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Courses offered by the School of Engineering are listed under the subject code ENGR on the Stanford Bulletin's ExploreCourses web site.

The School of Engineering offers undergraduate programs leading to the degree of Bachelor of Science (B.S.), programs leading to both B.S. and Master of Science (M.S.) degrees, other programs leading to a B.S. with a Bachelor of Arts (B.A.) in a field of the humanities or social sciences, dual-degree programs with certain other colleges, and graduate curricula leading to the degrees of M.S., Engineer, and Ph.D.

The school has nine academic departments: Aeronautics and Astronautics, Bioengineering, Chemical Engineering, Civil and Environmental Engineering, Computer Science, Electrical Engineering, Management Science and Engineering, Materials Science and Engineering, and Mechanical Engineering. These departments and one interdisciplinary program, the Institute for Computational and Mathematical Engineering, are responsible for graduate curricula, research activities, and the departmental components of the undergraduate curricula.

In research where faculty interest and competence embrace both engineering and the supporting sciences, there are numerous interdisciplinary research centers and programs within the school as well as several interschool activities, including the Army High Performance Computing Research Center, Biomedical Informatics Training Program, Center for Integrated Systems, Center for Work, Technology, and Organization, Collaboratory for Research on Global Projects, National Center for Physics-Based Simulation in Biology, Center for Position, Navigation, and Time, the Energy Modeling Forum, the NIH Biotechnology Graduate Training Grant in Chemical Engineering, and the Stanford Technology Ventures Program. Energy Resources Engineering (formerly Petroleum Engineering) is offered through the School of Earth, Energy, and Environmental Sciences.

The School of Engineering's Hasso Plattner Institute of Design (also known as "the d.school," http://dschool.stanford.edu) brings together students and faculty in engineering, business, education, medicine, and the humanities to learn design thinking and work together to solve big problems in a human-centered way.

The Woods Institute for the Environment (http://environment.stanford.edu) brings together faculty, staff, and students from the schools, institutes and centers at Stanford to conduct interdisciplinary research, education, and outreach to promote an environmentally sound and sustainable world.

The Global Engineering Program (https://engineering.stanford.edu/students/global-engineering-programs) offers a portfolio of international opportunities for Stanford undergraduate and graduate students majoring within the School of Engineering. Opportunities range from service learning programs to internships to study tours. These opportunities enhance engineering education by providing students with an opportunity to learn about technology and engineering globally, to build professional networks, and to gain real world experience in a culturally diverse and international environment. For more information and application deadlines, please see gep.stanford.edu

Instruction in Engineering is offered primarily during Autumn, Winter, and Spring quarters of the regular academic year. During the Summer Quarter, a small number of undergraduate and graduate courses are offered.

Undergraduate Programs in the School of Engineering

The principal goals of the undergraduate engineering curriculum are to provide opportunities for intellectual growth in the context of an engineering discipline, for the attainment of professional competence, and for the development of a sense of the social context of technology. The curriculum is flexible, with many decisions on individual courses left to the student and the adviser. For a student with well-defined educational goals, there is often a great deal of latitude.

In addition to the special requirements for engineering majors described below, all undergraduate engineering students are subject to the University general education, writing, and foreign language requirements outlined in the first pages of this bulletin. Depending on the program chosen, students have the equivalent of from one to three quarters of free electives to bring the total number of units to 180.

The School of Engineering's Handbook for Undergraduate Engineering Programs is the definitive reference for all undergraduate engineering programs. It is available online at http://ughb.stanford.edu and provides detailed descriptions of all undergraduate programs in the school, as well as additional information about extracurricular programs and services. Because it is revised in the summer, and updates are made to the web site on a continuing basis, the handbook reflects the most up-to-date information on School of Engineering programs for the academic year.

Accreditation

The Accreditation Board for Engineering and Technology (ABET) accredits college engineering programs nationwide using criteria and standards developed and accepted by U.S. engineering communities. At Stanford, the following undergraduate programs are accredited:

  • Chemical Engineering
  • Civil Engineering
  • Mechanical Engineering

In ABET-accredited programs, students must meet specific requirements for engineering science, engineering design, mathematics, and science course work. Students are urged to consult the School of Engineering Handbook for Undergraduate Engineering Programs and their adviser.

Accreditation is important in certain areas of the engineering profession; students wishing more information about accreditation should consult their department office or the office of the Senior Associate Dean for Student Affairs in 135 Huang Engineering Center.

Policy on Satisfactory/No Credit Grading and Minimum Grade Point Average

All courses taken to satisfy major requirements (including the requirements for mathematics, science, engineering fundamentals, Technology in Society, and engineering depth) for all engineering students (including both department and School of Engineering majors) must be taken for a letter grade if the instructor offers that option.

For departmental majors, the minimum combined GPA (grade point average) for all courses taken in fulfillment of the Engineering Fundamentals requirement and the Engineering Depth requirement is 2.0. For School of Engineering majors, the minimum GPA on all engineering courses taken in fulfillment of the major requirements is 2.0.

Admission

Any students admitted to the University may declare an engineering major if they elect to do so; no additional courses or examinations are required for admission to the School of Engineering.

Recommended Preparation

Freshman

Students who plan to enter Stanford as freshmen and intend to major in engineering should take the highest level of mathematics offered in high school. (See the "AP Credit" section of this bulletin for information on advanced placement in mathematics.) High school courses in physics and chemistry are strongly recommended, but not required. Additional elective course work in the humanities and social sciences is also recommended.

Transfer Students

Students who do the early part of their college work elsewhere and then transfer to Stanford to complete their engineering programs should follow an engineering or pre-engineering program at the first school, selecting insofar as possible courses applicable to the requirements of the School of Engineering, that is, courses comparable to those mentioned under the Majors tab. In addition, students should work toward completing the equivalent of Stanford's foreign language requirement and as many of the University's General Education Requirements (GERs) as possible before transferring. Some transfer students may require more than four years (in total) to obtain the B.S. degree. However, Stanford affords great flexibility in planning and scheduling individual programs, which makes it possible for transfer students, who have wide variations in preparation, to plan full programs for each quarter and to progress toward graduation without undue delay.

Transfer credit is given for courses taken elsewhere whenever the courses are equivalent or substantially similar to Stanford courses in scope and rigor. The policy of the School of Engineering is to study each transfer student's preparation and make a reasonable evaluation of the courses taken prior to transfer by means of a petition process. Inquiries may be addressed to the Office of Student Affairs in 135 Huang Engineering Center. For more information, see the transfer credit section of the Handbook for Undergraduate Engineering Programs at http://ughb.stanford.edu.

Degree Program Options

In addition to the B.S. degrees offered by departments, the School of Engineering offers two other types of B.S. degrees:

  • Bachelor of Science in Engineering (see subplan majors listed below)
  • Bachelor of Science for Individually Designed Majors in Engineering (IDMEN)

There are six Engineering B.S. subplans that have been proposed by cognizant faculty groups and approved by the Undergraduate Council:

  • Architectural Design
  • Atmosphere/Energy
  • Biomechanical Engineering
  • Biomedical Computation
  • Engineering Physics
  • Product Design

The B.S. for an Individually Designed Major in Engineering has also been approved by the council.

Curricula for majors are offered by the departments of:

  • Aeronautics and Astronautics
  • Bioengineering
  • Chemical Engineering
  • Civil and Environmental Engineering
  • Computer Science
  • Electrical Engineering
  • Management Science and Engineering
  • Materials Science and Engineering
  • Mechanical Engineering

Curricula for majors in these departments have the following components:

  • 36-45 units of mathematics and science (see Basic Requirements 1 and 2 at the end of this section)
  • Engineering fundamentals (two-three courses minimum, depending up individual program requirements; see Basic Requirement 3)
  • Technology in Society (TIS) (one course minimum, see Basic Requirement 4)
  • Engineering depth (courses such that the total number of units for Engineering Fundamentals and Engineering Depth is between 60 and 72)
  • ABET accredited majors must meet a minimum number of Engineering Science and Engineering Design units; (see Basic Requirement 5)

Consult the 2017-18 Handbook for Undergraduate Engineering Programs for additional information.

Dual and Coterminal Programs

A Stanford undergraduate may work simultaneously toward two bachelor's degrees or toward a bachelor's and a master's degree, that is, B.A. and M.S., B.A. and M.A., B.S. and M.S., or B.S. and M.A. The degrees may be granted simultaneously or at the conclusion of different quarters. Five years are usually required for a dual or coterminal program or for a combination of these two multiple degree programs. For further information, inquire with the School of Engineering's student affairs office, 135 Huang Engineering Center, or with department contacts listed in the Handbook for Undergraduate Engineering Programs, available at http://ughb.stanford.edu.

Dual B.A. and B.S. Degree Program—To qualify for both degrees, a student must:

  1. complete the stated University and department requirements for each degree
  2. complete 15 full-time quarters (3 full-time quarters after completing 180 units)
  3. complete a total of 225 units (180 units for the first bachelor's degree plus 45 units for the second bachelor's degree)

Coterminal Bachelor's and Master's Degree Program—A Stanford undergraduate may be admitted to graduate study for the purpose of working simultaneously toward a bachelor's degree and a master's degree, in the same or different disciplines. To qualify for both degrees, a student must:

  1. complete, in addition to the units required for the bachelor's degree, the number of units required by the graduate department for the master's degree which in no event is fewer than the University minimum of 45 units
  2. complete the requirements for the bachelor's degree (department, school, and University) and apply for conferral of the degree at the appropriate time
  3. complete the department and University requirements for the master's degree and apply for conferral of the degree at the appropriate time

A student may complete the bachelor's degree before completing the master's degree, or both degrees may be completed in the same quarter.

Procedure for Applying for Admission to Coterminal Degree Programs

Stanford undergraduates apply to the pertinent graduate department using the University coterminal application. Application deadlines and admissions criteria vary by department, but in all cases the student must apply early enough to allow a departmental decision at least one quarter in advance of the anticipated date of conferral of the bachelor's degree.

Students interested in coterminal degree programs in Engineering should refer to our departments' sections of this bulletin for more detailed information. The University requirements for the coterminal master's degree are described in the "Coterminal Master's Degrees" section of this bulletin.

Graduate Programs in the School of Engineering

Admission

Application for admission with graduate standing in the school should be made to the graduate admissions committee in the appropriate department or program. While most graduate students have undergraduate preparation in an engineering curriculum, it is feasible to enter from other programs, including chemistry, geology, mathematics, or physics.

For further information and application instructions, see the department sections in this bulletin or http://gradadmissions.stanford.edu. Stanford undergraduates may also apply as coterminal students; details can be found under "Degree Program Options" in the "Undergraduate Programs in the School of Engineering" section of this bulletin.

Fellowships and Assistantships

Departments and divisions of the School of Engineering award graduate fellowships, research assistantships, and teaching assistantships each year.

Curricula in the School of Engineering

For further details about the following programs, see the department sections in this bulletin.

Related aspects of particular areas of graduate study are commonly covered in the offerings of several departments and divisions. Graduate students are encouraged, with the approval of their department advisers, to choose courses in departments other than their own to achieve a broader appreciation of their field of study. For example, most departments in the school offer courses concerned with nanoscience, and a student interested in an aspect of nanotechnology can often gain appreciable benefit from the related courses given by departments other than her or his own.

Departments and programs of the school offer graduate curricula as follows:

Aeronautics and Astronautics

  • Aeroelasticity and Flow Simulation
  • Aircraft Design, Performance, and Control
  • Applied Aerodynamics
  • Autonomy
  • Computational Aero-Acoustics
  • Computational Fluid Dynamics
  • Computational Mechanics and Dynamical Systems
  • Control of Robots, including Space and Deep-Underwater Robots
  • Conventional and Composite Materials and Structures
  • Decision Making under Uncertainty
  • Direct and Large-Eddy Simulation of Turbulence
  • High-Lift Aerodynamics
  • Hybrid Propulsion
  • Hypersonic and Supersonic Flow
  • Micro and Nano Systems and Materials
  • Multidisciplinary Design Optimization
  • Navigation Systems (especially GPS)
  • Optimal Control, Estimation, System Identification
  • Sensors for Harsh Environments
  • Space Debris Characterization
  • Space Environment Effects on Spacecraft
  • Space Plasmas
  • Spacecraft Design and Satellite Engineering
  • Turbulent Flow and Combustion

Bioengineering

  • Biomedical Computation
  • Biomedical Devices
  • Biomedical Imaging
  • Cell and Molecular Engineering
  • Regenerative Medicine

Chemical Engineering

  • Applied Statistical Mechanics
  • Biocatalysis
  • Biochemical Engineering
  • Bioengineering
  • Biophysics
  • Computational Materials Science
  • Colloid Science
  • Dynamics of Complex Fluids
  • Energy Conversion
  • Functional Genomics
  • Hydrodynamic Stability
  • Kinetics and Catalysis
  • Microrheology
  • Molecular Assemblies
  • Nanoscience and Technology
  • Newtonian and Non-Newtonian Fluid Mechanics
  • Polymer Physics
  • Protein Biotechnology
  • Renewable Fuels
  • Semiconductor Processing
  • Soft Materials Science
  • Solar Utilization
  • Surface and Interface Science
  • Transport Mechanics

Civil and Environmental Engineering

  • Atmosphere/Energy
  • Environmental Engineering
  • Environmental and Water Studies
  • Geomechanics
  • Structural Engineering
  • Sustainable Design and Construction

Computational and Mathematical Engineering

  • Applied and Computational Mathematics
  • Computational Biology
  • Computational Fluid Dynamics
  • Computational Geometry and Topology
  • Computational Geosciences
  • Computational Medicine
  • Data Science
  • Discrete Mathematics and Algorithms
  • Numerical Analysis
  • Optimization
  • Partial Differential Equations
  • Stochastic Processes
  • Uncertainty Quantification
  • Financial Mathematics

Computer Science

See http://forum.stanford.edu/research/areas.php for a comprehensive list.

  • Algorithmic Game Theory
  • Algorithms
  • Artificial Intelligence
  • Autonomous Agents
  • Biomedical Computation
  • Compilers
  • Complexity Theory
  • Computational and Cognitive Neuroscience
  • Computational Biology
  • Computational Geometry and Topology
  • Computational Logic
  • Computational Photography
  • Computational Physics
  • Computational Social Science
  • Computer Architecture
  • Computer Graphics
  • Computer Security
  • Computer Science Education
  • Computer Sound
  • Computer Vision
  • Crowdsourcing
  • Cryptography
  • Database Systems
  • Data Center Computing
  • Data Mining
  • Design and Analysis of Algorithms
  • Distributed and Parallel Computation
  • Distributed Systems
  • Electronic Commerce
  • Formal Verification
  • General Game Playing
  • Haptic Display of Virtual Environments
  • Human-Computer Interaction
  • Image Processing
  • Information and Communication Technologies for Development
  • Information Management
  • Learning Theory
  • Machine Learning
  • Mathematical Theory of Computation
  • Mobile Computing
  • Multi-Agent Systems
  • Nanotechnology-enabled Systems
  • Natural Language and Speech Processing
  • Networking and Internet Architecture
  • Operating Systems
  • Parallel Computing
  • Probabilistic Models and Methods
  • Programming Systems/Languages
  • Robotics
  • Robust System Design
  • Scientific Computing and Numerical Analysis
  • Sensor Networks
  • Social and Information Networks
  • Social Computing
  • Ubiquitous and Pervasive Computing
  • Visualization
  • Web Application Infrastructure

Electrical Engineering

  • Biomedical Devices and Bioimaging
  • Communication Systems: Wireless, Optical, Wireline
  • Control, Learning, and Optimization
  • Electronic and Magnetic Devices
  • Energy: Solar Cells, Smart Grid, Load Control
  • Environmental and Remote Sensing: Sensor Nets, Radar Systems, Space
  • Fields and Waves
  • Graphics, HCI, Computer Vision, Photography
  • Information Theory and Coding: Image and Data Compression, Denoising
  • Integrated Circuit Design: MEMS, Sensors, Analog, RF
  • Network Systems and Science: Nest Gen Internet, Wireless Networks
  • Nano and Quantum Science
  • Photonic Devices
  • Systems Software: OS, Compilers, Languages
  • Systems Hardware: Architecture, VLSI, Embedded Systems
  • VLSI Design

Management Science and Engineering

  • Decision and Risk Analysis
  • Dynamic Systems
  • Economics
  • Entrepreneurship
  • Finance
  • Information
  • Marketing
  • Optimization
  • Organization Behavior
  • Organizational Science
  • Policy
  • Production
  • Stochastic Systems
  • Strategy

Materials Science and Engineering

  • Biomaterials
  • Ceramics and Composites
  • Computational Materials Science
  • Electrical and Optical Behavior of Solids
  • Electron Microscopy
  • Fracture and Fatigue
  • Imperfections in Crystals
  • Kinetics
  • Magnetic Behavior of Solids
  • Magnetic Storage Materials
  • Nanomaterials
  • Photovoltaics
  • Organic Materials
  • Phase Transformations
  • Physical Metallurgy
  • Solid State Chemistry
  • Structural Analysis
  • Thermodynamics
  • Thin Films
  • X-Ray Diffraction

Mechanical Engineering

  • Biomechanics
  • Combustion Science
  • Computational Mechanics
  • Controls
  • Design of Mechanical Systems
  • Dynamics
  • Environmental Science
  • Experimental Stress and Analysis
  • Fatigue and Fracture Mechanics
  • Finite Element Analysis
  • Fluid Mechanics
  • Heat Transfer
  • High Temperature Gas Dynamics
  • Kinematics
  • Manufacturing
  • Mechatronics
  • Product Design
  • Robotics
  • Sensors
  • Solids
  • Thermodynamics
  • Turbulence

Bachelor of Science in the School of Engineering

Departments within the School of Engineering offer programs leading to the Bachelor of Science degree in the following fields:

  • Aeronautics and Astronautics
  • Bioengineering
  • Chemical Engineering
  • Civil Engineering
  • Computer Science
  • Electrical Engineering
  • Environmental Systems Engineering
  • Management Science and Engineering
  • Materials Science and Engineering
  • Mechanical Engineering

The School of Engineering itself offers interdisciplinary programs leading to the Bachelor of Science degree in Engineering with specializations in:

  • Architectural Design
  • Atmosphere/Energy
  • Biomechanical Engineering
  • Biomedical Computation
  • Engineering Physics
  • Product Design

In addition, students may elect a Bachelor of Science in an Individually Designed Major in Engineering.

Bachelor of Arts and Science (B.A.S.) in the School of Engineering

This degree is available to students who complete both the requirements for a B.S. degree in engineering and the requirements for a major or program ordinarily leading to the B.A. degree. For more information, see the "Undergraduate Degrees" section of this bulletin.

Independent Study, Research, and Honors

The departments of Aeronautics and Astronautics, Bioengineering, Chemical Engineering, Civil and Environmental Engineering, Computer Science, Electrical Engineering, Materials Science and Engineering, and Mechanical Engineering, as well as the faculty overseeing the Architectural Design, Atmosphere/Energy, Biomechanical Engineering, Biomedical Computation, and Engineering Physics majors, offer qualified students opportunities to do independent study and research at an advanced level with a faculty mentor in order to receive a Bachelor of Science with honors. An honors option is also available to students pursuing an independently designed major, with the guidance and approval of their adviser.

Petroleum Engineering

Petroleum Engineering is offered by the Department of Energy Resource Engineering in the School of Earth, Energy, and Environmental Sciences. Consult the "Energy Resources Engineering" section of this bulletin for requirements. School of Engineering majors who anticipate summer jobs or career positions associated with the oil industry should consider enrolling in ENGR 120.

Programs in Manufacturing

Programs in manufacturing are available at the undergraduate, master's, and doctorate levels. The undergraduate programs of the departments of Civil and Environmental Engineering, Management Science and Engineering, and Mechanical Engineering provide general preparation for any student interested in manufacturing. More specific interests can be accommodated through Individually Designed Majors in Engineering (IDMENs).

Basic Requirements

Basic Requirement 1 (Mathematics)

Engineering students need a solid foundation in the calculus of continuous functions, linear algebra, an introduction to discrete mathematics, and an understanding of statistics and probability theory. Students are encouraged to select courses on these topics. To meet ABET accreditation criteria, a student's program must include the study of differential equations. Courses that satisfy the math requirement are listed at http://ughb.stanford.edu in the Handbook for Undergraduate Engineering Programs.

Basic Requirement 2 (Science)

A strong background in the basic concepts and principles of natural science in such fields as physics, chemistry, geology, and biology is essential for engineering. Most students include the study of physics and chemistry in their programs. Courses that satisfy the science requirement are listed at http://ughb.stanford.edu in the Handbook for Undergraduate Engineering Programs.

Basic Requirement 3 (Engineering Fundamentals)

The Engineering Fundamentals requirement is satisfied by a nucleus of technically rigorous introductory courses chosen from the various engineering disciplines. It is intended to serve several purposes. First, it provides students with a breadth of knowledge concerning the major fields of endeavor within engineering. Second, it allows the incoming engineering student an opportunity to explore a number of courses before embarking on a specific academic major. Third, the individual classes each offer a reasonably deep insight into a contemporary technological subject for the interested non-engineer.

The requirement is met by taking two to three courses from the following list (the number depends upon the individual requirements of each major program):

Units
ENGR 10Introduction to Engineering Analysis4
ENGR 14Intro to Solid Mechanics3
ENGR 15Dynamics3
ENGR 20Introduction to Chemical Engineering4
ENGR 21Engineering of Systems3
ENGR 25BBiotechnology 13
ENGR 25EEnergy: Chemical Transformations for Production, Storage, and Use (same as CHEMENG 25E) 13
ENGR 40Introductory Electronics 1,25
ENGR 40AIntroductory Electronics3
ENGR 40MAn Intro to Making: What is EE3-5
ENGR 50Introduction to Materials Science, Nanotechnology Emphasis 1,24
ENGR 50EIntroduction to Materials Science, Energy Emphasis 14
ENGR 50MIntroduction to Materials Science, Biomaterials Emphasis 14
ENGR 60Engineering Economics and Sustainability3
ENGR 62Introduction to Optimization (same as MS&E 111)4
ENGR 70A/CS 106AProgramming Methodology 15
ENGR 70B/CS 106BProgramming Abstractions 15
ENGR 70X/CS 106XProgramming Abstractions (Accelerated) 15
ENGR 80Introduction to Bioengineering (Engineering Living Matter) (same as BIOE 80)4
ENGR 90Environmental Science and Technology (same as CEE 70)3

Basic Requirement 4 (Technology in Society)

It is important for the student to obtain a broad understanding of engineering as a social activity. To foster this aspect of intellectual and professional development, all engineering majors must take one course devoted to exploring issues arising from the interplay of engineering, technology, and society. Courses that fulfill this requirement are listed online at http://ughb.stanford.edu in the Handbook for Undergraduate Engineering Programs.

Basic Requirement 5 (Engineering Topics)

In order to satisfy ABET (Accreditation Board for Engineering and Technology) requirements, a student majoring in Chemical, Civil, or Mechanical Engineering must complete one and a half years of engineering topics, consisting of a minimum of 68 units of Engineering Fundamentals and Engineering Depth appropriate to the student's field of study. In most cases, students meet this requirement by completing the major program core and elective requirements. A student may need to take additional courses in Depth in order to fulfill the minimum requirement. Appropriate courses assigned to fulfill each major's program are listed online at http://ughb.stanford.edu in the Handbook for Undergraduate Engineering Programs.

Experimentation

Chemical Engineering, Civil Engineering, and Mechanical Engineering must include experimental experience appropriate to the discipline. Lab courses taken in the sciences, as well as experimental work taken in courses within the School of Engineering, will fulfill this requirement.

Overseas Studies Courses in Engineering

For course descriptions and additional offerings, see the listings in the Stanford Bulletin's ExploreCourses web site (http://explorecourses.stanford.edu) or the Bing Overseas Studies web site (http://bosp.stanford.edu). Students should consult their department or program's student services office for applicability of Overseas Studies courses to a major or minor program.

Aeronautics and Astronautics (AA)

Mission of the Undergraduate Program in Aeronautics and Astronautics

The mission of the undergraduate program in Aeronautics and Astronautics Engineering is to provide students with the fundamental principles and techniques necessary for success and leadership in the conception, design, implementation, and operation of aerospace and related engineering systems. Courses in the major introduce students to engineering principles. Students learn to apply this fundamental knowledge to conduct laboratory experiments, and aerospace system design problems. Courses in the major include engineering fundamentals, mathematics, and the sciences, as well as in-depth courses in aeronautics and astronautics, dynamics, mechanics of materials, autonomous systems, computational engineering, embedded programming, fluids engineering, and heat transfer. The major prepares students for careers in aircraft and spacecraft engineering, autonomy, robotics, unmanned aerial vehicles, drones, space exploration, air and space-based telecommunication industries, computational engineering, teaching, research, military service, and other related technology-intensive fields.

Completion of the undergraduate program in Aeronautics and Astronautics leads to the conferral of the Bachelor of Science in Aeronautics and Astronautics.

Requirements

Units
MATH 19Calculus (required ) 23
MATH 20Calculus (required) 23
MATH 21Calculus (required) 24
CME 100/ENGR 154Vector Calculus for Engineers (required) 35
or MATH 51 Linear Algebra and Differential Calculus of Several Variables
CME 102/ENGR 155AOrdinary Differential Equations for Engineers (required) 35
or MATH 53 Ordinary Differential Equations with Linear Algebra
CME 106/ENGR 155CIntroduction to Probability and Statistics for Engineers (required)4-5
or STATS 110 Statistical Methods in Engineering and the Physical Sciences
or STATS 116 Theory of Probability
or CS 109 Introduction to Probability for Computer Scientists
CME 104Linear Algebra and Partial Differential Equations for Engineers (recommended) 35
or MATH 52 Integral Calculus of Several Variables
CME 108Introduction to Scientific Computing (recommended )3
PHYSICS 41Mechanics (required) 44
PHYSICS 43Electricity and Magnetism (required) 44
PHYSICS 45Light and Heat (required)4
CHEM 31XChemical Principles Accelerated ( or CHEM 31A and CHEM 31B, or AP Chemistry) (required)5
ENGR 80Introduction to Bioengineering (Engineering Living Matter) (recommended)4
3-5
3-5
ENGR 131Ethical Issues in Engineering (recommended )4
ENGR 21Engineering of Systems (required)3
ENGR 70A/CS 106AProgramming Methodology (required)5
ENGR 10Introduction to Engineering Analysis (recommended )4
ENGR 40MAn Intro to Making: What is EE (recommended )3-5
3-5
ENGR 14Intro to Solid Mechanics (required)3
ENGR 15Dynamics (required)3
ENGR 105Feedback Control Design (required)3
ME 30Engineering Thermodynamics (required)3
AA 100Introduction to Aeronautics and Astronautics (required)3
1
1
AA 141 (required)3
1
AA 190Directed Research and Writing in Aero/Astro3-5
1
1
1
1
1
1
1
1
AA 272CGlobal Positioning Systems3
AA 279ASpace Mechanics3
AA 199Independent Study in Aero/Astro1-5
MS&E 178The Spirit of Entrepreneurship2
1
1
1
1
1

For additional information and sample programs see the Handbook for Undergraduate Engineering and the Aeronautics and Astronautics Undergraduate Program Sheet .

All courses taken for the major must be taken for a letter grade if that option is offered by the instructor.

Minimum Combined GPA for all courses in Engineering Topics (Engineering Fundamentals and Depth courses) is 2.0.

Transfer and AP credits in Math, Science, Fundamentals, and the Technology in Society course must be approved by the School of Engineering Dean's office.

Architectural Design (AD)

Completion of the undergraduate program in Architectural Design leads to the conferral of the Bachelor of Science in Engineering. The subplan "Architectural Design" appears on the transcript and on the diploma.

Mission of the Undergraduate Program in Architectural Design

The mission of the undergraduate program in Architectural Design is to develop students' ability to integrate engineering and architecture in ways that blend innovative architectural design with cutting-edge engineering technologies. Courses in the program combine hands-on architectural design studios with a wide variety of other courses. Students can choose from a broad mix of elective courses concerning energy conservation, sustainability, building systems, and structures, as well as design foundation and fine arts courses. In addition to preparing students for advanced studies in architecture and construction management, the program's math and science requirements prepare students well for graduate work in other fields such as civil and environmental engineering, law, and business.

Requirements

Units
MATH 19Calculus3
MATH 20Calculus3
MATH 21Calculus4
CME 100Vector Calculus for Engineers (Recommended)5
3-5
PHYSICS 41Mechanics4

EARTHSYS 101

Energy and the Environment

EARTHSYS 102

Fundamentals of Renewable Power

CEE 64

Air Pollution and Global Warming: History, Science, and Solutions

CEE 70

Environmental Science and Technology

PHYSICS 23

Electricity, Magnetism, and Optics

or PHYSICS 43

Electricity and Magnetism
3-5
6-8
ENGR 14Intro to Solid Mechanics3
CEE 31Accessing Architecture Through Drawing5
or CEE 31Q Accessing Architecture Through Drawing
CEE 100Managing Sustainable Building Projects (or CEE 32B or CEE 32D)4
CEE 120ABuilding Information Modeling Workshop2-4
CEE 130Architectural Design: 3-D Modeling, Methodology, and Process5
CEE 137BAdvanced Architecture Studio6
ARTHIST 3Introduction to World Architecture5
CEE 131CHow Buildings are Made -- Materiality and Construction Methods4
CEE 131DUrban Design Studio5

CEE 32D

Construction: The Writing of Architecture

CEE 32G

Architecture Since 1900

CEE 32H

Responsive Structures

CEE 32V

Architectural Design Lecture Series Course

CEE 32T

Making and Remaking the Architect: Edward Durell Stone and Stanford

CEE 32U

California Modernism: The Web of Apprenticeship

CEE 32W

Making Meaning: A Purposeful Life in Design

CEE 133F

Principles of Freehand Drawing

CEE 139

Design Portfolio Methods
Total Units82-90

For additional information and sample programs see the Handbook for Undergraduate Engineering Programs.

Architectural Design Honors Program

The AD honors program offers eligible students the opportunity to engage in guided original research, or project design, over the course of an academic year. For interested students the following outlines the process:

  1. The student must submit a letter applying for the honors option endorsed by the student's primary adviser and honors adviser and submitted to the student services office in CEE. Applications must be received in the fourth quarter prior to graduation. It is strongly suggested that students meet with the Architectural Design Program Director well in advance of submitting an application.
  2. The student must maintain a GPA of at least 3.5.
  3. The student must complete an honors thesis or project. The timing and deadlines are to be decided by the program or honors adviser. At least one member of the evaluation committee must be a member of the Academic Council in the School of Engineering.
  4. The student must present the work in an appropriate forum, e.g., in the same session as honors theses are presented in the department of the advisor. All honors programs require some public presentation of the thesis or project.

Atmosphere/Energy (A/E)

Completion of the undergraduate program in Atmosphere/Energy leads to the conferral of the Bachelor of Science in Engineering. The subplan "Atmosphere/Energy" appears on the transcript and on the diploma.

Mission of the Undergraduate Program in Atmosphere/Energy

Atmosphere and energy are strongly linked: fossil-fuel energy use contributes to air pollution, global warming, and weather modification; and changes in the atmosphere feed back to renewable energy resources, including wind, solar, hydroelectric, and wave resources. The mission of the undergraduate program in Atmosphere/Energy (A/E) is to provide students with the fundamental background necessary to understand large- and local-scale climate, air pollution, and energy problems and solve them through clean, renewable, and efficient energy systems. To accomplish this goal, students learn in detail the causes and proposed solutions to the problems, and learn to evaluate whether the proposed solutions are truly beneficial. A/E students take courses in renewable energy resources, indoor and outdoor air pollution, energy efficient buildings, climate change, renewable energy and clean-vehicle technologies, weather and storm systems, energy technologies in developing countries, electric grids, and air quality management. The curriculum is flexible. Depending upon their area of interest, students may take in-depth courses in energy or atmosphere and focus either on science, technology, or policy. The major is designed to provide students with excellent preparation for careers in industry, government, and research; and for study in graduate school.

Requirements

Units

MATH 53

Ordinary Differential Equations with Linear Algebra

CME 102

Ordinary Differential Equations for Engineers

CME 106

Introduction to Probability and Statistics for Engineers

STATS 60

Introduction to Statistical Methods: Precalculus

STATS 101

Data Science 101

STATS 110

Statistical Methods in Engineering and the Physical Sciences

PHYSICS 41

Mechanics

PHYSICS 43

Electricity and Magnetism

or PHYSICS 45

Light and Heat

CHEM 31B

Chemical Principles II

or CHEM 31X

Chemical Principles Accelerated

CEE 70

Environmental Science and Technology 1

BIOE 131

Ethics in Bioengineering

COMM 120W

Digital Media in Society

CEE 100

Managing Sustainable Building Projects

EARTHSYS 200

Environmental Communication in Action: The SAGE Project
7-9

ENGR 25E

Energy: Chemical Transformations for Production, Storage, and Use

ENGR 50E

Introduction to Materials Science, Energy Emphasis

ENGR 10

Introduction to Engineering Analysis

ENGR 70A

Programming Methodology
2
CEE 64Air Pollution and Global Warming: History, Science, and Solutions (cannot also fulfill science requirement)3
CEE 107AUnderstanding Energy3-5
or CEE 107S Energy Resources: Fuels and Tools
36

AA 100

Introduction to Aeronautics and Astronautics

CEE 63

Weather and Storms

CEE 101B

Mechanics of Fluids

or ME 70

Introductory Fluids Engineering

CEE 161C

Natural Ventilation of Buildings

CEE 161I

Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation

CEE 162I

Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation

CEE 172

Air Quality Management

CEE 178

Introduction to Human Exposure Analysis

EARTHSYS 41N

The Global Warming Paradox

EARTHSYS 111

Biology and Global Change

EARTHSYS 142

Remote Sensing of Land

or EARTHSYS 144

Fundamentals of Geographic Information Science (GIS)

EARTHSYS 188

Social and Environmental Tradeoffs in Climate Decision-Making

ME 131B

Fluid Mechanics: Compressible Flow and Turbomachinery

MS&E 92Q

International Environmental Policy

PHYSICS 199

The Physics of Energy and Climate Change

EARTH 2

Climate and Society

EARTHSYS 196

Dear educator colleagues:

Starting this Fall, 2016, Stanford University is pleased to offer a set of free online courses (MOOCs – Massive Open Online Courses) to help your state and local educators  use innovative assessment practices – instructionally-focused formative assessment and curriculum-embedded performance assessments for deeper learning, with a focus on language that will support English Learners.  The new forms of innovative assessments are rich with language and often require different forms of argumentation and justification to support student understanding and engagement with content.  In these assessments that are embedded in instruction and the curriculum, the inclusion of academic language is integrated by design, connecting language to content and critical thinking.  Information on the MOOCs are detailed below. 

Please mark next Wednesday, May 25 at 9:00 PDT/12:00 EDT for a webinar about these offerings, and how you might prepare your district staff to engage in these free resources.  Over the years, Stanford University has developed considerable experience in supporting teacher professional development through these online resources, and has developed various collaborative arrangements with districts and states throughout the nation.  In our webinar, we will also review some of the “best practices” from this experience, and address any questions you may have in utilizing them in your district or state.

Please use the information below to join the webinar, and read further for details…

Webinar Topic: Stanford University - MOOCs Supporting Innovative Assessment Practices

Time: May 25, 2016 9:00 AM (GMT-7:00) Pacific Time (US and Canada)

Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/574142441

Or iPhone one-tap:  16465687788,574142441# or 14157629988,574142441#

Or Telephone:

Further details:

The MOOCs will focus on instructional improvement and student learning related to both the academic standards and the English Language Proficiency standards of your state.  In this particular offering, we are especially targeting Oregon, Washington and Iowa because they share standards as well as annual summative assessments in both academic areas (in ELA and Math) and English Language Proficiency – i.e., they both use the SBAC and ELPA21 assessments.  However, if your state has adopted similar standards that are college- and career-ready, these courses should easily translate to the needs in any setting.

Starting this coming Fall, we will offer MOOCs that address two related strands in which participants can develop competencies:  

Strand A - Language as Formative Assessment:  This strand will consist of two courses that build the capacity of teachers to observe student language as a formative assessment practice during instruction.  One course will focus on student-to-student discourse, and the second course will focus on the language of argumentation.  Both of these uses of language are part of the practice standards in the Common Core as well as essential components of the CCSSO/ELPA21 standards.  In the MOOCs, the assignments will focus on obtaining samples of student language across disciplines (ELA, Math and Science), analyzing and sharing them with colleagues in the course, and learning different ways to extend and deepen the quality of the language.   

Strand B – Building Performance Assessments:  This strand will build educators’ capacity to use and develop curriculum-embedded performance assessments that fit local contexts. Course activities include reviewing sample performance tasks and developing a performance task that is aligned and embedded with a specific curricular unit and performance outcomes.  A second course will focus on improving the tasks by obtaining and analyzing student work samples from the performance assessments in relationship to student and community assets and funds of knowledge. 

Each of the four courses (2 in each strand) will take approximately 35 hours of learning time.  Successful completion of the assignments for each course will result in a “Statement of Accomplishment” which can be used by systems to recognize professional development units or, if graduate credit can be awarded, through the local granting institution.

These courses are based on highly popular MOOCs developed by Stanford University through Understanding Language and SCALE (Stanford Center for Assessment, Learning and Equity), with over 50,000 teachers registered. The courses support various aspects of English language development and performance assessment development. 

Our experience shows that the most successful MOOC rates of completion are accomplished when participants collaborate in face-to-face settings in between the online sessions, such as in organized professional learning communities or during after-school meetings led by district coaches.  In recognition of this fact, we will be offering a set of learning opportunities this summer to help familiarize potential facilitators with the content and the online platform.  These opportunities will focus on the content of the MOOCs, managing the online MOOC platform, and facilitating skills for hybrid environments that combine online learning with face-to-face sessions.  These will be offered in July-August, and will also be available throughout the course meetings.

Please forward this information to your districts or to anyone else interested in your state. 

Thank you for your interest in our resources!

Kenji Hakuta

Lee L. Jack Professor of Education, Emeritus

Faculty Director,  Understanding Language / SCALE

Ray Pecheone

Executive Director

Understanding Language / SCALE

Phone:  650-723-5620

Note:  These resources will be made free thanks to a grant from the William and Flora Hewlett Foundation.