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Friday 18 September 2015

Rochester Institute of Technology - 3D Digital Design BFA

 
3D Digital Design BFA
Marla Schweppe, Program Chair
(585) 475-2754, mkspph@rit.edu
http://cias.rit.edu/design/

Program overview

Students in the 3D digital design major learn to use 3D computer graphics in computer and video games, medical and scientific simulations, data visualization, models for architects and engineers, motion or broadcast graphics, instructional media accident reconstruction, and more. Traditional design skills using commercial 3D software are integrated with principles relating to time, motion, and lighting.


Curriculum
3D digital design, BFA degree, typical course sequence

Course Sem. Cr. Hrs.
First Year
DDDD-101 Introduction to Modeling and Motion                               3
DDDD-102 Introduction to Visual Design                                               3
DDDD-103 Imaging for 3D                                                                       3
FDTN-131 3D Design I                                                                       3
FDTN-132 3D Design II                                                                       3
FDTN-141 4D Design                                                                       3
ARTH-135 LAS Perspective 1: History of Western Art:
                        Ancient to Medieval                                                               3
ARTH-136 LAS Perspective 2: History of Western Art: 
                        Renaissance to Modern                                                       3
                  LAS Foundation 1: First Year Seminar†                               3
                  LAS Foundation 2: First Year Writing                               3
                  Year One: College Experience                                       0
                  Wellness Education*                                                       0
Second Year
DDDD-201 Modeling Strategies                                                               3
DDDD-202 Layers and Effects                                                               3
DDDD-203 Scripting                                                                               3
DDDD-206 Service Project                                                               3
DDDD-207 Lighting, Materials, and Rendering                                       3
DDDD-208 Anatomical Figure Drawing                                               3
FDTN-121 2D Design I                                                                       3
                  LAS Perspective 3, 4                                                       6
                  Programming Elective                                                       3
Third Year
DDDD-301 Professional Practice (WI)                                               3
DDDD-302 History of Digital Graphics                                               3
DDDD-306 Project Planning and Production                                       3
                  3DDG Major Electives                                                       6
                  Free Electives                                                                       6
                  LAS Immersion 1,2                                                               6
                  Art History Elective‡                                                       3
Fourth Year
DDDD-401 Senior Thesis Testing and DOCUMENTATION               3
DDDD-402 Senior Thesis I                                                               3
DDDD-403 Senior Thesis II                                                               3
                  3DDG Major Electives                                                           9
                  Free Electives                                                                       6
                  LAS Immersion 3                                                                  3
                  LAS Elective                                                                         3
             
Total Semester Credit Hours                                                                  120

Rochester Institute of Technology - Computer Engineering MS

 
Computer Engineering MS
Shanchieh Jay Yang, Department Head
(585) 475-2987, jay.yang@rit.edu
Dhireesha Kudithipudi, Graduate Coordinator
(585) 475-5085, dxkeec@rit.edu
http://www.rit.edu/kgcoe/area-of-study/ms-computer-engineering


Program overview
The master of science degree in computer engineering provides students with a high level of specialized knowledge in computer engineering, strengthening their ability to successfully formulate solutions to current technical problems, and offers a significant independent learning experience in preparation for further graduate study or for continuing professional development at the leading edge of the discipline. The program accommodates applicants with undergraduate degrees in computer engineering or related programs such as electrical engineering or computer science. (Some additional bridge courses may be required for applicants from undergraduate degrees outside of computer engineering.


Plan of study
The degree requires 30 semester credit hours and includes Analytical Topics (CMPE-610), two flexible core courses, four graduate electives, two semesters of graduate seminar, and the option of completing either thesis research or a graduate project. The core courses and graduate electives provide breadth and depth of knowledge. The Computer Engineering Graduate Seminar (CMPE-795) provides students with exposure to a variety of topics presented by researchers from within RIT, industry, other universities and guides students to choose either a thesis or project as their culminating experience.

Students who pursue the thesis option take nine semester credit hours of thesis research to obtain a culminating experience in technology innovation and discovery. Students conduct research to answer a fundamental science/engineering question that contributes to new knowledge in the field. Research findings should be repeatable and generalizable, with sufficient quality to make them publishable in technical conferences and/or journals.

Students who pursue the project option take six semester credits of graduate electives related to theri project focus and three semester credits of Graduate Project (CMPE-791) to obtain a culminating experience in product development and management. Students in the project option must register for specialized courses that are directly related to their project and professionally execute the project under the supervision of a faculty adviser. The project generally addresses an immediate and practical problem, a scholarly undertaking that can have tangible outcomes, where students are expected to give a presentation or demonstration of the final deliverables of the project.

Research tracks/Graduate electives
Students may select four graduate electives from within the following research tracks. Students are encouraged to choose most of their graduate electives within a single research track. At least two of the electives must be from the computer engineering department (computer engineering department courses begin with the prefix CMPE). Courses outside the lists below may be considered with approval from the department of computer engineering. Research tracks are                                                                                               available in the following areas
Computer architecture
Computer architecture deals with hardware resource management, instruction set architectures and their close connection with the underlying hardware, and the interconnection and COMMUNICATION of those hardware components. Some of the current computer architecture challenges that are being tackled in the computer engineering department include energy efficient architectures, high performance architectures, graphic processing units (GPUs), reconfigurable hardware, chip multiprocessors, and Networks-on-Chips.

Computer vision and machine intelligence


Visual information is ubiquitous and ever more important for applications such as robotics, health care, human-computer interaction, biometrics, surveillance, games, entertainment, transportation, and commerce. Computer vision focuses on extracting information from image and video data for modeling, interpretation, detection, tracking, and recognition. Machine intelligence methods deal with human-machine interaction, artificial intelligence, agent reasoning, and robotics. Algorithm development for these areas spans image processing, pattern recognition, and machine learning, and is intimately related to system design and hardware implementations.

Integrated circuits and systems

Modern processors demand high computational density, small form factors, and low energy dissipation with extremely high performance demands. This is enabled by the nanoscale and heterogeneous integration of transistors and other emerging devices at the massive-scale. Such nanocomputers open unimaginable opportunities as well as challenges to computer engineers. This research focuses on designing computers with emerging novel technologies in the presence of severe physical constraints; investigating dynamic reconfigurability to exploit the power of nano-scale electronics for building reliable computing systems; and studying the applicability of emerging technologies to address challenges in computing hardware of the future.

Networks and security

The prevalence of interconnected computing, sensing, and actuating devices have transformed our way of life. Ubiquitous access to data using/from these devices with reliable performance as well as security assurance presents exciting challenges for engineers and scientists. Resilient to environmental uncertainty, system failures, and cyber attacks requires advances in hardware, software, and networking techniques. The research track in networks and security focuses on intelligent wireless and sensor networks, cryptographic engineering, and predictive cyber situation awareness.

Rochester Institute of Technology - Design and Imaging Technology AOS

 
Design and Imaging Technology AOS
Kurt Stoskopf, Chairperson
585-286-5345 (VP), kwsnda@rit.edu
http://www.ntid.rit.edu/vcs

Program overview
People who work in the design and imaging field are responsible for designing, organizing, and producing print and Web-based media for business, communication, publishing, manufacturing, entertainment, and advertising MARKETS. This is a large, exciting field that requires a variety of computer-based and traditional visual skills. The design and imaging technology major provides opportunities for students to enter various careers ranging from creative to highly technical positions at various degree levels.

The design and imaging technology major includes eight required core courses (24 semester credit hours) plus a required cooperative education experience. The core courses provide a solid foundation for continuing in advanced courses, a baccalaureate program, and employment. Several of the core courses are scheduled during the first year, and additional courses are completed during the second year.

In addition to the core courses taken in the first year, students immediately begin course work in their concentration. Students may choose a concentration in graphic design or graphic production. Both concentrations consist of six courses (18 credit hours).

All students entering the major will be given an aptitude self-assessment experience. As a result of this assessment profile, students will be counseled and placed into an initial concentration: graphic design for students with creative aptitude and interest; graphic production for students with technical/production aptitude and interest. The assessment is not final. Based on success and demonstrated capabilities, students may request or be counseled to change their concentration.


The curriculum includes six credits of program electives which will enable the students to develop additional skills and knowledge to better prepare them for employment and/or for continued education. 

All students gain real work experience through one term of required cooperative education employment. They also complete a required portfolio workshop course in which they refine and complete their portfolio as needed for an application to a baccalaureate program or for the search for employment.
                                                                                            
                                                                                             STEM and the DIT program
Education in STEM (science, technology, engineering, math) careers is a major emphasis for students, parents, and counselors as they consider which college programs match students' interests and aptitudes. FUNDING for STEM career preparation is often a driving factor. The NTID design and imaging technology major definitely is a STEM-career program. Graphic design is listed in the technology/ computer science STEM disciplines. Graphic design and production for print, the Web, and digital media cannot happen without the immersion of computer technology.

On-the-job responsibilities

Depending on the specific concentration and elective course selection, graduates use computer-based methods to produce drawings, layouts, illustrations, and digital photographic images; prepare DOCUMENTS for print, the web, and digital distribution; produce interactive digital media; perform digital retouching and restoration of photographic images; produce composite digital images; design and produce websites; produce computer animations; plan and produce short edited videos; and operate electrophotographic digital printing and inkjet systems, simple bindery, and finishing equipment.

Places of employment

Graduates usually find employment in a variety of commercial, corporate, government, and educational settings. Examples include computer graphics firms, advertising agencies, art studios, printing or manufacturing plants, prepress companies, in-house printing or marketing departments, book and MAGAZINE publishing houses, newspaper facilities, government agencies, industrial training or media departments, educational media centers, and educational institutions.

Graduates may qualify for positions such as production graphic artist, graphic designer, digital photo artist, digital photography technician, digital prepress technician, video technician, website designer, website technician, and digital printing systems operator.

Rochester Institute of Technology - Sociology and Anthropology BS

 
Sociology and Anthropology BS
Christine Kray, Program Co-Director
(585) 475-4686, cakgss@rit.edu
Kijana Crawford, Program Co-Director
(585) 475-2943, drcgss@rit.edudrcgss@rit.edu
http://www.rit.edu/cla/sociology/anthro

Program overview
The sociology and anthropology major is dedicated to understanding and appreciating social and cultural complexity and diversity across the globe and through time. Students are exposed to critical perspectives, theories, and research skills that are necessary to engage complex global and local issues that crosscut the economy, politics, society, gender, ethnicity, and culture. Understanding societies past and present better prepares us to face the challenges of a rapidly changing world and to assume positions of leadership that promote vision and equity.


Plan of study
This integrated, interdisciplinary degree program explores the common scholarly roots and creative differences of sociology and anthropology, through which students gain a synergistic set of perspectives and skills that prepare them for social analysis in the widest array of social and cultural settings. Students develop a specialization by choosing one of four tracks: archaeology, cultural anthropology, sociology, or urban studies.


Graduates pursue careers in medicine and public health, law, business, international development, the non-profit sector, urban planning, architecture, social work, education, and government, among other possibilities.

Cooperative education and field experience

Students apply their classroom knowledge with opportunities for hands-on learning through cooperative education assignments, internships, archaeological or ethnographic fieldwork, laboratory analysis, and study abroad.

Rochester Institute of Technology - Web and Mobile Computing (formerly Information Technology) BS

 
Web and Mobile Computing (formerly Information Technology) BS
Stephen Zilora, Chair
(585) 475-7645, Steve.Zilora@rit.edu
http://it.rit.edu/

Program overview
Web and mobile computing explores ubiquitous application development with a firm focus on the end user experience. Students have an interest in the technology of today (and tomorrow), but they’re also interested in how people use that technology. The Web and mobile computing major is about combining people and technology to bring out the best in both.

What truly sets our graduates apart is their ability to see the world through the eyes of the user. Creating an impactful App begins with solid code and good design, but understanding user expectations is the cornerstone of that process. In the Web and mobile computing major, students learn a user-centric approach to application creation. That, coupled with a robust developer skillset, enables them to produce applications that connect with multiple users across varied environments.

The curriculum is structured with this in mind. Students learn how to integrate the back end code with the front end UI, and will be able to do it across several languages and platforms. This comprehensive knowledge enables students to impact the App design process at all levels, making them incredibly valuable to employers seeking today’s application developers. Students can also specialize on one of four areas, which provides students with the knowledge they need to pursue a professional or personal aspiration.

Plan of study
The core competencies provide a foundation for developing greater depth in specialized concentration areas. Students choose one of the following concentrations: enterprise Web application development, enterprise database development, mobile application development, or enterprise application development. In addition, with department permission, students can create a special-topics sequence.

Cooperative education

The major requires students to complete two blocks of cooperative education. Students may begin their co-op requirement after completing their second year of study.

Rochester Institute of Technology - Software Engineering BS

 
Software Engineering BS
James Vallino, Chair
(585) 475-2991, J.Vallino@se.rit.edu
http://www.se.rit.edu/

Program overview
As software becomes ever more common in everything from airplanes to appliances, there is an increasing demand for engineering professionals who can develop high-quality, cost-effective software systems. The BS in software engineering combines traditional computer science and engineering with specialized course work in software engineering.

Students learn principles, methods, and techniques for the construction of complex and evolving software systems. The major encompasses technical issues affecting software architecture, design, and implementation as well as process issues that address PROJECT MANAGEMENT, planning, quality assurance, and product maintenance. Upon graduation, students are prepared for immediate employment and long-term professional growth in software development organizations.

Accreditation
The BS degree in software engineering is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

Plan of study
An important component of the curriculum is complementary course work in related disciplines. As with other engineering fields, mathematics and the natural sciences are fundamental. In addition, students must complete courses in related fields of engineering, business, or science. Two engineering electives, plus a three-course sequence in an application domain, enable students to connect software engineering principles to application areas. A required course in economics or finance bridges software engineering with the realities of the business environment.

Students also complete general education courses in the liberal arts and a required ethics course helps students develop a sense of professionalism and social responsibility in the technical world.

Electives

Engineering electives
Students may choose engineering electives from software engineering, computer science, or programs in Kate Gleason College of Engineering. Additional rules and restrictions are listed on the department website.


Application domain courses
An application domain is a set of three courses that expose a student to a domain area in which software engineering is often applied. There are standard predefined application domains and a student is free to suggest a student-defined domain. Example application domain areas include:

  • Artificial Intelligence
  • Bioinformatics
  • Business Applications
  • Computational Mathematics
  • Computer Engineering
  • Computer Security
  • Economics
  • Entrepreneurship
  • Industrial and Systems Engineering
  • Interactive Entertainment
  • Public Policy
  • Scientific and Engineering Computing
  • Statistics
  • Usability
  • Student-defined domain

Senior projects

A two-course senior design sequence helps students synthesize and apply the knowledge and experience they have gained in classes and on co-op assignments to a industry-sponsored project. Organizations with challenging technical problems frequently contact faculty seeking assistance on a problem. Many of these issues find their solutions via the work of the senior project teams.

In the first course students organize themselves into teams, based on the number and complexity of the projects available. The bulk of the semester is devoted to requirements elicitation and architectural design, but also may include detailed design, prototyping, and even production, depending on the nature of the project. In addition, teams are responsible for assigning specific roles to team members and developing a project plan that includes scheduled, concrete milestones. In the second course, students work on the tactical issues of development and deployment. Teams complete the construction and integration of their project, conduct testing, and demonstrate the final outcome to faculty and the sponsoring organization.
Organizations that have sponsored senior projects include Wegmans, Paychex, Moog, Northrup Grumman Security Systems, Intel Corp., Webster FINANCIAL Group, Oracle, Nokia, IBM Thomas Watson Research, PaeTec Communications, Alstom Signaling Inc., RIT Information and Technology Services, Harris Corporation (RF Communications Division), the Air Force Research Laboratory, Excellus Blue Cross Blue Shield, Telecom Consulting Group NE Corp. (TCN), and Videk.

Rochester Institute of Technology - Economics BS

 

Economics BS

Jeffrey Wagner, Department Chairperson

(585) 475-5289, jeffrey.wagner@rit.edu

http://www.rit.edu/cla/economics


Program overview

The economics major emphasizes the quantitative analytical approach to dealing with economic problems in both the public and private sectors, providing students with MARKETABLE skills and the intellectual foundation for career growth. Graduates are prepared for entry-level managerial and analytical positions in both industry and government and to pursue graduate studies in economics, business, and law.

Plan of study

The economics curriculum develops communication, computational, and management skills in addition to economic reasoning and quantitative abilities. The major's required courses develop students' abilities to apply economic analysis to real-world problems. Liberal arts courses enhance oral and written communication skills. Business courses include accounting and finance. Quantitative analytical skills are developed by a course sequence that includes computer science, mathematics, and statistics. Free electives allow students to pursue advanced study in their individual areas of interest and/or develop a double major. Along with finance, MARKETING, mathematics, statistics, or computer science, there are many other possibilities. Faculty advisers help students develop professional options that assist them in attaining their career goals.

Tracks

Students choose one of the following tracks: economic theory, environmental economics, or managerial economics.

Cooperative education

Cooperative education is optional. Students who participate in co-op may find positions with FINANCIAL and brokerage institutions, government offices, and large corporations. Co-op can be completed during any semester, including summer, after the sophomore year. The Office of Cooperative Education and Career Services assists students in identifying and applying to co-op positions.

Capstone experience

Students are required to complete a creative capstone experience. Students may publish a paper in a refereed journal, present a paper at a professional conference or at an RIT-sponsored conference, present research at an approved exhibit at Imagine RIT: Innovation and Creativity Festival, or fulfill a comparable creative capstone requirement in the student's primary major (if economics is the secondary major).

Rochester Institute of Technology - Philosophy BS

 
Philosophy BS
John T. Sanders, Program Director
(585) 475-2465, jts@rit.edu

http://www.rit.edu/philosophy
Program overview
Most of the skills required for student and career success—how to learn, how to apply that learning in professional and personal environments, and how to COMMUNICATE that knowledge—are central to philosophical training. Philosophy students are taught to evaluate complex problems, identify and examine underlying principles, investigate issues from diverse perspectives, and communicate clearly in both written and oral forms.

The philosophy major provides a thorough grounding in the three main areas of philosophy (history, value theory, and reasoning/epistemology), as well as a four-course specialization within philosophy. Students combine philosophy with a core competence (or even a double major) in another discipline, encouraging them to creatively pursue cross-disciplinary relationships. The major concludes with a capstone senior thesis.


Plan of study
Students develop skills through a core of philosophy courses which cover the history of philosophy, value theory, and reasoning/epistemology. Students choose four courses in an area of philosophical specialization. Examples of approved areas include: philosophy of mind and cognitive science, philosophy of science and technology, applied ethics, philosophy of the social sciences and political philosophy, philosophy of art and aesthetics, history of philosophy, and philosophy of law. Students also complete a professional core of courses designed to provide foundational knowledge in a professional/technical discipline outside of philosophy, which complements their studies. Philosophy electives, general electives, and liberal arts courses complete the curriculum.

Specializations

Philosophy of mind and cognitive science

This specialization covers the philosophical issues involved in studying intelligence, cognition, identity, consciousness, rationality, creativity and emotion, especially as such concepts and categories are invoked by computer and cognitive scientists, and as they are applied in relation to natural and artificial systems.

Philosophy of science and technology

This specialization examines the concepts, methodologies, and philosophical implications of science and technology, and explores the underlying theories, practices, and consequences of science and technology and their role in shaping societies and their values.

Applied ethics

This specialization examines the ethical underpinnings of different professions as well as the ethical presuppositions and implications of technology, engineering, science, management, and other disciplines. Attention is also given to ethics education within the professions and to the role professional ethicists can play in different professional and organizational settings.

Thursday 17 September 2015

Rochester Institute of Technology - Civil Engineering Technology BS

 
Civil Engineering Technology BS
Todd Dunn, Department Chair
(585) 475-2900, gtdite@rit.edu

Scott B. Wolcott, Undergraduate Coordinator
(585) 475-6647, sbwite@rit.edu.


Program overview

The civil engineering technology major prepares students for employment in the fields of civil engineering, construction management, and other closely related professions. Students learn civil engineering technology fundamentals from faculty members who have years of practical, professional, on-the-job experience. The major stresses applied engineering, where students work in various laboratory settings to learn about theory, how design parameters are determined, and how to best utilize state-of-the-art equipment and engineering software. In addition, students learn the skills necessary to pursue additional education, certification, or professional licensure. Course work and extracurricular activities are designed to broaden students' involvement in organizations within and outside their profession. These objectives are achieved through a broad-based curriculum that offers students a choice of five elective paths that meet specific career interests.


Program goal
The goal of the civil engineering technology major is to provide an academically demanding education to meet the needs of students and employers by properly preparing them for a successful career after graduation.

Accreditation

The civil engineering technology major is accredited by the Engineering Technology Accreditation Commission (ETAC) of ABET, http://www.abet.org.

Plan of study


The major includes two technical electives and two free electives that can be used to gain additional depth or breadth in civil engineering or construction management. In addition, students may choose to utilize electives to pursue a minor outside of the civil engineering technology major or a professional option within the major. Options are not required, but students may choose to complete an option in construction management, structural design, or water resources to gain a deep understanding of these particular topics and how they impact civil engineering.

Professional options

Students may choose to pursue one of three professional options in construction management, structural design, or water resources. Professional options consist of three courses chisen by the student.

Construction management   

The construction management option is ideal for students who have an interest in courses related to the business, management, and technical aspects related to construction.

Structural design

The structural design option provides a focus in structural design and the use of different types of structures and materials. It also introduces related design codes.

Water resources

The water resources option is for students who have an interest in courses related to water treatment, wastewater treatment, hydrology, and the environment.

Rochester Institute of Technology - Computing and Information Sciences Ph.D.

 
Computing and Information Sciences Ph.D.
Pengcheng Shi, Director
(585) 475-6147, pengcheng.shi@rit.edu


Program overview
The doctoral program in computing and information sciences is designed to produce independent scholars, well-prepared educators, and cutting-edge researchers poised to excel in their work in computing and interdisciplinary academic, industrial, or government environments. The degree highlights two of the most unique characteristics of the Golisano College: its breadth of program offerings and its scholarly focus on discovering solutions to real-world problems by balancing theory and practice.

The program focuses on the theoretical and practical aspects of cyberinfrastructure as applied to specific problems across multiple domains. It is a blend of intra-disciplinary computing knowledge areas and inter-disciplinary domain areas.

Cyberinfrastructure

Cyberinfrastructure (CI) is the comprehensive integration of hardware, data, networks, and digitally-enabled sensors to provide secure, efficient, reliable, accessible, usable, and interoperable suites of software and middleware services and tools. The doctorate program plays a leadership role in CI research by providing human-centered tools for the science and engineering communities. These tools and services focus on such areas as high performance computing, data analysis and visualization, cyber-services and virtual environments, and learning and knowledge management.

Intra-disciplinary knowledge


There are three intra-disciplinary computing knowledge areas: infrastructure, interaction, and informatics.

Infrastructure comprises aspects related to hardware, software (both system software and applications), COMMUNICATIONStechnology, and their integration with computing systems through applications. The focus is on the best organization of these elements to provide 

optimal architectural solutions. On the hardware side it includes system-level design (e.g., for system-on-a-chip solutions) and their building block components. On the software side it covers all aspects of systems and applications software development, including specification and design languages and standards; validation and prototyping, and multi-dimensional Quality-of-Service management; software product lines, model-driven architectures, component-based development, and domain-specific languages; and product estimation, tracking, and oversight. The communications subtopic includes sensor networks and protocols; active, wireless, mobile, configurable, and high-speed networks; and network security and privacy, quality of service, reliability, service discovery, and integration and inter-networking across heterogeneous networks. At the system level there are issues related to conformance and certification; system dependability, fault tolerance, verifiable adaptability, and reconfigurable systems; real-time, self adaptive, self-organizing, autonomic systems. Some of the specialties available in this area are networks and security, digital systems and VLSI, software design and productivity, and systems software.

Interaction refers to topics related to the combined action of two or more entities (human or computational) that affect one another and work together when facilitated by technology. It encompasses several subtopics relating to how people and technology interact and interface. Several common threads weave through all of these areas, many of which rely heavily and build upon foundations in the social and behavioral sciences with an emphasis on understanding human and social/organizational phenomena. To some extent, these fields follow an engineering approach to the design of interactions in which solutions are based on rules and principles derived from research and practice, but require analyses that go beyond the analytical approach. From this perspective, solutions can be measured and evaluated against goals and intended outcomes. However, while efficiency and effectiveness are often the watchwords of these fields in practice, this is also where science meets art in computing. Creative design and sensitivity to human needs and aesthetics are critical. Some of the specialties available in this area are human-computer interaction, computer-based instructional systems, and access technologies.

Saturday 12 September 2015

UNIVERSITY OF CALIFORNIA BERKERLEY - STRUCTURAL ENGINEERING

 
Minor
STRUCTURAL ENGINEERING
The Minor in Structural Engineering is designed primarily for students in the College of Environmental Design to experience the engineering approach to the solution of design problems, but it is available to students from any department who meet the prerequisites to apply.


  •  Understanding of material behavior for structural response and ability to describe such  behavior with simple models
  •  Understanding of structures and methods of analysis
  •  Design of structures made of steel, concrete or timber

These basic foundations are complemented by additional courses in materials and construction and analysis.​

The Minor offers to students of the College of Environmental Design access to the joint graduate Masters in Science-Masters in Architecture (MS-MArch) degree from the two departments, one of very few such degrees in the entire United States. With it comes the ability to practice either as architect or as structural engineer with a very thorough knowledge of each field. Whereas engineering focuses on analytical methods for the solution to problems, the visual, socio-economical approach of architecture courses is an indispensable complement. The same is true the other way.

Employment opportunities exist in major architectural-engineering companies that appreciate the holistic approach to design: Ove Arup, Skidmore, Owings and Merill, Buro Happold, Calatrava, Schlaich-Bergerman, etc. However, graduates of the joint degree are also employed with smaller companies emphasizing either architectural design or engineering.

UNIVERSITY OF CALIFORNIA BERKERLEY - PHYSICS

 
Bachelor of Arts (BA)

The Physics major is designed to give the student a broad and thorough understanding of the fundamentals of physics. Therefore, the emphasis is on this general understanding rather than on specialized skills, although some specialized courses are among the options open to the student. Those considering a physics major are urged to consult a departmental adviser early, in order to discuss the content of the major and also the opportunities after graduation. Recent graduates have entered graduate work in a number of scientific fields, and others have gone on to jobs in academic, industrial, and government laboratories.

Declaring the Major
Students may declare a physics major when all of the prerequisites for the major have been completed or their equivalent with a 2.0 grade point average (GPA) in the prerequisites and a 2.0 GPA in all University courses. For further information regarding the Prerequisites, please see the Major Requirements tab on this page.
The Department will consider applications to declare a physics major throughout the academic year. Students (continuing and transfer) declaring must furnish a copy of their grade record or past transcripts which include the prerequisite courses or their equivalents. Students must have their records reviewed and have a departmental file prepared by the Undergraduate Adviser in 368 LeConte Hall prior to seeing a faculty major adviser for departmental approval of the petition to declare a physics major. Students should be prepared to discuss a tentative schedule of their upper division courses.
Honors Program
Students with an overall grade point average (GPA) of 3.3 or higher in all courses in the major, upper-division courses in the major, and all University courses may be admitted to the honors program. A major adviser should be consulted before the student's last year of residence. This program requires completion of the major, at least one semester of PHYSICS H190, and a senior thesis, PHYSICS H195A and PHYSICS H195B.

UNIVERSITY OF CALIFORNIA BERKERLEY - APPLIED MATHEMATICS

 
Bachelor of Arts (BA)


The Department of Mathematics offers an undergraduate major in applied mathematics leading to the BA degree. The program provides an excellent preparation for advanced degrees in math, physical sciences, economics, and industrial engineering, as well as graduate study in business, education, law, and medicine. The program also prepares students for postbaccalaureate positions in business, technology, industry, teaching, government, and finance.


The applied math program, provides students the opportunity to customize their learning by selecting a cluster pathway. A cluster is an approved concentration of courses in a specific field of applied mathematics. There are more than 15 approved clusters with the most popular being:

  • Actuarial Sciences 
  • Computer Sciences
  • Economics
  • Statistics

More information on approved clusters can be found here

Admission to the Major
Students should contact a mathematics undergraduate adviser. Contact information is available on the contact tab or here.

Honors Program
In addition to completing the requirements for the major in applied mathematics, students in the honors program must:

  1. Earn a GPA of at least 3.5 in upper division and graduate courses in the major and at least 3.3 in all courses taken at the University.
  2. Complete either MATH 196, in which they will write a senior honors thesis, or pass two graduate mathematics courses with a grade of at least A-.
  3. Receive the recommendation of the Head Adviser.

Students interested in the honors program should consult with an adviser early in their program, preferably by their junior year.

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