Engineering Guidebook

2015-2016

Bioengineering

Electrical

Environmental

Mechanical

Engineering Guidebook 2

What is engineering? In the simplest terms, engineers provide solutions to the world’s problems – from increasing productivity

with new electronic devices, to saving lives with advanced medical technologies, to protecting vital

ecosystems by controlling pollution. At its core, engineering is the quantitative art of problem solving.

Engineering is quantitative through the application of engineering analysis, or the specific way

engineers evaluate a complex problem. Engineering analysis involves taking any problem, no matter

how complex, breaking it down into its fundamental, measurable, and solvable components, and then

applying mathematical and scientific principles to understand and predict the behavior of the system. Engineering is art through the process of engineering design, or the creative way engineers generate

solutions. Engineering design is the iterative process of developing a system, component, or process

that meets specific needs. By creatively applying engineering analysis and design within the constraints

of real-world systems, engineers produce custom-made solutions to any problem.

While training in engineering analysis and design is unique to engineering programs, the skills

engineering students develop are transferrable to any field. This makes engineers highly sought after

for careers in a vast array of professions. Our engineering graduates have gone on to top-ranked

research institutions for graduate studies (in engineering, as well as science, medicine, and other

fields); have received prestigious awards like the Fulbright Scholarship and National Science

Foundation Graduate Research Fellowship; and have pursued successful careers at a wide variety of

organizations from small start-ups, to government agencies, to large engineering, technology, and

finance firms.

Why study engineering at Harvard? The undergraduate engineering programs in the Harvard John A. Paulson School of Engineering and

Applied Sciences (SEAS) provide concentrators with an exceptional education. Our goal is to create “T-

shaped” engineers who have technical depth in their field coupled with the breadth of a full Harvard

liberal arts experience. This is one of the amazing parts of pursuing engineering at Harvard – you can

complete an ABET-accredited engineering degree while taking advantage of the unparalleled liberal

arts and residential life experiences available to all Harvard College undergraduates. It is through this

unique placement of our engineering curriculum within the liberal arts setting that we are able to

effectively train not just future engineers, but future leaders prepared to apply their engineering mindset

to a broad range of fields. SEAS fosters an interdisciplinary approach to engineering and the applied sciences. There are no

departments; the School is organized around teaching foundational engineering and applied science

disciplines that are essential to addressing today’s global problems and that harness the larger

University’s strengths. Concentrators work with faculty who are solving big, complex problems on the

frontiers of translational life sciences, computational science and engineering, energy, environmental

science and engineering, robotics and controls, materials, nanophotonics and nanoelectronics, just to

name a few. In addition, students have the opportunity to work in collaboration with the Faculty of Arts

and Sciences and the professional schools. Plus, we strongly encourage undergraduates to pursue

serious academic research with our faculty – it’s even possible to begin working on a project during

your freshman year.

Cover image excerpted from “Design for a spinning machine” Codice Atlantico. F.1090v/393v-a. in the Codex Atlanticus (original copy in the

Biblioteca Ambosiana, Milan, 1503/4-07) by Vinci, Leonardo da (1452-1519). Access via http://ids.lib.harvard.edu/ids/view/11011260

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What are the engineering concentrations at SEAS? Students have the opportunity to pursue their interests in four primary engineering disciplines through either a Bachelor of Arts (A.B.) or a Bachelor of Science (S.B.) degree. The A.B. programs require 14-16 half courses and the S.B. programs require 20 half-courses. Students in the A.B. programs have greater flexibility to pursue related topics in the sciences, social sciences, and humanities; while students in the S.B. programs gain greater exposure to engineering, and in particular to engineering design. The specific names of the degree options for each discipline are shown in the following table.

Engineering Discipline Bachelor of Arts Bachelor of Science

Bioengineering (More info on pages 7-8)

A.B. Biomedical Engineering A.B. Engineering Sciences (Biomedical Sciences and Engineering Track)

S.B. Engineering Sciences (Bioengineering Track)

Electrical (More info on pages 9-10)

A.B. Engineering Sciences (Electrical and Computer Engineering Track)

S.B. Electrical Engineering

Environmental (More info on pages 11-12)

A.B. Engineering Sciences (Environmental Science and Engineering Track)

S.B. Engineering Sciences (Environmental Science and Engineering Track)

Mechanical (More info on pages 13-14)

A.B. Engineering Sciences (Mechanical and Materials Science and Engineering Track)

S.B. Mechanical Engineering

What should you do if you’re interested in engineering?

1. Talk to an Assistant Director of Undergraduate Studies (ADUS) or Director of Undergraduate Studies (DUS)

We encourage any student with an interest in engineering to talk to one of our ADUSes or DUSes. The ADUSes are connected to certain areas where they advise concentrators, but all of them are prepared to talk with any pre-concentrator about the various engineering options in SEAS. Please send us an email or drop by during office hours.

Assistant Directors of Undergraduate Studies

Dr. Sujata Bhatia Dr. Christopher Lombardo Dr. Patrick Ulrich

Bioengineering Electrical Engineering Mechanical Engineering

Environmental Science & Engineering

sbhatia@seas.harvard.edu lombardo@seas.harvard.edu pulrich@seas.harvard.edu

Pierce Hall 206C Pierce Hall 287 Pierce Hall 117

Directors of Undergraduate Studies

Prof. David Mooney Prof. Evelyn Hu Prof. Joost Vlassak Prof. Zhiming Kuang

Bioengineering Electrical Engineering

Mechanical Engineering Environmental Science

& Engineering

mooneyd@seas.harvard.edu ehu@seas.harvard.edu vlassak@seas.harvard.edu zkuang@seas.harvard.edu

Pierce Hall 319 Pierce Hall 112 Pierce Hall 308 Geological Museum 455

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2. Explore the engineering disciplines through a gateway course We offer gateway courses in each of our engineering disciplines. These courses are designed to allow students to explore their interests across the different areas, as well as to establish a foundation for upper-level courses within the concentrations.

○ These gateway courses are commonly taken by pre-concentrators in their freshman year and can count

toward the General Education requirements:

■ Environmental Science & Engineering Engineering Sciences 6: Introduction to Environmental Science & Engineering (Spring) This course provides an introduction to environmental science and engineering through case studies of some of the most pressing environmental issues: climate, energy, and air quality; food production and environmental impact; availability and quality of water; and species biodiversity and ecosystem services. Engineering solutions are discussed in the context of energy production, air and water pollution control technologies, design of effective monitoring strategies for ecological populations, and metrics used to evaluate the effectiveness of environmental policies. Lab sessions and a final project provide opportunities to experience environmental science and engineering in action.

■ Electrical Engineering Engineering Sciences 50: Introduction to Electrical Engineering (Fall) Students will gain basic experience in many different areas of electrical engineering including: circuits design and analysis, signal and image processing, controls, electronic and photonic devices, and integrated circuits. ES50 has a weekly hands-on laboratory component and culminates in an end-of-semester electronics project. Past examples of final projects have included a rubik's cube solver and a sound activated disco floor.

○ These gateway courses are commonly taken by pre-concentrators in their sophomore year or sometimes in their freshman year:

■ Mechanical Engineering Engineering Sciences 51: Computer Aided Machine Design (Fall, Spring) This is an introductory course in the design and construction of mechanical and electromechanical devices. The course focuses on engineering graphics and manufacturing, emphasizing the ability to analyze and model physical systems using professional CAD software. For the final project, students work in teams to design a robot to compete in a class competition, and realize their design by building the robot from scratch with numerically controlled machine tools for rapid prototyping, in addition to 3D printing and laser cutting.

■ Electrical Engineering Engineering Sciences 52: The Joy of Electronics (Fall, Spring) This course is an Introduction to designing circuits to solve real problems. Two lecture and two lab sessions a week blend instruction with hands-on lab work to emphasize understanding, building and testing circuits. The course incorporates useful design experiences from day one and ends with an open ended project that challenges students to build on core concepts. Covered topics include amplification, feedback, impedance, stability, filtering, switching, digital logic, microcontrollers, and more.

■ Bioengineering Engineering Sciences 53: Quantitative Physiology as a Basis for Bioengineering (Fall) This course takes students through each organ system of the body and its unique physiology, so that students can quantitatively describe each organ system and comprehend medicine and disease processes. The hands-on component of the course includes performing EKGs to understand cardiac electrophysiology, as well as electromyography to better understand nerve conduction. There are also lab activities focused on vision and the auditory system, as well as a lab on the pulmonary system.

NOTE: Students interested in the Mechanical Engineering S.B. degree should carefully consider their selection of a gateway course. ES 6, ES 50, and ES 53 will count as the only engineering elective for the Mechanical Engineering S.B. degree (whereas ES 51 and ES 52 are required for the degree). Contact Chris Lombardo, ADUS for Mechanical Engineering, with any questions (lombardo@seas.harvard.edu).

3. Fulfill common math & science core requirements We generally recommend that students plan to complete their math, chemistry, and physics requirements by the end of their sophomore year. The following courses can be used to fulfill the math and science requirements of all of the engineering concentrations:

■ Math 1a, 1b ■ Applied Math 21a, 21b (students can also take the Math 21 or 23 series or above) ■ LS 1a and PS 11

■ Applied Physics 50a, 50b (students can also take the PS 12 or Physics 15/16 series)

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Frequently Asked Questions

● What’s the difference between an A.B. and an S.B.?

The Bachelor of Arts (A.B.) degree is similar to that available through other Harvard College concentrations. For the engineering concentrations, the A.B. degree requires 14 to 16 half-courses (dependent on a student’s math placement). This degree provides outstanding preparation for graduate study in engineering and careers in other professions (finance, business, law, medicine, etc.). Due to its moderate total course requirements, the A.B. offers greater flexibility than the S.B. degree, allowing students to pursue their interests outside of engineering, or giving them the freedom to selectively deepen their engineering education by taking additional technical courses of their choice. Students who have pursued the A.B. degree have gone on to top graduate programs in engineering, computer science, medicine, and related fields.

The Bachelor of Science (S.B.) degree programs require a minimum of 20 half-courses and give students the level of technical depth comparable to accredited engineering programs at other major universities. The additional course requirements in the S.B. program provide students with greater depth in their chosen area and required courses in engineering design. In their junior year, S.B. concentrators take a team-based design course (typically ES 96), which provides the opportunity to be part of a multidisciplinary team that will analyze and design a prototype solution for a real-world engineering problem. Past ES 96 projects have included designing a shoe insert to detect the early formation of diabetic ulcers and a novel research instrument to measure atmospheric ozone concentrations while suspended in the payload of a high-altitude balloon. In their senior year, all S.B. concentrators take a year-long capstone design course (ES 100hf) in which they design and prototype a solution to an engineering problem of their own choice. This project is their senior design thesis. In addition to providing exceptional preparation for graduate school and careers in other professions, an S.B. degree also provides outstanding preparation for a career in professional engineering practice.

● Can you tell me more about ABET?

The S.B. program in Engineering Sciences is accredited by ABET, the national accreditation agency for engineering programs in the United States. Completing an undergraduate degree from an ABET-accredited program is necessary to sit for the Fundamentals of Engineering (F.E.) examination, which is typically the first step in the process leading to licensure as a Professional Engineer (P.E.). The Mechanical Engineering and Electrical Engineering concentrations transitioned from tracks within Engineering Sciences to their own stand-alone concentrations in Fall 2012. These programs will seek ABET accreditation during the 2015-2016 review cycle.

● Why should I study a particular area of engineering?

All engineering students at SEAS select a particular area of engineering through their choice of concentration or a specific track within a concentration. Each area offers both common and distinct opportunities for learning and exploration. While there are many commonalities across engineering fields (e.g., the engineering design process and mathematical analysis), each discipline has its own set of core knowledge, skills, and technologies that are specific to solving the motivating problems and advancing innovation within the field. By following the requirements for a specific area, students are assured of receiving depth within their chosen discipline and breadth across engineering as a whole.

● Does Harvard offer a degree in other engineering areas?

Harvard currently offers A.B. and S.B. options in each of the four core areas mentioned above (bioengineering, electrical, environmental, and mechanical) as well as an A.B. Track in Engineering Physics. Students with engineering interests outside of these core areas can explore the topic through coursework (including cross-registering for courses at MIT), term-time and summer research experiences, and a senior research thesis. Additionally, students whose interests span the disciplines offered in SEAS may apply to the Cross-Disciplinary Track of the Engineering Sciences S.B. concentration, which provides the flexibility to develop a specific program of study that bridges the core engineering areas.

● What will my diploma say?

Your diploma (and official transcript) will list the name of your concentration and will not include information about any designated tracks within that concentration. For example, a student graduating from the Biomedical Sciences and Engineering Track of the Engineering Sciences A.B. concentration will have a diploma that reads Bachelor of Arts in Engineering Sciences; while a student graduating from the Biomedical Engineering A.B. program will have a diploma that reads Bachelor of Arts in Biomedical Engineering.

● How many students are there in engineering?

The table below shows the total number of concentrators across all engineering areas over the last five years:

Academic Year: 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Total Concentrators: 170 211 236 255 258

● Is a thesis required?

For an A.B. degree, a research thesis is strongly encouraged but not required; however, a thesis is necessary to be considered for High or Highest Honors. Additionally, a thesis will be particularly useful for students interested in pursuing graduate engineering research. In the S.B. degree programs, every student completes a design thesis as part of the required senior capstone design course (ES 100hf).

● Can I do an engineering secondary?

There are currently no Secondary Fields offered in any of the engineering disciplines. However, many engineering concentrators pursue a secondary in other fields.

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● How are Engineering and Computer Science related?

Computer Science is the theory and practice of computing on information of all kinds — that is, computer science includes the design, construction, and analysis of computer systems, drawing on the methods of both applied mathematics and engineering. Computer scientists perform research on software, graphics, artificial intelligence, networks, parallel and distributed systems, algorithms, and theory. Engineering is fundamentally the design of new systems to meet societal needs. The tools of computer science are certainly necessary for engineering work, particularly for engineering work that involves modeling, information processing, robotics, and data analysis.

● How are Engineering and Applied Math related?

Applied mathematics focuses on the creation and study of mathematical and computational tools broadly applicable in science and engineering, and on their use in solving challenging problems in these and related fields. Engineers use the tools of applied mathematics for the design of new systems to meet societal needs.

● What is the Sophomore Forum?

The Sophomore Forum is a required non-credit workshop series taken in spring of the sophomore year. The forum provides new engineering concentrators with exposure to important topics related to engineering practice and an opportunity to build community among their peers.

● How demanding is the workload for a typical course?

Concentrators can expect to invest the same amount of time in their courses as students pursuing concentrations in the natural or physical sciences (e.g., biology, physics, chemistry, etc.).

● What math should I start in?

In general, we recommend that students begin taking mathematics in their first semester, and plan to have completed at least the introductory mathematics sequence through Applied Math 21b (or equivalent) by the end of their sophomore year. Freshmen are encouraged to talk with advisers in the Mathematics Department to discuss their placement scores and the most appropriate course with which to begin. Students graduating from the engineering concentrations have had success starting in Math Ma through Math 21a or higher. Students who start in Math Ma should speak with an ADUS as soon as possible to discuss course planning and ensure degree requirements can be met in a timely way.

● When should I take physics?

Physics provides a scientific basis for many of your upper-level engineering courses. We strongly encourage completion of the physics requirements in your freshman or sophomore years.

● When should I take chemistry?

We recommend that you take chemistry in your freshman or sophomore years. Chemistry will be a prerequisite for some upper-level environmental engineering and bioengineering courses. In addition, students wishing to attend medical school will need chemistry background for the MCAT.

● When should I take CS 50?

CS 50 can be taken at any time during your engineering education from freshman through senior year. A programming background is helpful but not required for most upper-level engineering courses. The exception is concentrators in Electrical Engineering, who will benefit from taking CS 50 in their freshman or sophomore year.

● Can you tell me more about research opportunities?

We strongly encourage students to consider pursuing a research project, and you can leverage research opportunities in any of the faculty research labs at SEAS. Students can seek funding for research through the Program for Research in Science and Engineering (PRISE), Harvard College Research Program (HCRP), and Herchel Smith Fellowship. Students may also seek opportunities for research at Harvard Medical School, affiliated Harvard institutes, and at MIT.

● Can you tell me more about internship opportunities?

Internships can be an important part of your career development. They allow you to learn what it is like to work in the field of your choice, and you will gain technical expertise that cannot be replicated in the classroom. Internships build your resume and give potential future employers concrete evidence of work experiences. Engineering summer internships, as well as internship-like opportunities at universities and government agencies, commonly become available in the start of a new year, so it is helpful to use holiday periods and the January term for networking. However, some large companies recruit for summer internships in the fall, while others – particularly start-ups – won’t know about internships until very late in the year. That means that it is important to start your search early, but that you shouldn’t give up if it is getting late.

● What are the first steps in my internship search?

It’s never too early to start planning so that you’ll have plenty of time to network and explore potential opportunities. We recommend that you utilize resources from the Office of Career Services to draft a resume and create a LinkedIn account. Then, please contact the Director of Career Development at SEAS (Dr. Keith Karasek, kkarasek@seas.harvard.edu) to request a one-on-one meeting to discuss your individual interests and internship search strategy.

● Are there engineering-related extracurricular activities or student clubs?

Yes, some examples of our clubs are Engineers Without Borders, Women in Computer Science, RoboCup, and the Biomedical Engineering Society. SEAS also provides Nectar funding to support independent co-curricular student projects. More information can be found on the SEAS website.

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Bioengineering http://www.seas.harvard.edu/programs/engineering/bioengineering

For more information:

Contact Dr. Sujata Bhatia, Assistant Director of Undergraduate Studies (sbhatia@seas.harvard.edu) Contact Prof. David Mooney, Director of Undergraduate Studies (mooneyd@seas.harvard.edu)

Bioengineering (BE) lies at the intersection of the physical and life sciences, incorporating principles from physics and chemistry to understand the operation of living systems. As in other engineering fields, the approach is highly quantitative: mathematical analysis and modeling are used to capture the function of systems from subcellular to organism scales. An education in biomedical engineering, and engineering more broadly, enables students to translate abstract hypotheses and scientific knowledge into working systems (e.g., prosthetic devices, imaging systems, and biopharmaceuticals).

● What do BE students study?

Our curriculum emphasizes a solid background in the chemical and biological aspects of the biomedical engineering field, with ample opportunity to learn about state-of-the-art technologies. In particular, students will learn methods for mathematically modeling, analyzing, and predicting behavior of physiological systems. Students will also learn the mechanistic basis for common physiological phenomena. Students will learn thermodynamics, fluid mechanics, and materials science, and will be encouraged to apply these core concepts to biological systems. Students will have the opportunity to take electives in cell engineering, tissue engineering, neural control of movement, drug delivery, biomaterials, and medical device design. Through this coursework, students also gain experience in the engineering design process, the engineering activity that requires creative synthesis as well as analysis.

● Examples of common upper-level BE courses:

Students take courses in systems modeling (ES 53 and BE 110) to better understand and mathematically model non-linear, complex biological systems; thermodynamics (ES 181 or MCB 199) to appreciate the basic driving forces underlying biological and chemical systems; the fundamental processes of heat and mass transport (ES 123) that often control the rates of system changes; molecular to tissue level engineering of biological systems (BE 121, BE 125, BE 191, ES 221); and clinical needs assessment and device design (ES 227).

● What is the difference between the A.B. and S.B. options in BE?

The aims of the two concentrations are similar, but the A.B. in Biomedical Engineering prepares people better for doing research in a wet lab or attending medical school, and gives students a better understanding of the life sciences. The A.B. in Biomedical Engineering requires 14 courses, while the S.B. in Engineering Sciences requires 20 courses. The S.B. in Engineering Sciences on the Bioengineering Track is a more traditional engineering degree with the opportunity to supplement with further biology related courses. An A.B. degree, particularly in BME, is a good choice for students whose goal is to attend medical school and become a practicing physician. Both A.B. and S.B. students have attended some of the top medical schools, graduate schools, and M.D.-Ph.D. programs in the nation.

● Common employment sectors for graduates with BE degrees include:

○ Education and research: Teaching at the high school through university level, cutting-edge bioengineering research at universities and government agencies

○ Medicine: Practicing physicians in all clinical specialties, and research physicians performing clinical trials and translational research

○ Industry: Work at engineering, consulting, medical device, pharmaceutical, and biotech firms

● What have Harvard’s BE alumni gone on to do?

○ Mureji Fatunde (‘12) - Mureji is a graduate of the A.B. program in Biomedical Engineering. She pursued public policy research during her undergraduate years. She won a Whitaker International Fellowship to obtain her master’s degree from the London School of Economics. She has worked with the World Health Organization and plans to continue working in global health and public policy.

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○ Tyler Clites (‘14) - Tyler is a graduate of the S.B. program in Engineering Sciences on the Bioengineering Track. He pursued both academic and industrial research internships during his undergraduate years, and he will be attending the Ph.D. program in Bioengineering at MIT. Tyler has been awarded a full fellowship for graduate studies through the National Science Foundation.

○ Justine Hasson (‘14) - Justine is a graduate of the S.B. program in Engineering Sciences on the

Bioengineering Track. She pursued research internships both at Harvard and in Germany during her undergraduate years. She will be working as a management consultant at Boston Consulting Group, and she has been accepted to the 2+2 program at Harvard Business School (a deferred admission process comprised of two years of professional work experience followed by two years in the HBS MBA Program).

○ Nick Perkons (‘14) - Nick is a graduate of the S.B. program in Engineering Sciences on the

Bioengineering Track. He pursued both academic and industrial research internships during his undergraduate years, and he will be attending the M.D./Ph.D. program in Bioengineering at the University of Pennsylvania. Nick has been awarded a full fellowship for graduate studies through the Medical Scientist Training Program.

● Sample 2-Year Schedule for Bioengineering if starting in Math 1a

Fall 1st

Year MATH 1a - Intro to Calculus LS 1a - Intro Life Sciences

Spring 1st

Year MATH 1b - Calculus, Series, & Diff Eq *LS 1b - Intro Life Sciences (Genetics)

Fall 2nd

Year AM 21a - Math Methods In Sciences ES 53 - Quantitative Physiology

Spring 2nd

Year AM 21b - Math Methods In Sciences PS 12a - Physics: Mechanics Sophomore Forum (non-credit)

● Sample 2 Year Schedule for Bioengineering if starting in Applied Math 21a

Fall 1st

Year AM 21a - Math Methods In Sciences LS 1a - Intro Life Sciences

Spring 1st

Year AM 21b - Math Methods In Sciences *LS 1b - Intro Life Sciences (Genetics)

Fall 2nd

Year ES 53 - Quantitative Physiology CHEM 17 - Organic Chemistry

Spring 2nd

Year *CHEM 27 - Organic Chemistry

or Applied Math Elective PS 12a - Physics: Mechanics Sophomore Forum (non-credit)

* While not strictly required for the S.B. program, many S.B. students who are interested in a career in medicine choose to take these courses.

Engineering Guidebook 9

Electrical Engineering http://www.seas.harvard.edu/programs/engineering/electrical-engineering For more information:

Contact Dr. Christopher Lombardo, Assistant Director of Undergraduate Studies (lombardo@seas.harvard.edu) Contact Prof. Evelyn Hu, Director of Undergraduate Studies (ehu@seas.harvard.edu)

Electrical engineering (EE) has long played a critical role in undergirding innovations that improve the quality of life, support economic growth, and address societal problems. Its emergence as a separate field of study in the late 19th century paralleled, and was responsive to, the large-scale introduction of telegraphy and electrical lighting. Electrical engineering has continued to play a pivotal role in power and energy distribution, communications, and computation, even as the power-carrying channels have evolved from heavy metal cables to nanowires or optical fibers; the networks of communications have evolved from wires to wireless to neurons; and the basic electrical switches have evolved from vacuum tubes to transistors to carbon nanotubes. The essential technologies that connect society—mobile phones, laptops, wireless communications, downloaded videos, light-emitting diodes, electronic displays, “smart” power grids, and rapidly evolving systems for monetary transactions—are all evidence of the impact of innovation in electrical engineering. ● What do EE students study?

Our curriculum emphasizes both depth and breadth within the sub-disciplines of electrical engineering. All students will specialize in electronic circuits and devices while being provided the opportunity explore signals and systems theory, control systems, robotics, optoelectronic devices, integrated circuits, energy systems, computer vision, electronic materials, computer software and hardware, as well as mechanical, biological, and environmental systems. Through this coursework, students also gain experience in the engineering design process, the engineering activity that requires creative synthesis as well as analysis.

● Examples of common upper-level EE courses:

○ ES 173: Intro to Electronic and Photonic Devices - This course focuses on physical principles underlying semiconductor devices: electrons and holes in semiconductors, energies and bandgaps, transport properties of electrons and holes, p-n junctions, transistors, light emitting diodes, lasers, solar cells and thermoelectric devices.

○ CS 141: Computing Hardware - Introduction to the design, structure, and operation of digital computers; logic circuits and digital electronics; computer arithmetic; computer architecture; and machine language programming.

○ ES 156: Signals and Systems - Time and frequency domain representations and analysis of signals and systems. Convolution and linear input-output systems in continuous and discrete time. Fourier transforms and Fourier series for continuous- and discrete-time signals. Laplace and Z transforms. Analog and digital filtering. Modulation. Sampling. FFT. Applications in circuit analysis, communication, control, and computing.

● What is the difference between the A.B. and S.B. degrees in EE?

Students interested in electrical engineering have the option to pursue the Electrical and Computer Engineering Track of a Bachelor of Arts (A.B.) in Engineering Sciences or the Bachelor of Science (S.B.) in Electrical Engineering, a newer program for which we are seeking ABET accreditation. Students in either degree program take many of the same upper-level EE courses. The A.B. program affords the flexibility to pursue complementary studies in other disciplines or to dive deeper into a specific sub-discipline of EE, while the S.B. program provides a broader basis in engineering fundamentals with courses from other engineering areas and design.

● Common employment sectors for graduates with EE degrees include:

○ Industry: Design of software and hardware for a wide range of electronic and optical systems including: consumer electronics, defense applications, wireless communications, data networks, energy production, robotics, integrated circuits, etc.

○ Education and research: Teaching at the high school through university level, cutting-edge electronics and engineering research at universities and government research centers

○ Other career paths: Other career paths include engineering consulting, public service, social entrepreneurship, technology startups, and business

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● What have Harvard’s EE alumni gone on to do? ○ Katherine Cagen (‘14) - Hardware Engineer, Microsoft Corporation

Katherine Cagen graduated from Harvard College in 2014 with the S.B. degree in Electrical Engineering. During the summer after her junior year, she interned at Microsoft in Redmond, WA, as a Software Development Engineer. As an SDE, she wrote code for the Windows Phone mobile operating system. After graduating, she returned to Microsoft as a Hardware Development Engineer to work on the Surface line of tablet computers.

○ Tyler Kugler (‘15) - Associate Product Manager, Google Tyler Kugler graduated from Harvard College in 2015 with the S.B. degree in Electrical Engineering Following graduation, Tyler will be moving to the San Francisco Bay Area to work as an Associate Product Manager at Google in Mountain View. In the APM program, Tyler works closely with engineering, sales, and marketing teams to develop Google's next generation of products.

○ Bethany Kanten (‘15) – Field Engineer, Off-Grid Electric

Bethany Kanten graduated from Harvard College in 2015 with the S.B. degree in Electrical Engineering. After graduation, she moved to Arusha, Tanzania to begin work with Off-Grid Electric as a Field Engineer. Off-Grid Electric is a company that provides solar energy as a service to customers that currently are without access to the national grid. Within her company, Bethany will be working with the product development team where she will communicate changes in product hardware/software—and how these these changes improve the functionality of the energy systems—to sales, installation, and service officers in every region in Tanzania. This role allows her to take advantage of the technical knowledge she gained as a concentrator in Electrical Engineering, and also use the communication skills she gained as a teaching fellow for ES52: The Joy of Electronics.

● Sample 2-Year Schedule for Electrical Engineering if starting in Math 1a

Fall 1st

Year MATH 1a - Intro to Calculus ES 50 - Intro to Electrical Engineering

Spring 1st

Year MATH 1b - Calculus, Series, & Diff Eq ES 52 - The Joy of Electronics PS 11 - Modern Chemistry (for S.B. students)

Fall 2nd

Year AM 21a - Math Methods In Sciences AP 50a - Physics: Mechanics CS 50 - Intro to Computer Science

Spring 2nd

Year AM 21b - Math Methods In Sciences AP 50b - Physics: Electromagnetism Engineering Elective Sophomore Forum (non-credit)

● Sample 2 Year Schedule for Electrical Engineering if starting in Applied Math 21a

Fall 1st

Year AM 21a - Math Methods In Sciences ES 50 - Intro to Electrical Engineering

Spring 1st

Year AM 21b - Math Methods In Sciences ES 52 - The Joy of Electronics PS 12a - Physics: Mechanics

Fall 2nd

Year CS 50 - Intro to Computer Science PS 12b - Physics: Electromagnetism LS 1a - Intro Life Sciences (for S.B. students)

Spring 2nd

Year ES 156 - Signals & Systems Applied Math or EE Elective PS 11 - Modern Chemistry (for S.B. students) Sophomore Forum (non-credit)

Note: Students who know they will concentrate in EE should consider taking ES 52 instead of ES 50. ES 52 can be taken as early as the freshman fall semester. If you are not sure that you want to concentrate in EE, or if you would like a broader introduction with less depth you should consider taking ES 50 first. Alternatively, if you are confident in your background in circuits or are looking for a challenge, you can instead directly take the more rigorous ES 153 (Physics 123) to satisfy the same requirement as ES 52. Contact an instructor or adviser if you are unsure of which class to take.

Engineering Guidebook 11

Environmental Science & Engineering http://www.seas.harvard.edu/programs/engineering/environmental-science-and-engineering

For more information:

Contact Dr. Patrick Ulrich, Assistant Director of Undergraduate Studies (pulrich@seas.harvard.edu) Contact Prof. Zhiming Kuang, Director of Undergraduate Studies (zkuang@seas.harvard.edu)

Our society’s influence on the natural world’s ecosystems and resources has never been more pronounced or problematic than it is today. In order to better understand and address environmental challenges, environmental scientists and engineers provide technical solutions and advance innovations in environmental measurements, modeling, and control. Environmental scientists and engineers apply scientific and engineering principles to:

○ Protect human health from adverse environmental conditions ○ Protect local and global environments from deleterious effects of human activities ○ Measure, model, and improve environmental quality ○ Evaluate and model climate change and climate/energy interactions

● What do ESE students study? Students in Environmental Science and Engineering (ESE) study the fundamental processes and technologies underlying environmental systems, including natural and polluted waters and soils, the atmosphere, climate, and energy. Students learn to apply these principles to develop solutions to complex environmental problems and to mitigate human impacts on the environment.

● Examples of common upper-level ESE courses: ESE students take courses on the fundamental processes governing environmental systems and human impacts on those systems, such as the chemical and physical processes at the intersection of global energy demand and climate feedbacks (ES 135); the principles governing the movement of water in the earth’s subsurface (ES 162), oceans (ES 131), and atmosphere (ES 132); the chemical behavior of pollutants in the aqueous (ES 164) and atmospheric (ES 133) compartments of the environment; the transport and control of pollution in natural waters (ES 163); and the technologies used to purify water for human use and environmental protection (ES 165).

● What is the difference between the A.B. and S.B. options in ESE? Students interested in environmental science & engineering have the option to pursue the ESE Track of either the Bachelor of Arts (A.B.) in Engineering Sciences or the ABET-accredited Bachelor of Science (S.B.) in Engineering Sciences. While students in either degree program take many of the same upper-level ESE courses, the A.B. program offers the flexibility to study complementary disciplines in the natural and social sciences, and the S.B. program provides a broader basis in engineering fundamentals with courses from other engineering areas and design.

● Common employment sectors for graduates with ESE degrees include: ○ Education and research: Teaching at the high school through university level, cutting-edge

environmental research at universities and government centers ○ Public service: Environmental monitoring and analysis, operation and management of environmental

facilities, administration of environmental regulations ○ Engineering consulting: Design of treatment facilities and remediation processes, investigations of

pollutant transport, studies of energy efficiency and sustainability ○ Industry: Evaluate and manage corporate environmental strategies and regulatory compliance ○ Non-governmental organizations: Technical environmental projects to support the organization’s

mission, public education and outreach, environmental policy advocacy

● What have Harvard’s ESE alumni gone on to do? ○ Daniel Curran (‘05) – Principal, Market Strategy

“An ESE degree gives you the technical skills and interdisciplinary exposure needed to take on today’s toughest environmental challenges. My ESE degree led me directly to my first job working with Prof. Steve Wofsy’s research group studying climate change and forest growth in the Amazon rainforest. I then pivoted to the private sector at EnerNOC, a clean tech firm providing energy efficiency solutions. I leveraged my quantitative skills from ESE in a role trading energy efficiency

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savings in wholesale energy markets, competing against traditional fossil fuel power sources. Now, as an MBA candidate at Berkeley-Haas, the skills I developed in ESE allow me the flexibility to explore careers in numerous fields, including tech, healthcare, energy, and beyond.”

○ Mary Boggs (‘06) - Environmental Engineer “An ESE degree has helped prepare me for a career in designing and applying remedial solutions to environmentally-hazardous scenarios across the country. The ESE degree helped me by teaching me the science/chemistry/physics behind the air, water, and soil, as well as how to think when attempting to design the solution. As an environmental engineer at Weston Solutions, I have participated in air quality monitoring on the Louisiana Delta in the aftermath of the Deepwater Horizon Oil Spill, the characterization of a volatile organic carbon plume in a confined aquifer underneath the Aberdeen Proving Grounds in Maryland, and the cleanup of lead dust in residences in a small borough in eastern Pennsylvania.”

○ Kirsten Van Fossen (‘12), Ph.D. Student in Industrial Sustainability “The ESE degree has enabled me to pursue varied environmental engineering experiences in the two years since my graduation. I spent the first year out continuing my thesis research and exploring water engineering topics at the University of São Paulo, Brazil. After the fellowship in Brazil, I joined the Energy Analysis and Sustainability division at the Volpe National Transportation Systems Center, where I now work on projects involving alternative aviation fuels and novel transportation modes. In Autumn 2014, I will start a systems engineering graduate program at the University of Cambridge, studying how to configure environmentally sustainable systems. All along the way, I have been building on the fundamental engineering skills that I developed at Harvard—narrowing in on water filtration and water reuse in Brazil, broadening my engineering profile through my work at Volpe, and soon bringing my assorted experiences together with a systems engineering approach to advance the goal of a safe and healthy environment.”

○ Zander Sebenius (‘13) - Corporate Strategy Analyst “Spending four years in the ESE department helped me to develop the passion and tools necessary to change the way that we generate and consume energy. Since graduating in 2013, I have working in the Corporate Strategy Group at Flextronics, one of the largest electronics manufacturing companies in the world. I have applied my ESE-derived knowledge about renewable energy technology to help Flextronics develop its five-year energy business plan, develop a new LED lighting business, and create a new engagement model for Flextronics to work with innovative start-ups. Moreover, the rigorous ESE curriculum has trained me to problem solve effectively and venture into unexplored areas - in both science and business - with full confidence of success.”

● Sample 2-Year Schedule for the ESE Tracks if starting in Math 1a

Fall 1st

Year MATH 1a - Intro to Calculus LS 1a - Intro Life Sciences

Spring 1st

Year MATH 1b - Calculus, Series, & Diff Eq ES 6 - Environmental Science & Technology

Fall 2nd

Year AM 21a - Math Methods In Sciences CS 50 - Intro to Computer Science AP 50a - Physics: Mechanics

Spring 2nd

Year AM 21b - Math Methods In Sciences PS 11 - Modern Chemistry AP 50b - Physics: Electromagnetism Sophomore Forum (non-credit)

● Sample 2-Year Schedule for the ESE Tracks if starting in Applied Math 21a

Fall 1st

Year AM 21a - Math Methods In Sciences LS 1a - Intro Life Sciences

Spring 1st

Year AM 21b - Math Methods In Sciences ES 6 - Environmental Science & Technology

Fall 2nd

Year CS 50 - Intro to Computer Science AP 50a - Physics: Mechanics Probability & Statistics (for S.B. students)

Spring 2nd

Year PS 11 - Modern Chemistry AP 50b - Physics: Electromagnetism Applied Math Elective (for S.B. students) Sophomore Forum (non-credit)

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Mechanical Engineering http://www.seas.harvard.edu/programs/engineering/mechanical-engineering

For more information:

Contact Dr. Christopher Lombardo, Assistant Director of Undergraduate Studies (lombardo@seas.harvard.edu) Contact Prof. Joost Vlassak, Director of Undergraduate Studies (vlassak@seas.harvard.edu)

Mechanical engineering (ME) uses the principles of physics and materials science for the analysis and design of mechanical and thermal systems. Mechanical engineering is critical to the success of many human enterprises – it plays a central role in the generation and distribution of energy, transportation, manufacturing, and infrastructure development. Nearly every product or service in modern life has been touched in some way by a mechanical engineer.

● What do ME students study? Mechanical Engineering concentrators receive a foundational education in a discipline central to challenges in energy, transportation, manufacturing, robotics, and the development of public infrastructure. Mechanical Engineering deals with the study and application of mechanical and thermal systems. It covers a range of subtopics including mechatronics and robotics, structural analysis, thermodynamics and engineering design including the analysis of mechanical systems using finite element methods, the science of new materials, and devices for micro electromechanical systems (MEMS) and biological and nanotechnology applications.

● Examples of common upper-level ME courses: ○ ES 123: Intro to Fluid Mechanics and Transport Processes - Basic elements of steady and unsteady

thermal conduction and mass diffusion. Statics and dynamics of fluids. Buoyancy-stability and hydrostatics. Laminar viscous flows, potential flows, origin of lift, and basic aspects of boundary layers. Navier-Stokes and continuity equations.

○ ES 125: Mechanical Systems - Modeling and analysis of mechanical and electromechanical systems. Topics include 3D rigid body dynamics, resonance, damping, frequency response, Laplace transform methods, Lagrange’s equations, multiple degree-of-freedom systems and an introduction to nonlinear vibration, continuous systems, and control.

○ ES 181: Engineering Thermodynamics - Introduction to classical engineering thermodynamics. Heat engines and important engineering applications such as refrigerators, power cycles. Properties and simple models of solutions. Phase and chemical equilibrium in multicomponent systems; chemical potential. Electrochemistry, batteries, fuel cells.

● What is the difference between the A.B. and S.B. options in ME? Students interested in mechanical engineering have the option to pursue the Mechanical and Materials Science and Engineering Track of a Bachelor of Arts (A.B.) in Engineering Sciences or a Bachelor of Science (S.B.) in Mechanical Engineering, a newer program for which we are seeking ABET accreditation. While students in either degree program take many of the same upper-level ME courses, the A.B. program offers the opportunity to study complementary disciplines in the natural and social sciences, and the S.B. program provides a broader basis in engineering fundamentals and design.

● Common employment sectors for graduates with ME degrees include: ○ Industry: Design of components and systems for a wide range of mechanical and thermal systems

including: automotive, aviation, defense applications, energy production, robotics, materials development, etc.

○ Education and research: Teaching at the high school through university level, cutting-edge electronics and engineering research at universities and government research centers

○ Other Career paths: Other career paths include engineering consulting, public works, social entrepreneurship, technology startups, and business

● What have Harvard’s ME alumni gone on to do? ○ Stephanie Wilson (’88, S.B. Engineering Sciences) - Astronaut, NASA

Inspired by the stars she could see from her backyard in Pittsfield, Massachusetts, Stephanie Wilson decided to become an astronaut. After completing her S.B. degree at Harvard, she went on to earn a master’s degree in Aerospace Engineering from the University of Texas. Today, Wilson works in the Astronaut Office Shuttle Operations Branch at the Johnson Space Center. She was assigned to the

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crew of STS-120, a shuttle flight responsible for mounting U.S. Node 2 to the International Space Station, which provides attach locations for the Japanese laboratory, European laboratory, the Centrifuge Accommodation Module, and later, Multi-Purpose Logistics Modules.

○ Jackie Stenson (‘09, S.B. Engineering Sciences) - Social Entrepreneur

After graduating from Harvard with her S.B. degree, Jackie was awarded a Gardner Fellowship for post-graduate purposeful travel, and she spent the next two years traveling from Ethiopia to South Africa overland. “I knew from my undergraduate coursework and time spent at MIT's D-Lab that I wanted to work on designing low-cost, life-improving technologies for rural areas in developing countries. During my two years of traveling, I realized that most of the products I wanted to design already existed, and have existed for the past 40 years. Rather, the challenge is that these technologies were not reaching their intended end users in a way that was scalable or sustainable.” After finishing her travels, Jackie enrolled in a Master’s program in Engineering for Sustainable Development at the University of Cambridge. After finishing her Masters, Jackie co-founded a social enterprise, called Essmart, that provides the marketing, distribution, and after-sales service needed to get a suite of life-improving technologies into local, village-level retail shops, where end users can finally learn about and access these products. Essmart began operations in southern India in 2012, and Jackie recently relocated to Bangalore to be closer to her team in the rural villages.

○ Thomas DiBenedetto (’14, S.B. Mechanical Engineering) - Skanska USA

After graduating from Harvard, Thomas began working for Skanska USA Civil Northeast with the Kendall Cogeneration Station in Cambridge, Massachusetts. The power plant provides both electricity and steam to buildings and residents in Cambridge, and it currently uses a cooling system whereby unused steam is cooled by water from the Charles River. The waste heat from this power plant is currently disrupting the local ecosystem, so Skanska is working to update the power plant in order to mitigate these effects.

● Sample 2-Year Schedule for Mechanical Engineering if starting in Math 1a

Fall 1st

Year MATH 1a - Intro to Calculus CS 50 - Intro to Computer Science

Spring 1st

Year MATH 1b - Calculus, Series, & Diff Eq ES 51 - Computer Aided Machine Design PS 11 - Modern Chemistry (for S.B. students)

Fall 2nd

Year AM 21a - Math Methods In Sciences AP 50a - Physics: Mechanics ES 52 - The Joy of Electronics

Spring 2nd

Year AM 21b - Math Methods In Sciences AP 50b - Physics: Electromagnetism ES 120 - Mechanics of Solids Sophomore Forum (non-credit)

● Sample 2-Year Schedule for Mechanical Engineering if starting in Applied Math 21a

Fall 1st

Year AM 21a - Math Methods In Sciences CS 50 - Intro to Computer Science

Spring 1st

Year AM 21b - Math Methods In Sciences ES 51 - Computer Aided Machine Design PS 12a - Physics: Mechanics

Fall 2nd

Year PS 12b - Physics: Electromagnetism ES 52 - The Joy of Electronics Probability & Statistics (for S.B. students)

Spring 2nd

Year ES 120 - Mechanics of Solids Applied Math Elective (for S.B. students) PS 11 - Modern Chemistry (for S.B. students) Sophomore Forum (non-credit)

Note about ES 51: Students who are comfortable with high school calculus and physics are welcome to take ES 51 in the fall of freshman year; students can also wait to take ES 51 in the fall of sophomore year.

Note about gateway courses: Students interested in the Mechanical Engineering S.B. degree should carefully consider their selection of a gateway course. ES 6, ES 50, and ES 53 will count as the only engineering elective for the Mechanical Engineering S.B. degree (whereas ES 51 and ES 52 are required for the degree).