Interdisciplinary Programs
Undergraduate Courses
CP 110X. PREPARING FOR CO-OPS
The WPI Cooperative Education Program (known as Co-op) provides an opportunity for students to alternate time in the classroom with extended periods of paid, full-time, career related work experience in industry or government agencies. This course is open to all students who are interested in participating in the Co-op program, spring or fall. Students will learn about the Co-op program, how to fit a Co-op into their schedule, how to apply to opportunities, job search skills such as resume writing, interviewing and networking, attend information panels with past Co-op participants, conduct informational interviews with employers and learn the impact Co-op has on their experience at WPI, such as financial aid and housing contracts.
ES 1020. Introduction to Engineering
Cat I (offered at least 1x per Year).
This course is for first year students with an interest in engineering. The course focuses on the design process. Students are introduced to engineering through case studies and reverse engineering activities. Students will learn the steps in the design process and how engineers use this process to create new devices. Teams of students are then assigned a design project that culminates in building and evaluating a prototype of their design. Results of the design project are presented in both oral and written reports. This course does not require any prior engineering background. Note: This course can be used towards the Engineering Science and Design distribution requirement in IE and ME.
ES 1310. Introduction to Computer Aided Design
Cat I (offered at least 1x per Year).
This introduction course in engineering graphical communications and design provides a solid background for all engineering disciplines. The ability to visualize, create and apply proper design intent and industry standards for simple parts, assemblies and drawings is a necessity for anyone in a technology environment. Computer Aided Design software is used as a tool to create 2D & 3D sketches, 3D parts, 3D assemblies and 2D drawings per an industry standard. Multiview and pictorial graphics techniques are integrated with ANSI standards for dimensioning and tolerances, sectioning, and generating detailed engineering drawings. Emphasis is placed on relating drawings to the required manufacturing processes. The design process and aids to creativity are combined with graphics procedures to incorporate functional design requirements in the geometric model. No prior engineering graphics or software knowledge is assumed.
ES 1500. Fundamentals of Systems Thinking
Cat I (offered at least 1x per Year).
Systems Thinking is a holistic approach to problem solving that recognizes that system behavior and performance are the result of underlying structures. Systems Thinking provides tools that enable program managers, systems engineers, scientists, economists, and business managers to identify, understand, and control systems in order to improve system performance. The Systems Thinking analysis accounts for feedback and resistance to change often exhibited by real world systems. In this course, students will study system identification and delineation, causal loops and feedback diagrams, stock-and-flow diagrams, system leverage points, delays and oscillations, mental models and unintended consequences, and behavior patterns; and use these concepts to improve the performance of engineering, business, and complex social systems. The course will explore great system failures, how they might have been avoided, and how we can learn from them. Finally, students will learn how Systems Thinking explains the occasional irrational behavior of individuals, departments, businesses, and governments. Examples covered in this course may include the failure of strictly technological fixes to social issues (as in the governments installation of wells in Togo in the 1980s,) the 2008 financial meltdown, the failure of the Lockheed L-188 Electra Turboprop Airplane, the failure of the Tacoma Narrows Bridge (Galloping Gertie) in 1940, the decline of many commercial fisheries around the world, the failure and success of companies like Research In Motion and Apple, and the unintended consequences of combating drug-related crime.
ES 2800. Environmental Impacts of Engineering Decisions
Cat II (offered at least every other Year).
Engineering decisions can affect the environment on local and global scales. This course will introduce students to concepts that will make them aware of the ramifications of their engineering decisions, and is intended for engineering students of all disciplines. Specific topics the course will cover include: environmental issues, waste minimization, energy conservation, water conservation and reuse, regulations (OSHA, TSCA, RCRA, etc.), lifecycle assessment, risk assessment, sustainability, design for the environment, and environmental impact statements. Energy and mass balances will be applied to activities that impact the environment. Instruction will be provided through lectures, practitioner seminars, and a term project. Intended audience: all engineering majors desiring a general knowledge of the environmental impacts of engineering decisions. This course will be offered in 2022-23, and in alternating years thereafter.
Recommended Background: Elementary college chemistry; second year students.
ES 3002. Mass Transfer
Cat I (offered at least 1x per Year).
This course introduces the student to the phenomena of diffusion and mass transfer. These occur in processes during which a change in chemical composition of one or more phases occurs. Diffusion and mass transfer can take place in living systems, in the environment, and in chemical processes. This course will show how to handle quantitative calculations involving diffusion and/or mass transfer, including design of process equipment. Topics may include: fundamentals of diffusional transport, diffusion in thin films; unsteady diffusion; diffusion in solids; convective mass transfer; dispersion; transport in membranes; diffusion with chemical reaction; simultaneous heat and mass transfer; selected mass transfer operations such as absorption, drying, humidification, extraction, crystallization, adsorption, etc.
Recommended Background: Fundamentals of chemical thermodynamics, fluid flow and heat transfer; ordinary differential equations (MA 2051 or equivalent).
ES 3011. Control Engineering I
Cat I (offered at least 1x per Year).
Characteristics of control systems. Mathematical representation of control components and systems. Laplace transforms, transfer functions, block and signal flow diagrams. Transient response analysis. Introduction to the root-locus method and stability analysis. Frequency response techniques including Bode, polar, and Nichols plots. This sequence of courses in the field of control engineering (ES 3011) is generally available to all juniors and seniors regardless of department. A good background in mathematics is required; familiarity with Laplace transforms, complex variables and matrices is desirable but not mandatory. All students taking Control Engineering I should have an understanding of ordinary differential equations (MA 2051 or equivalent) and basic physics through electricity and magnetism (PH 1120/1121). Control Engineering I may be considered a terminal course, or it may be the first course for those students wishing to do extensive work in this field. Students taking the sequence of two courses will be prepared for graduate work in the field. Students may not receive credit for both ES 3011 and ECE 3012.
Recommended Background: Ordinary Differential Equations (MA 2051) and Electricity and Magnestism (PH 1120, PH 1121).
ES 3323. Advanced Computer Aided Design
Cat I (offered at least 1x per Year).
This course is intended to strengthen solid modeling and analysis skills with an emphasis on robust modeling strategies that capture design intent. The use of solid models for applications in mechanical design and engineering analysis is emphasized. Topics include: advanced feature-based modeling, variational design, physical properties, assembly modeling, mechanisms, and other analytical methods in engineering design.
Recommended Background: Familiarity with drafting standards (ES 1310), mechanical systems (ES 2501 or CE 2000, ES 2503), strength of materials (ES 2502 or CE 2001) and kinematics (ME 3310) is assumed. Additional background in machine design (ME 2300, ME 3320) is helpful.
ES 3501. A Project-Based Introduction to Systems Engineering
Cat III (offered at discretion of dept/prgm).
Systems Engineering is a multifaceted discipline, involving human, organizational, and various technical variables that work together to create complex systems. This course is an introduction and overview of the methods and disciplines that systems engineers use to define and develop systems, with a particular focus on capstone projects. The course will include specific integrated examples, projects, and team building exercises to aid in understanding and appreciating fundamental principles. Topics covered will include: Introduction to Systems Engineering; Requirements Development; Functional Analysis; System Design; Integration, Verification and Validation; Trade Studies and Metrics; Modeling and Simulation; Risk Management; and Technical Planning and Management.
Recommended Background: Third or fourth year standing as an undergraduate student, preferably in engineering or science, or permission of the instructor.
FY 160X. HUMANTRN ENGIN: PAST & PRESENT
In FY 160X, students confront a historically particular engineering challenge through role-play. For C 2019, our scenario is 19th-century Worcester, MA. Stepping into a different historical and cultural context, students encounter a variety of perspectives within a complex social environment to understand and address a historically specific engineering challenge, such as Worcester’s 19th-century waste management problems. They learn concepts, methods and skills from a variety of disciplines (in engineering and the humanities) while developing creative confidence to identify opportunities and apply knowledge to improve people’s lives and mitigate damage to the planet.
ID 200X. MAPPING YOUR MISSION
Every student that graduates from WPI has a major, but what about a mission? This course helps participants explore their personal values, strengths, and talents and the ways they can use these personal characteristics to improve the world around them. Through the course, participants will identify a personal mission and a plan to work toward achieving their mission. Participants will explore the ways their major and their mission can intersect. Suggested background: FY1800.
Graduate Courses
ID 500. Responsible Conduct Of Research
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The purpose of this zero credit course is to familiarize pre-doctoral and postdoctoral trainees with basic ethical issues in research confronting scientists and engineers. The course includes five lectures and five student-led discussion sessions on topics such as experimental design best practices, research involving animal subjects, authorship, and research misconduct. Student learning will be assessed through in-class formative assessments as well as small group presentations during the discussion sessions. The course is recommended for all graduate students and postdocs who are engaged in research.
ID 510. Undergraduate Research Mentoring
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The purpose of this zero-credit course is to improve studentresearch mentoring proficiency forpre-doctoral and postdoctoral trainees. The course includes interactive, seminar style sessions on topics such as establishing expectations, maintaining effective communication, assessing understanding, fostering independence, using inclusive practicesdealing with ethics and mentoring groups of students. The seminar emphasizes experiential learning and the integration of knowledge drawn from reflection, discussion, readings and seminar activities with practice. The seminar is graded based upon attendance, doing the assignments, and participating in the activities.
ID 527. Fundamentals of Scientific Teaching and Pedagogy
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The purpose of this zero credit course is to bolster teaching proficiency for pre-doctoral and postdoctoral trainees through in depth and interactive sessions on the science behind student learning, scientific teaching, assessments and rubrics, active learning, project based learning, inclusive learning environments, teaching philosophies, technology in the classroom, and course design. Participants will learn through both lecture and practicum sessions each week, and will work in small groups to develop a short teachable unit incorporating the techniques learned throughout the course, which they will ultimately present at the conclusion of the series. Students will also develop a statement of teaching philosophy during the course and receive feedback on the statement. The course is recommended for all graduate students and postdocs who are pursuing careers that will entail teaching in higher education as well as those interested in learning the fundamentals of pedagogy and effective teaching strategies. The course is offered annually each Fall.
IDG 598. Systems Engineering Leadership Project
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This project-based course is an interdisciplinary exercise that integrates the technical aspects of systems engineering with the challenges of meeting business goals within the framework of the organizational structure. It allows students to apply the skills and knowledge acquired throughout the Systems Engineering Leadership curriculum. Students are encouraged to select projects with practical significance to their current and future professional responsibilities. Each project is normally conducted in teams of two to four students. They are administered, advised, and evaluated by WPI faculty as part of the learning experience, but students are also encouraged to seek mentorship from experienced systems engineers.
IDG 599. Capstone Project Experience in Power Systems Management
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This project-based course is an interdisciplinary exercise that integrates the technical aspects of power systems engineering with challenges of meeting business goals within the framework of the corporate organizational structure. It allows the students to apply the skills and knowledge acquired throughout the Power Systems Management curriculum. Students are encouraged to select projects with practical significance to their current and future professional responsibilities. Each project is normally conducted in teams of two to four students. They are administered, advised, and evaluated by WPI faculty as part of the learning experience, but students are also encouraged to seek mentorship from experienced colleagues in the Power Systems profession.