areas of interest include development of novel semiconductor materials with unique electronic and optical properties; design, fabrication, and characterization of nanostructures and nanomaterials; photopolymerization processes; exploration of environmental science; and application of novel optical devices in the biosciences.

ORTHOPAEDIC BIOMECHANICS LABORATORY

The Orthopaedic Biomechanics Laboratory researches the application of advanced innovative computational formulations and novel experimental approaches to clinically-oriented problems across the spectrum of musculoskeletal biomechanical research, including total joint replacement (hip, spine, knee, ankle) posttraumatic arthritis, osteonecrosis of the hip, high-energy limb trauma, carpal tunnel syndrome, and articular contact stresses as they relate to joint degeneration.

PHOTOPOLYMERIZATIONS CENTER

The Photopolymerizations Center (IUCRC) works to advance the fundamental understanding of the kinetics and mechanisms of photopolymerizations; to establish a venue for active discussions and collaborations among industrial and academic researchers; to explore high-risk, cutting-edge research on photopolymerization processes that could lead to technological innovations; and to promote and/or develop novel applications that exploit the unique set of advantages offered by photopolymerizations.

PUBLIC POLICY CENTER

The Public Policy Center (PPC) facilitates interdisciplinary academic research on policy related to health, human factors and vehicle safety, crime and justice, housing, the environment, and transportation. It works to provide policy makers with information they can use to help communities and individuals thrive in sustainable ways.

Facilities and Resources

Seamans Center for the Engineering Arts and Sciences

The Seamans Center for the Engineering Arts and Sciences is home to the College of Engineering. Dedicated in 2001, the Seamans Center combines new construction with extensive renovation of the former Engineering Building to provide space for learning, teaching, research, and collaboration that anticipates the needs of 21st-century engineering.

The building's Student Commons and John Deere Plaza Lobby offer welcoming space for students to work individually or together on homework and projects. Both facilities provide wireless computer connections. Additional work rooms and conference areas join the Seamans Center's expanded classrooms and flexible research space in an environment designed to serve the needs of the college's students, faculty, and staff.

All five of the college's departments have headquarters in the Seamans Center, and most faculty offices are located there.

Engineering Student Services

The professional staff of Engineering Student Services administers student services for the College of Engineering, including admission, advising, tutoring, and student records and scholarship. It also is the administrative home of Engineering Professional Development and the Hanson Center for Technical Communication.

Engineering Professional Development

Engineering Professional Development (EPD) develops and promotes experiential education and professional opportunities for students in the College of Engineering. Its programs and services include the co-op and internship programs, study abroad programs, job shadowing, spring break programs, and the Engineering Career Fairs held each fall and spring. EPD offers individual advising and class presentations on résumé preparation and interviewing skills as well as instruction on how to find professional engineering positions and on how to use electronic, print, and other resources in job searches. EPD recruits employers and organizations interested in hiring engineering students, and it partners with the Pomerantz Center to facilitate on-campus interviewing.

Lichtenberger Engineering Library

The Lichtenberger Engineering Library is a center of college activity. It maintains a collection of more than 150,000 volumes and provides access to more than 3,000 current journal titles. The library offers Internet access to a wide array of indexes and abstracts and houses a significant collection of standards. It also houses a variety of study spaces.

Hanson Center for Technical Communication

The Hanson Center for Technical Communication (HCTC) helps undergraduate engineering students develop and polish their communication skills. The center's director and assistant director supervise a staff of professional writing consultants and peer consultants.

HCTC writing consultants are professional instructors who work in teams to help engineering faculty members present and evaluate writing-intensive assignments. They also provide individual feedback and assessment of students' work throughout the writing process.

HCTC peer consultants are engineering students who have strong communication skills. Peer consultants conduct one-on-one tutoring sessions at the center, helping their fellow students develop skills for organization and audience analysis and for creating precise technical descriptions and persuasive, logical narratives. 

Engineering Computer Services

Engineering Computer Services (ECS) provides information technology administration for curricular, administrative, and research computing at the College of Engineering. The college has three drop-in computer labs with 180 high-end Linux and Windows computer workstations, a 45-seat computer classroom and lab, and a 200-seat virtual computer lab that students can access on the Internet. Numerous public domain applications and commercial engineering applications support the full range of engineering classes. Software is upgraded annually, and hardware is upgraded every four years. The college's computer labs are open 24 hours a day, every day of the year.

Engineering Electronics Shop

The Engineering Electronics Shop (EES) is a full-service electronics facility that supports sales and service for the College of Engineering and the University. EES provides design, construction, repair, calibration, and preventive maintenance services for teaching and research laboratories and maintains more than 100,000 parts in stock. The shop has laser cutting and etching equipment and a fully functional printed circuit board production facility. EES also maintains a large set of rental lockers for students.

Engineering Machine Shop

The Engineering Machine Shop (EMS) is a full-service, light manufacturing facility that supports curricular, research, and operational needs of the College of Engineering and the University. EMS provides professional design and fabrication services and gives students, staff, and faculty controlled access to a variety of manufacturing equipment. The shop has its own six-seat computer instruction classroom, a 3-D scanner, and a 3-D printer. EMS also supports College of Engineering clubs with its projects support facility.

Course Numbering System

Current Numbering System

University of Iowa course numbers consist of a three-digit prefix and a three-digit suffix separated by a colon. For the College of Engineering, the second digit of the prefix is 5; the third digit of the prefix corresponds with the academic program in the college that offers the course, as follows.

051: biomedical engineering

052: chemical and biochemical engineering

053: civil and environmental engineering

055: electrical and computer engineering

056: industrial engineering

057: cross-disciplinary core (undergraduate) and Project Lead the Way

058: mechanical engineering

059: engineering core (undergraduate)

Each course's three-digit suffix identifies the level and type of the course. Generally, suffix numbers below 100 designate courses primarily for undergraduates, numbers 100 to 199 designate courses for undergraduate and graduate students, and numbers 200 and above designate courses primarily for graduate students.

Each College of Engineering course is listed in the department that offers it. Engineering core and core engineering courses are listed in the College of Engineering section; see "Undergraduate Core Program" below.

A brief description is included for each course. Prerequisite and corequisite courses listed in course descriptions are University of Iowa courses. Students who have not taken the University of Iowa prerequisite but who have earned credit in equivalent course work from another institution should consult the course instructor if they have questions concerning their preparation for the course. They must obtain the instructor's consent before registering for the course.

Engineering students may enroll in any course in the College of Engineering if they meet the course prerequisite and corequisite requirements. Undergraduates from other colleges must contact the Engineering Student Services for policies and procedures. Consent for enrollment in an engineering course is based on space available as well as on whether the student has the mathematics, science, and engineering background considered necessary to undertake the course work.

New Numbering System

The University is in the process of revising its course numbering system. Under the new system, course numbers will consist of an alphabetical prefix (up to four letters) and a four-digit numerical suffix separated by a colon. For the College of Engineering, each course's prefix will correspond to the academic program in the college that offers the course, as follows.

BME: biomedical engineering (051 under the old system)

CBE: chemical and biochemical engineering (052 under the old system)

CEE: civil and environmental engineering (053 under the old system)

ECE: electrical and computer engineering (055 under the old system)

IE: industrial engineering (056 under the old system)

ME: mechanical engineering (058 under the old system)

ENGR: core (057 and 059 under the old system) and Project Lead the Way (057 under the old system)

The four-digit numerical suffix will identify the course's level and type, according to the following guidelines.

0000–0999: noncredit courses and courses offered to nonmatriculated students.

1000–1999: introductory, elementary, and general education courses appropriate for first-year students and for other students with no special background; they require few or no prerequisites.

2000–2999: lower-level undergraduate courses usually taken by second-year students and sometimes by third-year students; they may build on materials from 1000–1999 prefix courses and may require prerequisites.

3000–3999: upper-level undergraduate courses such as courses for majors and courses that require prerequisites; although these courses are for undergraduates, graduate students earn graduate credit for courses at this level.

4000–4999: advanced upper-level undergraduate courses such as senior seminars, advanced independent study courses, or honors thesis work; although these courses are for undergraduates, graduate students earn graduate credit for courses at this level.

5000–5999: introductory or first-year graduate courses; although these are graduate courses, undergraduates may register for these courses without special permission, on the advice of their advisors.

6000–6999: lower-level and intermediate graduate courses; undergraduates must have special permission to register for these courses.

7000–7999: advanced graduate courses; undergraduates must have special permission to register for these courses.

8000–9999: courses for professional degree programs offered by the professional colleges.

Nondepartmental Courses


Most College of Engineering courses are offered by the college's departments. They are listed and described in the departments' General Catalog sections; see the links under "Index: Academic Programs" at the top of this page.

The college also offers the following nondepartmental courses.

Undergraduate Core Program

The college's individual undergraduate programs and course requirements for each engineering major are described in the Catalog's College of Engineering department sections.

Each undergraduate program builds upon a core program (see Bachelor of Science in Engineering in the Catalog). The following core program courses are offered by the college. Not all core courses are required for each engineering major.

Undergraduates from other colleges may not register for core program courses without special permission from Engineering Student Services.

Engineering Core
 
059:005 (ENGR:1100) Engineering Problem Solving I3 s.h.
Development and demonstration of specific problem solving skills; directed project or case study involving actual engineering problems and their solutions.
 
059:006 (ENGR:1300) Engineering Problem Solving II3 s.h.
Engineering problem solving using computers; introduction to digital computations, problem formulation using a procedural high‑level language; structured, top‑down program design methodology; debugging and testing; introduction to use of software libraries; examples from numerical analysis and contemporary applications in engineering. Corequisites: 22M:031 (MATH:1550).
 
059:007 (ENGR:2110) Engineering Fundamentals I: Statics2-3 s.h.
Vector algebra, forces, couples, moments, resultants of force couple systems; friction, equilibrium analysis of particles and finite bodies, centroids; applications. Prerequisites: 22M:031 (MATH:1550). Corequisites: 22M:032 (MATH:1560) and 029:081 (PHYS:1611).
 
059:008 (ENGR:2120) Engineering Fundamentals II: Electrical Circuits3 s.h.
Kirchhoff's laws and network theorems; analysis of DC circuits; first order transient response; sinusoidal steady‑state analysis; elementary principles of circuit design; SPICE analysis of DC, AC, and transient circuits. Corequisites: 22M:034 (MATH:2560).
 
059:009 (ENGR:2130) Engineering Fundamentals III: Thermodynamics3 s.h.
Basic elements of classical thermodynamics, including first and second laws, properties of pure materials, ideal gas law, reversibility and irreversibility, and Carnot cycle; control volume analysis of closed simple systems and open systems at steady state; engineering applications, including cycles; psychrometrics. Prerequisites: 004:011 (CHEM:1110) and 029:081 (PHYS:1611). Corequisites: 22M:032 (MATH:1560).
 
059:090 (ENGR:1000) Engineering Success for First-Year Students1 s.h.
Introduction to engineering student life; electronic resources; keys to and skills for success; coping with adversity; selecting a major; advising; curriculum choices and career objectives; ethics; communication; internships and co‑ops; job search skills. Requirements: first‑semester standing.
 
Cross Disciplinary Core
 
057:000 (ENGR:0000) Cooperative Education Training Assignment: Engineering0 s.h.
For engineering majors participating in the Cooperative Education and Internship Program.
 
057:001 (ENGR:4000) Engineering Honors Seminar1 s.h.
Requirements: engineering honors and junior or higher standing.
 
057:002 (ENGR:0002) Half-time Co-op Ed Training Assign Engineering0 s.h.
Registration for work assignment periods; for students participating in the Cooperative Education Program.
 
057:010 (ENGR:2710) Dynamics3 s.h.
Vector calculus, Newton's laws, 3‑D motion of particles and multiparticle systems, 2‑D motion of rigid bodies applications. Prerequisites: 22M:031 (MATH:1550) and 059:007 (ENGR:2110).
 
057:013 (ENGR:4013) Introduction to Sustainabilityarr.
Introduction to sustainability knowledge, skills, and habits as a means to shape one vision of a sustainable citizen; emphasis on basic skills of literacy, applied math, and finding information; exploration of sustainability knowledge areas via increasing levels of democratic dialoguing and attention to increasing larger system sizes; traditional sustainability knowledge areas related to society, economy, and environment; intersecting themes (e.g., informed consumerism, eco‑economics, livable environments).
 
057:015 (ENGR:2720) Materials Science3 s.h.
Concepts and examples of selection and applications of materials used by engineers; mechanical, electrical, and thermal properties that govern a material's suitability for particular applications; lectures supplemented by laboratory experiments. Prerequisites: 004:011 (CHEM:1110). Corequisites: 22M:031 (MATH:1550).
 
057:017 (ENGR:2730) Computers in Engineering2-3 s.h.
Introduction to digital systems and engineering applications of microprocessor‑based computers; C programming language; serial and parallel I/O; analog‑to‑digital and digital‑to‑analog conversion; system control using polling and interrupts; lab arranged. Prerequisites: 059:006 (ENGR:1300).
 
057:019 (ENGR:2750) Mechanics of Deformable Bodies3 s.h.
Elementary theory of deformable bodies, stress, strain; axial, transverse, bending, torsion, combined and buckling loads; deflection of beam. Prerequisites: 059:007 (ENGR:2110). Corequisites: 22M:034 (MATH:2560).
 
057:020 (ENGR:2510) Fluid Mechanics4 s.h.
Fluid properties; hydrostatics; transfer of mass, momentum, and energy in control‑volume and differential forms; dimensional analysis and similitude; laminar and turbulent flow in conduits; flow past bluff bodies and airfoils; engineering applications; experimental laboratories, computer simulation projects. Prerequisites: 22M:034 (MATH:2560) and 057:010 (ENGR:2710). Corequisites: 059:009 (ENGR:2130).
 
057:021 (ENGR:2760) Design for Manufacturing3 s.h.
Fundamentals of design, engineering graphics, and manufacturing processing; computer graphics using Pro/ENGINEER for CAD and CAM; typical industrial processes, including casting, welding, machining, forming; laboratory exercises and projects. Corequisites: 057:015 (ENGR:2720).
 
057:029 (ENGR:1029) First-Year Seminararr.
Introduction to engineering fields of study; work closely with a faculty member or senior administrator; participation that eases the transition to college‑level learning; cutting‑edge research taking place in the College of Engineering.
 
057:100 (ENGR:5100) Sustainability Explorations: Costa Rica1 s.h.
Societal, economic, and environmental interactions as applied to informed consumerism, eco‑economies, and livable environments in  United States and Costa Rica; intensive spring break learning experience at the University of Georgia Costa Rica campus embedded in course curriculum; satisfies 1 s.h. of project work for University of Iowa sustainability certificate.
 
057:101 (ENGR:5101) Sustainability Explorations: Brazil and Colombia1 s.h.
Societal, economic, and environmental interactions applied to informed consumerism, eco‑economies, and livable environments in the United States and Brazil; intensive spring break learning experience at the Instituto Nacional de Pesquisas da Amazonia in Manaus embedded in course curriculum; satisfies 1 s.h. of project work for University of Iowa sustainability certificate.
 
057:270 (ENGR:7270) Engineering Ethics1 s.h.
Introduction to practical issues associated with being a responsible scientist; topics in responsible conduct of research in engineering and the sciences using case studies, presentations, and discussions with visiting speakers; conforms to  mandates set by the Office of the Vice President for Research and the Graduate College to train graduate students and postdoctoral scholars/fellows in responsible conduct of research. Requirements: first‑year graduate standing in College of Engineering.
 
057:520 (ENGR:5200) COE Fellows Seminar1 s.h.
Aspects of professional development for academic research, including applications for graduate fellowships, types of student aid, stewardship of discretionary accounts, identifying and meeting milestones in the Ph.D. process, integrating into the research team, teaching in a variety of academic settings, writing research articles, developing a curriculum vitae, networking in professional organizations, preparing research presentations, critical thinking, creating inclusive laboratory and classroom environments, and the impact of engineering on sustainability.
 
057:604 (ENGR:7604) Engineering Ethics for Post Docs0 s.h.
Introduction to practical issues associated with being a responsible scientist; topics in responsible conduct of research in engineering and the sciences using case studies, presentations, and discussions with visiting speakers; conforms to mandates set by the Office of the Vice President for Research and the Graduate College to train graduate students and postdoctoral scholars/fellows in responsible conduct of research. Requirements: new postdoctoral research scholar/fellow in College of Engineering.
 

Project Lead the Way

Project Lead The Way (PLTW) is a four-year high school sequence taught in conjunction with traditional math and science courses. The program's curriculum emphasizes critical thinking, creativity, innovation, and real-world problem solving. PLTW courses provide students with in-depth, hands-on knowledge of engineering and technology-based careers. 

057:030 (ENGR:1430) Introduction to Engineering Design3 s.h.
Problem‑solving skills taught through a design‑development process; use of solid‑modeling computer design software to create, analyze, and communicate models of product solutions. Requirements: Project Lead the Way high school student.
 
057:031 (ENGR:1431) Principles of Engineering3 s.h.
Introduction to engineering and engineering technology; exploration of varied technology systems and manufacturing processes to show how engineers and technicians use math, science, and technology to solve engineering problems and help people; concerns about social and political consequences of technological change. Requirements: Project Lead the Way high school student.
 
057:032 (ENGR:1432) Digital Electronics3 s.h.
Applied logic, with focus on application of electronic circuits and devices; use of computer simulation software to design and test digital circuitry before circuits and devices are built. Requirements: Project Lead the Way high school student.
 
057:033 (ENGR:1433) Computer Integrated Manufacturing3 s.h.
Builds on computer solid modeling skills developed in 057:030 (ENGR:1430); application of robotics and automation principles; robotics in automated manufacturing, design analysis; students use CNC equipment to produce models of their 3‑D designs. Requirements: Project Lead the Way high school student.
 
057:034 (ENGR:1434) Civil Engineering and Architecture3 s.h.
Overview of civil engineering and architecture; interrelationship and dependence of each field on the other; roles of civil engineers and architects, project planning, site planning, building design, project documentation and presentation; students use state‑of‑the‑art software to solve real‑world problems and provide solutions for projects and activities. Requirements: Project Lead the Way high school student.
 
057:035 (ENGR:1435) Aerospace Engineering3 s.h.
Experience applying scientific and engineering concepts to design materials and processes for aeronautics and flight; aerospace information systems, star sailing or astronautics rocketry, propulsion, physics of space science, space life sciences; habitat and crew systems with life support, biology of space science, principles of aeronautics, structures and materials, systems engineering. Requirements: Project Lead the Way high school student.
 
057:036 (ENGR:1436) Biotechnical Engineering3 s.h.
Experiences from the fields of biotechnology, bioengineering, biomedical engineering, and biomolecular engineering; biomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devices, human interface, bioprocess engineering, forensics, bioethics. Requirements: Project Lead the Way high school student.
 
057:039 (ENGR:1439) Engineering Design and Development3 s.h.
Experience working in student teams to research, design, and construct a solution to an open‑ended engineering problem, under a community mentor's guidance; application of design and engineering concepts. Requirements: Project Lead the Way high school student.
 
057:131 (ENGR:6431) Concepts of Physical Science and Principles of Engineering3 s.h.
Understanding the field of engineering and engineering technology; technology systems and manufacturing processes explored to learn how engineers and technicians use math, science, and technology to solve engineering problems and benefit people; concerns about social and political consequences of technological change. Requirements: Project Lead the Way high school teacher.
 
057:134 (ENGR:6434) Concepts of Physical Science with Civil Engineering Applications3 s.h.
Civil engineering and architecture field experience; proper paradigm for relating concepts to secondary‑level students, history of civil engineering, architectural design, surveying, cost and efficiency analysis, sustainable design, soil testing, site evaluation and layout. Requirements: Project Lead the Way high school teacher.
 
057:136 (ENGR:6436) Concepts of Physical Science with Biotechnical Engineering Applications3 s.h.
Experiences from biotechnology, bioengineering, biomedical engineering, and biomolecular engineering, and how to relate them to secondary students; biomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devices, human interface, bioprocess engineering, forensics, bioethics. Requirements: Project Lead the Way high school teacher.
 
057:139 (ENGR:6439) Concepts of Physical Science with Engineering Design and Development3 s.h.
Experiences from engineering design and development fields; proper paradigm for relating concepts to secondary‑level students; team work to design and develop an original solution to a technical problem by applying engineering design process; research to choose, validate, and justify a technical problem; teams design, build, and test solutions, then present and defend original solution to an outside panel; developed by Project Lead the Way.