School of Engineering and Applied Science
- Andrea J. Goldsmith
- H. Vincent Poor (interim)
- Antoine Kahn
- Andrea J. Goldsmith
The undergraduate educational mission of the School of Engineering and Applied Science of Princeton University is to educate future leaders in engineering practice, research and education, business and finance, public service, and other professions. Students learn fundamental engineering principles and how to apply them to real-world problems whose solutions require an interdisciplinary perspective. Princeton offers its students a liberal education and encourages them to take advantage of its outstanding resources and facilities. The engineering school provides a rich educational environment that fosters interaction between talented students and an internationally renowned faculty. Through independent projects that require students to frame research questions, identify solutions, define priorities, and communicate findings, our students are uniquely prepared for challenging careers. Princeton engineering alumni are recognized for their ability, creativity, initiative, integrity, and vision for making the world a better place.
Engineering education at Princeton emphasizes the fundamental principles of mathematics and the physical and engineering sciences. It is broadened by substantial opportunities for study of the social sciences, the life sciences, and the humanities. Each engineering undergraduate can develop an academic program that reflects individual aspirations and interests within a general framework of requirements. The depth and flexibility of the program make it a sound background for engineering practice or graduate study in engineering, science, business, law, or medicine. Curricula in engineering fields are offered through six academic departments:
Chemical and Biological Engineering
Civil and Environmental Engineering
Electrical and Computer Engineering
Mechanical and Aerospace Engineering
Operations Research and Financial Engineering
Design is the primary distinction between engineering and science, connoting the application of scientific and mathematical principles not only to the understanding of physical phenomena but also to the solutions of specific problems. It is important that all B.S.E. students be exposed to technical course materials in the context of engineering design, have the opportunity for significant design experiences, and be apprised explicitly of the ways in which design is integrated within the engineering curriculum. Each department addresses this important issue in tailoring its programs to the needs of individual students, as articulated in descriptions of its courses and curriculum.
Interdepartmental curricula are presented in the following programs:
Applications of Computing
Architecture and Engineering
Optimization and Quantitative Decision Science
Materials Science and Engineering
Robotics and Intelligent Systems
Technology and Society
Students also may combine an engineering curriculum with study in depth in other fields, such as overseas area studies or public and international affairs.
Most University programs and opportunities are available to B.S.E. as well as to A.B. candidates. A description of these is contained in the "Special Features of the Undergraduate Program" section. Of particular interest to B.S.E. students are the sections concerning advanced placement, advanced standing, writing requirement, auditing courses, graduate courses, and optional additional courses. Engineering students should also be aware of their eligibility for the programs in applied and computational mathematics, creative writing, dance, environmental studies, linguistics, musical performance, teacher preparation, theater, visual arts, and women and gender, as well as many other certificate programs.
Engineering students are encouraged to obtain international experience through participation in the University's Study Abroad Program or through summer internships and language study abroad. Interested students should begin planning early by meeting with the associate dean for undergraduate affairs to discuss suitable programs at overseas universities.
Preparation for Graduate Study. The curricula of the School of Engineering and Applied Science provide a strong foundation for graduate study. Graduate courses are readily accessible to qualified undergraduates.
The Keller Center for Innovation in Engineering Education equips undergraduate students, graduate students and faculty with the knowledge, mentoring and resources needed to conceive and execute projects of personal and societal impact. Keller Center does so by offering educational opportunities that bridge engineering and the liberal arts and help shape rewarding career paths. This includes co-curricular and curricular programs organized around design, design thinking, entrepreneurship and innovative teaching, at the intersection of technology and society.
In addition to courses, The Keller Center runs a range of co-curricular programs during the academic year and summers. These include the Princeton Startup Immersion Program (PSIP) – a global 10-week summer program for students seeking real-world experience working at startup companies in an immersive cultural and entrepreneurial environment. Locations are in NYC, Tel Aviv, and Shanghai. Tiger Challenge is a multi-year program in which student teams faculty advisers work with nonprofit and government partners to apply design thinking methodologies to complex societal issues in our community. The eLab Summer Accelerator and Incubator Programs provide student entrepreneurs with the resources and tools they need to initiate transformations through risk taking actions and value-creating organizations.
In coursework, the Keller Center provides undergraduate students the opportunity to earn Certificate in Entrepreneurship and Certificate in Technology and Society. The Certificate in Entrepreneurship exposes students to different ways of understanding, conceptualizing, and for some, building enterprises that create value through positive impact on society, whether through a commercial or social venture. The Certificate in Technology and Society is targeted to students, both engineers/scientists and humanists/social-scientists, who are interested in exploring the intersection of technology and society; to ensure depth, individual programs of study are offered along two technology tracks: Information Technology and Energy.
EGR Courses. The Keller Center offers robust and diverse courses that have interdisciplinary content integrating entrepreneurship, design, design thinking, community projects, leadership and innovation with engineering, humanities and natural and social sciences and that are of broad interest to students from across the University. These courses typically have no prerequisites. The following courses are in entrepreneurship, innovation and design (most of these courses also bear the label ENT entrepreneurship): EGR/ENT 200, 201, 219, 301, 395, 488, 491, 495, 497, 498 and EGR 360, 494. In Community Project Studios EGR 250, 251, 350, 351, 450, 451 students earn academic credit for participation in multidisciplinary teams that work on projects over one or more years. EGR 277 is the core course for the Technology and Society certificate program. Other courses cross-listed with EGR are the following: EGR 102, 109, 209, 259, 262, 448. Additional EGR courses are those with focused computer science, engineering, or mathematical content. These courses are relevant to students beyond the home department. First Year Course Sequence (Foundations of Engineering) EGR 151, 152, 153, 154, 156 is motivated by the goal of instilling engineering into the first-year curriculum. Other courses cross listed with EGR in this category are EGR 126, 228 , 245, 305, 307, 309, 328, 431. All these courses are listed in Course Offerings under engineering and bear the label EGR. For a full list of all EGR courses by category, please check the Keller Center's website.