Engineering Major
The Engineering Department offers an undergraduate major in Human-Centered Engineering (HCE) to students in the Morrissey College of Arts and Sciences. Students in this major will receive a Bachelor of Science (B.S.) in Engineering. The HCE program provides students with a technical education that is human-centered, design-process driven, and focused on applying engineering knowledge to solve complex problems that impact society.
Curriculum
Courses
Courses range from introductory engineering design to higher-level technical electives focused on specific topics within engineering. HCE majors apply their knowledge of the physical and natural sciences, mathematics, and computation to engineering fields and connect their academic experiences in BC’s Core Curriculum to their formation as engineers.
Concentration
As part of the HCE major, students take a series of technical electives to concentrate in one of three areas that relate to pressing global problems that require engineering solutions:
- Health
- Energy
- Environment
Weekly Reflection
All HCE students participate in weekly reflection sessions that integrate their learning experiences with broader questions about society, student formation, and the common good.
Major
Required Courses for the Bachelor of Science in Human-Centered Engineering
- One course that fulfills the requirement in Introduction to Human-Centered Design:
- ENGR1025: Innovation Through Design Thinking
- ENGR1801/HIST1672: Making the Modern World (Complex Problems course)
- ENGR1025: Innovation Through Design Thinking
- ENGR1101: Introduction to Human-Centered Engineering
- ENGR1102: Physical Modeling and Analysis Lab
- ENGR1103: Engineering Analysis Lab
- ENGR1105: Engineering Computation and Programming
- ENGR2101, 2102, 2103, 2104, 2105: Engineering Foundations Studio I, II, III, IV, V
- ENGR3101: Human Factors in Engineering
- ENGR3105: Statistical Data Analysis and Machine Learning
- Fourteen (14) credits of Technical Engineering Electives.
- Collaborative engineering projects
- ENGR3801: Collaborative Service Engineering Project
- ENGR4801-2: Senior Impact Project
- 3 credits of Advanced Engineering Mathematics
- Eight semesters of HCE Reflection
Corequisite Courses for the Bachelor of Science in Human-Centered Engineering
- PHYS2200: Introduction to Physics I for Physics Majors
- CHEM1109 & CHEM1111: General Chemistry I with Lab
- MT100/MT101 or MT102/MT103: Calculus 1 and Calculus 2
Corequisite Course Placement Guidance
Physics Placement
HCE majors should take PHYS2200 irrespective of their scores on the AP exam.
Calculus Placement
HCE majors should take Calculus 1 and Calculus 2 during their first year. Students should work with their HCE advisors to identify the appropriate calculus sequence to take and, if exempted from one or both of these requirements, to determine an equivalent number of math/science credits to take for substitution.
ENGR1025: Innovation Through Design Thinking (fall) - 3 Credits
*Fulfills the requirement for Introduction to Human-Centered Design
Would you like to be innovative in whatever you pursue? Innovation is about solving important and complex problems to create value for the greater good. Innovating through design thinking is a structured, human-centered process for creatively solving problems, which can be adopted by anyone. In this foundational course we will introduce the mindset, process and methods at the core of design thinking. Students will see inspiring case studies, hear from cutting edge practitioners, and work on a project to internalize this learning. Students will discover design thinking is a practical toolkit that helps them reliably innovate in the face of changing social needs, business disruptions, and technology shifts.
ENGR1101: Introduction to Human-Centered Engineering (spring) - 4 Credits
In this course, we will learn about and practice engineering methods to tackle design problems through a human-centered lens. These methods include introductory work with: mathematical models, statistics, physical prototyping, computer-aided design, decision-making approaches, and observation and interview techniques. We will learn how these methods can be employed while working on a design problem, including problem formulation, data analysis, design trade-offs, concept selection, and design deployment. At the end of this course, we will have a working understanding of how human-centered engineers think and work.
ENGR1102: Physical Modeling and Analysis Lab (fall) - 2 Credits
In this course, students will learn and apply concepts from physics and calculus to model, analyze, and experiment on physical systems through a combination of instructional and laboratory sessions. Example systems to be modeled and analyzed in the class will feature concepts including linear and rotational motion, and simple circuit elements. Students completing this course will be able to abstract a variety of physical systems into forms suitable for analysis and predict the behavior of these systems using analytical tools.
ENGR1103: Engineering Analysis Lab (spring) - 2 Credits
In this course, students will apply integral calculus and scientific principles to develop analytical solutions for engineering problems. Students will learn how to devise experiments, collect and analyze data, and conduct basic error analysis. The course will be structured as individual experimental modules to get hands-on experience with fundamental instruments including power supplies, sensors, electromechanical components, and computer-based data acquisition systems. Following this course, students will be equipped to apply quantitative analytical techniques to a variety of practical engineering problems.
ENGR1105: Engineering Computation and Programming (spring) - 3 Credits
In this course, students will be introduced to computational tools used in engineering through the MATLAB computing and programming environment. Students will also learn and apply fundamental concepts from linear algebra to solve engineering problems computationally. Topics to be introduced include loops, functions, arrays, matrices, and vectors. Students will be expected to complete weekly assignments and a final project in which students will use the MATLAB computing environment to solve an appropriately scoped computing/engineering problem.
ENGR1702: First-Year Human-Centered Engineering Reflection 1 (fall) - 0 Credits
Students will engage in weekly reflection sessions designed to integrate experiences in the HCE classroom with broader questions about the relationship between engineering, design, and society. Drawing on a variety of reflection practices, students will consider the role of engineering knowledge in complex sociotechnical systems, what it means to do human-centered engineering for the common good, the moral and ethical dimensions of engineering practice, and their own formation as students and individuals.
ENGR1703: First-year Human-Centered Engineering Reflection 2 (spring) - 0 Credits
Students will continue to engage in weekly reflection sessions designed to integrate experiences in the HCE classroom with broader questions about the relationship between engineering, design, and society. Drawing on a variety of reflection practices, students will consider the role of engineering knowledge in complex sociotechnical systems, what it means to do human-centered engineering for the common good, the moral and ethical dimensions of engineering practice, and their own formation as students and individuals.
ENGR1801/HIST1672: Making the Modern World (periodically) - 6 Credits
*Fulfills the requirement for Introduction to Human-Centered Design
*Complex Problems course that fulfills Core requirements in History II, Natural Science, and Cultural Diversity
Engineering systems present pressing technical, ethical, and moral problems that we must grapple with as global citizens. In this class students engage with the social, cultural, and institutional history of engineering; learn foundational skills in quantitative analysis of real-world engineering designs; and understand the political, environmental, economic, and ethical tradeoffs associated with building the modern world. Students collaborate on design projects based on human-centered engineering that culminate in an end-of-semester design conference.
ENGR2101: Engineering Foundations Studio I (fall) - 3 Credits
This course is designed to help students begin to mechanically analyze the physical objects in the world around them. Students will learn how to look at systems and determine how to model the forces and reactions for statically determinate systems. This course will also cover math topics including integrals and their applications, vectors, vector functions, vector calculus (introductory level). Fundamental themes of materials science-- structure-property-processing relationships in materials, specifically metals, ceramics, and plastics will also be investigated.
ENGR2102: Engineering Foundations Studio II (fall) - 3 Credits
This course is designed to help students begin to mechanically analyze the physical objects in the world around them. Students will learn how to look at systems and determine how to model the forces and reactions for statically determinate systems. This course will also cover math topics including integrals and their applications, vectors, vector functions, vector calculus (introductory level). Fundamental themes of materials science-- structure-property-processing relationships in materials, specifically metals, ceramics, and plastics will also be investigated.
ENGR2103: Engineering Foundations Studio III (spring) - 4 Credits
In this course, students will be introduced to fluids, transport phenomena, and thermodynamics. Students will first learn about mass transport and conservation of mass and momentum before exploring the relationship between mass balance and fluids and transport. This knowledge will then feed into discussions of thermodynamics to elucidate how systems interact with their surroundings. Students will be expected to understand the concepts of mass balance, fluid flow, laws of thermodynamics, internal energy, work, enthalpy, entropy, and heat transfer.
ENGR2104: Engineering Foundations Studio IV (spring) - 4 Credits
In this course students will be introduced to the analysis of complex engineering systems in the real world. Students will learn several quantitative methods for modeling engineering systems including simple and complex networks and material flow analysis. Mathematical concepts of probability and statistics such as Poisson processes, return periods, and error propagation will be applied to various engineering domains. Students will also be introduced to engineering economics and life cycle assessment for situating engineering decisions within their economic, social, and environmental contexts.
ENGR2105: Engineering Foundations Studio V (spring) - 2 Credits
In this course students will conduct semester-long projects in human-centered engineering analysis. In small groups and with a faculty advisor, students will identify a topic of interest in the domains of health, energy, or the environment; conduct background research using literature sources; define a problem and an appropriate engineering methodology; execute their analysis; and prepare a report of their conclusions. Students will be expected to identify and apply mathematical, scientific, and engineering concepts relevant to their project. Students will gain experience with project management, teamwork, and professional communication.
ENGR2702: Second-Year Human Centered Engineering 1 (fall) - 0 Credits
Students will participate in weekly reflections designed to integrate experiences in the HCE classroom with broader questions about the relationships among engineering, design, and society. In the second year, students will explore ideas of engineering identity, connections between engineering and philosophy and theology, and the needs of HCE as a new field of study.
ENGR2703: Second-Year Human Centered Engineering 2 (spring) - 0 Credits
Students will continue to participate in weekly reflections designed to integrate experiences in the HCE classroom with broader questions about the relationships among engineering, design, and society. In the second year, students will explore ideas of engineering identity, connections between engineering and philosophy and theology, and the needs of HCE as a new field of study.
ENGR3105: Statistical Data Analysis and Machine Learning (fall) - 4 Credits
ENGR3101: Human Factors in Engineering Design (spring) - 3 Credits
ENGR3702: Third-Year Human-Centered Engineering Reflection 1 (fall) - 0 Credits
ENGR3703: Third-Year Human-Centered Engineering Reflection 2 (spring) - 0 Credits
ENGR3801: Collaborative Service Engineering Project (spring) - 3 Credits
Concentration electives (fall/spring) - 3-4 Credits
Technical engineering electives related to health, energy, and/or the environment
ENGR4801-2: Senior Impact Project (fall/spring) - 3 Credits/semester = total 6 Credits
ENGR: Advanced Engineering Mathematics (spring) - 3 Credits
ENGR4702: Fourth-Year Human-Centered Engineering Reflection 1 (fall) - 0 Credits
ENGR4703: Fourth-Year Human-Centered Engineering Reflection 2 (spring) - 0 Credits
Concentration electives (fall/spring) - 3-4 Credits
Technical engineering electives related to health, energy, and/or the environment
ENGR4901: Undergraduate Research in Human-Centered Engineering (fall/spring) - 3 Credits
Undergraduate research in Human-Centered Engineering under the direction of a faculty member.
ENGR4911: Independent Study in Human-Centered Engineering- (fall/spring) - 3 Credits
Independent study in Human-Centered Engineering under the direction of a faculty member.
ENGR4912: Independent Study in Human-Centered Engineering- (fall/spring) - 2 Credits
Independent study in Human-Centered Engineering under the direction of a faculty member
ENGR4921: Topics in Human-Centered Engineering- (fall/spring) - 3 Credits
Topics for this course vary from semester to semester and are determined by the interests of faculty and students.
Careers
Paths
The Human-Centered Engineering program prepares students to be catalysts for good—whether it’s in the private or public sector, industry, or non-profit realm. Concentrations in Environment, Health, and Energy provide students the academic background to succeed in a range of careers. Potential career paths include:
- Product design engineer in the healthcare sector
- Environmental policy consultant
- Engineer at an alternative energy startup
- Technical analyst at a social impact NGO
- Engineering systems specialist
- Program manager in the high-tech sector
BC Career Center
The BC Career Center has extensive programs and resources to help you identify and prepare for a fulfilling career after graduation. Sign up for career coaching, browse internship and job listings, and connect with alumni in the engineering field. So far HCE students have found internships in academic engineering labs, environmental conservation organizations, and industry.
On Campus Opportunities
Department of Engineering
To learn more about student job opportunities in the Department of Engineering contact Christine Brown.
Undergraduate Research Assistants
Engineering faculty are committed to working with undergraduates in their engineering labs and collaborating with students on faculty research projects. Students interested in doing research in an engineering lab should familiarize themselves with the Engineering faculty and their research interests. Students are welcome to reach out to the department administrator or specific faculty members to inquire about open positions. Engineering labs focus on a number of different areas of engineering, so research responsibilities will depend on the faculty member’s expertise and the specific projects at hand. Engineering faculty work with HCE majors and students who are majoring in other programs at Boston College.
Undergraduate Teaching and Lab Assistants in Engineering
The Engineering department periodically has openings for undergraduate teaching assistants and lab assistants.
Potential Employers: If you are interested in offering an internship or job to a Boston College Human-Centered Engineering student, contact the BC Career Center at 617-552-3430.
FAQ
Incoming first-year students must be admitted as HCE majors in the Morrissey College of Arts and Sciences to be part of the undergraduate engineering major. If you are interested in the major, designate HCE in your Common App to Boston College.
Incoming first-year students must be admitted as HCE majors in the Morrissey College of Arts and Sciences to be part of the undergraduate engineering major. BC students can enroll in HCE courses open to non-majors (e.g. ENGR1025: Innovation Through Design Thinking and Enduring Questions and/or Complex Problems courses with Engineering faculty) and reach out to HCE faculty regarding opportunities for research.
Incoming first-year students must be admitted as HCE majors in the Morrissey College of Arts and Sciences to be part of the undergraduate engineering major. Faculty welcome non-majors to enroll in engineering courses offered to all students. First-year students might be interested in taking Complex Problems or Enduring Questions courses on offer, such as ENGR1801/HIST1627 Making the Modern World: Design, Ethics, and Engineering. Students from any class might also think about taking ENGR1025: Innovation Through Design Thinking.
Engineering faculty members collaborate with undergraduate students in their research. Any BC student – HCE majors and students majoring in other academic programs – is welcome to reach out to an engineering faculty member after familiarizing themselves with their research. Some student research positions are paid and others are available for academic credit.
Contact
Glenn Gaudette
Chair, Department of Engineering
glenn.gaudette@bc.edu 617-552-2049 245 Beacon Street, Room 511
Jenna Tonn
Director of Undergraduate Studies
jenna.tonn@bc.edu 617-552-6901 245 Beacon Street, Room 308B
Students will have a deep appreciation for the ways their actions impact human society and the environment at large.
Students will be able to apply a breadth and depth of appropriate engineering sciences knowledge, skills, and techniques from different fields to solve complex engineering problems.
Students will apply their skills and knowledge through creative problem solving.
Students will have an appreciation for engineering as an inherently human endeavor, and will take a human-centered approach as engineers.
Students will be lifelong learners who have the ability and confidence to acquire new skills and knowledge, using technologies yet to be developed, in order to address problems yet to be identified.
Students will work fluently as active contributors in multidisciplinary teams to identify and implement engineering solutions nested within complex problems.
Students will be able to effectively translate their ideas through written, oral, visual, and other forms of communication.
Students will be entrepreneurially-minded and will have the confidence and competence to realize ideas.