Our curriculum aims to provide engineering students with a comprehensive understanding of the broader implications of their work in a societal context. While traditional engineering programs focus primarily on technical skills and problem-solving, this curriculum adopts a holistic approach that includes ethics, communication, and the societal ramifications of science and technology. Incorporating hands-on projects in partnership with community organizations, immersive experiences in global contexts, and in-depth analysis of ethical decision-making in and out of the classroom, these courses aim to prepare engineers who are not only technically proficient but also socially and ethically responsible.
Courses with an ethics component
Engineering Freshman Academy
This course is an introduction to the profession of engineering, along with the ethical, political and societal consequences of engineering innovations and the impact of engineering on everyday life. Team projects and guest lectures are included. The course is open to first-year students during fall semesters. Ethics, Technology, and Value
In this course, students consider general questions about the nature of technology, including questions about the values that are embedded in technology, as well as questions about our control over technology and its development. We examine various theoretical frameworks that philosophers have developed for answering ethical questions, and we consider the problems facing these frameworks. We then consider pressing ethical questions raised by particular kinds of technology, such as social media, biomedical technology, and artificial intelligence.
In this course, students consider general questions about the nature of technology, including questions about the values that are embedded in technology, as well as questions about our control over technology and its development. We examine various theoretical frameworks that philosophers have developed for answering ethical questions, and we consider the problems facing these frameworks. We then consider pressing ethical questions raised by particular kinds of technology, such as social media, biomedical technology, and artificial intelligence.
Ethics for Engineers
Taught by Professor Gisele Ragusa, the course provides students with innovative problem-solving skills and strategies to identify and solve contemporary ethical challenges in engineering and scientific contexts.
Taught by Professor Gisele Ragusa, the course provides students with innovative problem-solving skills and strategies to identify and solve contemporary ethical challenges in engineering and scientific contexts.
Climate Change, Technology, and Ethical Value
In this course, first-year students survey a range of environmental ethical theories and analyze some of the difficult ethical questions raised by climate change. First, we read and discuss foundational texts in environmental ethical theory; then, we turn to the ethics of climate change and the role of technology in climate change. Among other topics, we’ll consider the ethical tradeoffs of various renewable technologies, our duties to future generations, our individual and collective responsibilities, and the ethical permissibility of geoengineering. Throughout, we pay particular attention to the ways these topics involve environmental and climate justice, at both the national and global levels.
In this course, first-year students survey a range of environmental ethical theories and analyze some of the difficult ethical questions raised by climate change. First, we read and discuss foundational texts in environmental ethical theory; then, we turn to the ethics of climate change and the role of technology in climate change. Among other topics, we’ll consider the ethical tradeoffs of various renewable technologies, our duties to future generations, our individual and collective responsibilities, and the ethical permissibility of geoengineering. Throughout, we pay particular attention to the ways these topics involve environmental and climate justice, at both the national and global levels.
Science, Literature, and Ethics
This freshman-level seminar satisfies the requirement for a general education course in humanistic inquiry. In this interdisciplinary course, students are provided with the tools to analyze current and emerging controversies in science, engineering, and technology. Students read primary source texts in ethical theory, science fiction, and the philosophy of technology. Acquisition of the fundamental principles in key ethical theories, such as duty ethics, utilitarianism, and virtue ethics, is a primary course objective, as is broad exposure to canonical and non-canonical readings in science fiction and speculative literature. Literary texts are drawn from a wide variety of writers, such as Mary Shelley, Aldous Huxley, Octavia Butler, Philip K. Dick, Kazuo Ishiguro, and Margaret Atwood.
Throughout the semester, students engage in critical thinking about contemporary issues in science and technology (e.g., AI, data collection, disruptive technologies, and automation). Students demonstrate learning acquisition through class discussion, oral presentations, and analytic writing assignments. Mastery of course concepts is also displayed via midterm and final examinations and collaborative group work. In a summative group project, students create utopian planned communities that seek to resolve urgent global issues. This final assignment requires students to produce a transdisciplinary, multimedia project that demonstrates achievement of course objectives.
This freshman-level seminar satisfies the requirement for a general education course in humanistic inquiry. In this interdisciplinary course, students are provided with the tools to analyze current and emerging controversies in science, engineering, and technology. Students read primary source texts in ethical theory, science fiction, and the philosophy of technology. Acquisition of the fundamental principles in key ethical theories, such as duty ethics, utilitarianism, and virtue ethics, is a primary course objective, as is broad exposure to canonical and non-canonical readings in science fiction and speculative literature. Literary texts are drawn from a wide variety of writers, such as Mary Shelley, Aldous Huxley, Octavia Butler, Philip K. Dick, Kazuo Ishiguro, and Margaret Atwood.
Throughout the semester, students engage in critical thinking about contemporary issues in science and technology (e.g., AI, data collection, disruptive technologies, and automation). Students demonstrate learning acquisition through class discussion, oral presentations, and analytic writing assignments. Mastery of course concepts is also displayed via midterm and final examinations and collaborative group work. In a summative group project, students create utopian planned communities that seek to resolve urgent global issues. This final assignment requires students to produce a transdisciplinary, multimedia project that demonstrates achievement of course objectives.
Technology & Society
Exploring and analyzing the ethical and social impact of technological innovation and advancement through humanities-based inquiry.
Exploring and analyzing the ethical and social impact of technological innovation and advancement through humanities-based inquiry.
Advanced Writing and Communication for Engineers
In this course, students who have successfully completed WRIT 150 or its equivalent will identify and apply writing and speaking skills for various audiences on topics related to their professional or disciplinary interests. This version of WRIT 340 focuses on professional and disciplinary interests in engineering. At the end of WRIT 340: Advanced Writing and Communication for Engineering, students should be able to:
In this course, students who have successfully completed WRIT 150 or its equivalent will identify and apply writing and speaking skills for various audiences on topics related to their professional or disciplinary interests. This version of WRIT 340 focuses on professional and disciplinary interests in engineering. At the end of WRIT 340: Advanced Writing and Communication for Engineering, students should be able to:
- Write for academic, public, and professional audiences.
- Demonstrate research and documentation abilities at the upper-division level.
- Identify and analyze pressing ethical issues within an engineering discipline.
- Compose a professional proposal for a real-world constituent that reflects the importance of engineering solutions in society.
- Revise and edit to advanced academic and professional standards.
- Prepare and give professional oral presentations for a variety of audiences and purposes.
- Utilize visual aids in both written and oral communications.
- Articulate the impact engineering has on everyday life.
- Work collaboratively to research, write, and present information and ideas.
- Write accurate, precise technical prose.
This special version of WRIT 340, Advanced Communication for Engineers, will examine the Grand Challenges of Engineering from a global perspective and explore the multi-faceted relationships between Cities, Citizens, and Engineering. This course has two parts:
the first two weeks of the course will be taught in Berlin, and the remainer of the course will be taught at USC. Although the Grand Challenges of Engineering were developed by the (American) National Academy of Engineering, engineers worldwide agree with
their urgency. To that end, Global Grand Challenges Summits have been held not only in the United States, but also in China and the United Kingdom. Spending a portion of the semester abroad underscores the international cooperation needed to successfully
meet these Challenges and establishes a global perspective for the course. In Berlin, we will experience some of Berlin’s unique approaches to infrastructure, digitalization and design through company visits, museum and factory tours and historical exploration.
Students will understand the importance of Berlin as a hub for innovation and policy. Exploration of the city and companies will highlight the key role that German history plays in Berliners’ approaches to current and future engineering problems. The experiences
in Berlin will be connected to the 14 Grand Challenges of Engineering, and the four categories into which they fall—health, joy of living, sustainability, and security. Students will examine both local and global perspectives on the Challenges as they complete
individual and collaborative assignments. In both Los Angeles and Berlin, class assignments will reinforce the global nature of engineering and explore the crucial social role of engineers.
This special version of WRIT 340, Advanced Communication for Engineers, will examine the Grand Challenges of Engineering from a global perspective and explore the multi-faceted relationships between Cities, Citizens, and Engineering. This course has two parts:
the first two weeks of the course will be taught in Tokyo, and the remainder of the course will be taught at USC. Although the Grand Challenges of Engineering were developed by the (American) National Academy of Engineering, engineers worldwide agree with
their urgency. To that end, Global Grand Challenges Summits have been held not only in the United States, but also in China and the United Kingdom. Spending a portion of the semester abroad underscores the international cooperation needed to successfully
meet these Challenges and establishes a global perspective for the course. In Tokyo, we will experience some of Tokyo’s unique approaches to infrastructure, digitalization and design through company visits, museum and factory tours and historical exploration.
Exploration of the city and companies will highlight the key role that Japanese engineering innovation plays in their approach to current and future engineering problems. The experiences in Tokyo will be connected to the 14 Grand Challenges of Engineering,
and the four categories into which they fall—health, joy of living, sustainability, and security. Students will examine both local and global perspectives on the Challenges as they complete individual and collaborative assignments. In both Los Angeles and
Tokyo, class assignments will reinforce the global nature of engineering and explore the crucial social role of engineers.
Advanced Writing and Communication for Engineers: Engineering for Climate Change and Sustainability
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
Advanced Writing and Communication for Engineers: Global Innovations and Perspectives in Engineering
This special version of WRIT 340, Advanced Communication for Engineers, will examine the Grand Challenges of Engineering from a global perspective and explore the multi-faceted relationships between Cities, Citizens, and Engineering. This course has two parts:
the first two weeks of the course will be taught in Sydney, and the remainder of the course will be taught at USC. Although the Grand Challenges of Engineering were developed by the (American) National Academy of Engineering, engineers worldwide agree with
their urgency. To that end, Global Grand Challenges Summits have been held not only in the United States, but also in China and the United Kingdom. Spending a portion of the semester abroad underscores the international cooperation needed to successfully
meet these Challenges and establishes a global perspective for the course. In Sydney, we will experience some of Australia’s unique approaches to infrastructure, AI and other emerging technologies, and design through company visits, museum and factory tours
and historical exploration. Exploration of the city and companies will highlight the key role that Australian engineering innovation plays in their approach to current and future engineering problems. The experiences in Sydney will be connected to the 14 Grand
Challenges of Engineering, and the four categories into which they fall—health, joy of living, sustainability, and security. Students will examine both local and global perspectives on the Challenges as they complete individual and collaborative assignments. In
both Los Angeles and Sydney, class assignments will reinforce the global nature of engineering and explore the crucial social role of engineers.
Anchored in Japan’s official articulation of Society 5.0 as “a human-centered society in which economic development and the resolution of social issues are compatible with each other through a highly integrated system of cyber space and physical space,” this course explores the outer layer of sociotechnical engineering, focusing on the dynamic interplay between technology and social and cultural values. While noting shared global concerns like climate change and geopolitical instability, we will focus on Japan’s unique challenges, including an aging population, and distinctive values such as harmony with nature and citizenship based on trust and the common good. The course includes an immersive educational experience in Tokyo: we will experience some of Tokyo’s unique approaches to infrastructure, digitalization, and design through company visits, museum and factory tours and historical exploration. Students will understand the importance of Tokyo as a hub for innovation and learn about Japan’s leadership in the development of distinctive approaches to current and future engineering challenges.
Ethical issues in artificial intelligence including algorithmic bias and interpretability, data privacy and control, autonomous systems and relationships with AI entities.
Writing Skills for Engineering Ph.D. Students
The course addresses academic and research writing, writing for publication, dissertations, proposals, conference papers, and journal articles as well as general principles of effective written communication. Students learn to structure and report their research findings with clarity and impact. Communication to industry and public audiences is also covered. Students receive one-on-one assistance with their current writing projects (e.g. academic conference and journal papers, dissertations) and develop the skills for continued improvement.
The course addresses academic and research writing, writing for publication, dissertations, proposals, conference papers, and journal articles as well as general principles of effective written communication. Students learn to structure and report their research findings with clarity and impact. Communication to industry and public audiences is also covered. Students receive one-on-one assistance with their current writing projects (e.g. academic conference and journal papers, dissertations) and develop the skills for continued improvement.
Courses with a communications component
Information Literacy: Navigating Digital Misinformation
Interdisciplinary course aimed at building information and digital literacies using academic research technologies and processes
Interdisciplinary course aimed at building information and digital literacies using academic research technologies and processes
Immersive storytelling for innovators and makers
Writing Skills for Engineering Ph.D. Students
The course addresses academic and research writing, writing for publication, dissertations, proposals, conference papers, and journal articles as well as general principles of effective written communication. Students learn to structure and report their research findings with clarity and impact. Communication to industry and public audiences is also covered. Students receive one-on-one assistance with their current writing projects (e.g. academic conference and journal papers, dissertations) and develop the skills for continued improvement.
The course addresses academic and research writing, writing for publication, dissertations, proposals, conference papers, and journal articles as well as general principles of effective written communication. Students learn to structure and report their research findings with clarity and impact. Communication to industry and public audiences is also covered. Students receive one-on-one assistance with their current writing projects (e.g. academic conference and journal papers, dissertations) and develop the skills for continued improvement.
Oral Communication Skills for Engineering Ph.D. Students
Students learn the fundamentals of oral presenting and receive one-on-one assistance with their works in progress, e.g. conference presentations, posters, preparing for quals.—all such efforts and more are covered. The course covers general principles of effective oral communication, including delivery elements for online and in-person modalities. Workshop-style classes focus on giving conference presentations, poster presentations, qualifying exams and a variety of other oral communication projects. Goals include building confidence, clarity and connection to a variety of audiences. Personalized feedback is provided to promote continued improvement.
Students learn the fundamentals of oral presenting and receive one-on-one assistance with their works in progress, e.g. conference presentations, posters, preparing for quals.—all such efforts and more are covered. The course covers general principles of effective oral communication, including delivery elements for online and in-person modalities. Workshop-style classes focus on giving conference presentations, poster presentations, qualifying exams and a variety of other oral communication projects. Goals include building confidence, clarity and connection to a variety of audiences. Personalized feedback is provided to promote continued improvement.
Oral Communication Skills for Engineering Ph.D. Students
Professional Writing and Communication for Internships
Advanced Writing and Communication for Engineers
In this course, students who have successfully completed WRIT 150 or its equivalent will identify and apply writing and speaking skills for various audiences on topics related to their professional or disciplinary interests. This version of WRIT 340 focuses on professional and disciplinary interests in engineering.
At the end of WRIT 340: Advanced Writing and Communication for Engineering, students should be able to:
In this course, students who have successfully completed WRIT 150 or its equivalent will identify and apply writing and speaking skills for various audiences on topics related to their professional or disciplinary interests. This version of WRIT 340 focuses on professional and disciplinary interests in engineering.
At the end of WRIT 340: Advanced Writing and Communication for Engineering, students should be able to:
- Write for academic, public, and professional audiences.
- Demonstrate research and documentation abilities at the upper-division level.
- Identify and analyze pressing ethical issues within an engineering discipline.
- Compose a professional proposal for a real-world constituent that reflects the importance of engineering solutions in society.
- Revise and edit to advanced academic and professional standards.
- Prepare and give professional oral presentations for a variety of audiences and purposes.
- Utilize visual aids in both written and oral communications.
- Articulate the impact engineering has on everyday life.
- Work collaboratively to research, write, and present information and ideas.
- Write accurate, precise technical prose.
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges
In this course, students develop communication skills, both written and verbal, within the context of current disciplinary grand challenges. Students will research “wicked problems” within their fields of study and communicate their significance, ethical implications, and possible solutions in a variety of forms. The class is designed to provide students with the writing and communication skills needed to undertake a more in-depth project (such as an honors thesis or a commercialization plan) within their discipline. Multiple scaffolding assignments will culminate in a substantial final paper that lays the foundation for this future project.
In this course, students develop communication skills, both written and verbal, within the context of current disciplinary grand challenges. Students will research “wicked problems” within their fields of study and communicate their significance, ethical implications, and possible solutions in a variety of forms. The class is designed to provide students with the writing and communication skills needed to undertake a more in-depth project (such as an honors thesis or a commercialization plan) within their discipline. Multiple scaffolding assignments will culminate in a substantial final paper that lays the foundation for this future project.
Advanced Writing and Communication for Engineers: Engineering for Climate Change and Sustainability
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
Courses with a global experience component
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges in Berlin and Tokyo: Cities, Citizens, and Engineering
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges in Berlin and Los Angeles: Cities, Citizens, and Engineering
In this course, students examine the Grand Challenges of Engineering from a global perspective and explore the multi-faceted relationships between Cities, Citizens, and Engineering. Students will examine both local and global perspectives on the Challenges as they complete individual and collaborative assignments. The course includes two weeks in Berlin, where students will experience some of Berlin’s unique approaches to infrastructure, digitalization and design through company visits, museum and factory tours and historical exploration. In both Los Angeles and Berlin, class assignments will reinforce the global nature of engineering and explore the crucial social role of engineers.
In this course, students examine the Grand Challenges of Engineering from a global perspective and explore the multi-faceted relationships between Cities, Citizens, and Engineering. Students will examine both local and global perspectives on the Challenges as they complete individual and collaborative assignments. The course includes two weeks in Berlin, where students will experience some of Berlin’s unique approaches to infrastructure, digitalization and design through company visits, museum and factory tours and historical exploration. In both Los Angeles and Berlin, class assignments will reinforce the global nature of engineering and explore the crucial social role of engineers.
Advanced Writing and Communication for Engineers: Global Innovations and Perspectives in Engineering
As much of modern engineering practice involves and impacts people around the world, an understanding of global engineering trends and perspectives in communication, engineering ethics, and public service is critical. In this specialized version of WRIT 340 Advanced Writing and Communication for Engineers, students will identify and examine technological innovations across the globe and develop the concomitant communication skills, ethical awareness, and cross-cultural competencies necessary to navigate engineering on a global scale.
As much of modern engineering practice involves and impacts people around the world, an understanding of global engineering trends and perspectives in communication, engineering ethics, and public service is critical. In this specialized version of WRIT 340 Advanced Writing and Communication for Engineers, students will identify and examine technological innovations across the globe and develop the concomitant communication skills, ethical awareness, and cross-cultural competencies necessary to navigate engineering on a global scale.
Courses with a social implications component
Ethics, Technology, and Value
In this course, students consider general questions about the nature of technology, including questions about the values that are embedded in technology, as well as questions about our control over technology and its development. We examine various theoretical frameworks that philosophers have developed for answering ethical questions, and we consider the problems facing these frameworks. We then consider pressing ethical questions raised by particular kinds of technology, such as social media, biomedical technology, and artificial intelligence.
In this course, students consider general questions about the nature of technology, including questions about the values that are embedded in technology, as well as questions about our control over technology and its development. We examine various theoretical frameworks that philosophers have developed for answering ethical questions, and we consider the problems facing these frameworks. We then consider pressing ethical questions raised by particular kinds of technology, such as social media, biomedical technology, and artificial intelligence.
Climate Change, Technology, and Ethical Value
In this course, first-year students survey a range of environmental ethical theories and analyze some of the difficult ethical questions raised by climate change. First, we read and discuss foundational texts in environmental ethical theory; then, we turn to the ethics of climate change and the role of technology in climate change. Among other topics, we’ll consider the ethical tradeoffs of various renewable technologies, our duties to future generations, our individual and collective responsibilities, and the ethical permissibility of geoengineering. Throughout, we pay particular attention to the ways these topics involve environmental and climate justice, at both the national and global levels.
In this course, first-year students survey a range of environmental ethical theories and analyze some of the difficult ethical questions raised by climate change. First, we read and discuss foundational texts in environmental ethical theory; then, we turn to the ethics of climate change and the role of technology in climate change. Among other topics, we’ll consider the ethical tradeoffs of various renewable technologies, our duties to future generations, our individual and collective responsibilities, and the ethical permissibility of geoengineering. Throughout, we pay particular attention to the ways these topics involve environmental and climate justice, at both the national and global levels.
Science, Literature, and Ethics
This freshman-level seminar satisfies the requirement for a general education course in humanistic inquiry. In this interdisciplinary course, students are provided with the tools to analyze current and emerging controversies in science, engineering, and technology. Students read primary source texts in ethical theory, science fiction, and the philosophy of technology. Acquisition of the fundamental principles in key ethical theories, such as duty ethics, utilitarianism, and virtue ethics, is a primary course objective, as is broad exposure to canonical and non-canonical readings in science fiction and speculative literature. Literary texts are drawn from a wide variety of writers, such as Mary Shelley, Aldous Huxley, Octavia Butler, Philip K. Dick, Kazuo Ishiguro, and Margaret Atwood.
Throughout the semester, students engage in critical thinking about contemporary issues in science and technology (e.g., AI, data collection, disruptive technologies, and automation). Students demonstrate learning acquisition through class discussion, oral presentations, and analytic writing assignments. Mastery of course concepts is also displayed via midterm and final examinations and collaborative group work. In a summative group project, students create utopian planned communities that seek to resolve urgent global issues. This final assignment requires students to produce a transdisciplinary, multimedia project that demonstrates achievement of course objectives.
This freshman-level seminar satisfies the requirement for a general education course in humanistic inquiry. In this interdisciplinary course, students are provided with the tools to analyze current and emerging controversies in science, engineering, and technology. Students read primary source texts in ethical theory, science fiction, and the philosophy of technology. Acquisition of the fundamental principles in key ethical theories, such as duty ethics, utilitarianism, and virtue ethics, is a primary course objective, as is broad exposure to canonical and non-canonical readings in science fiction and speculative literature. Literary texts are drawn from a wide variety of writers, such as Mary Shelley, Aldous Huxley, Octavia Butler, Philip K. Dick, Kazuo Ishiguro, and Margaret Atwood.
Throughout the semester, students engage in critical thinking about contemporary issues in science and technology (e.g., AI, data collection, disruptive technologies, and automation). Students demonstrate learning acquisition through class discussion, oral presentations, and analytic writing assignments. Mastery of course concepts is also displayed via midterm and final examinations and collaborative group work. In a summative group project, students create utopian planned communities that seek to resolve urgent global issues. This final assignment requires students to produce a transdisciplinary, multimedia project that demonstrates achievement of course objectives.
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges
In this course, students develop communication skills, both written and verbal, within the context of current disciplinary grand challenges. Students will research “wicked problems” within their fields of study and communicate their significance, ethical implications, and possible solutions in a variety of forms. The class is designed to provide students with the writing and communication skills needed to undertake a more in-depth project (such as an honors thesis or a commercialization plan) within their discipline. Multiple scaffolding assignments will culminate in a substantial final paper that lays the foundation for this future project.
In this course, students develop communication skills, both written and verbal, within the context of current disciplinary grand challenges. Students will research “wicked problems” within their fields of study and communicate their significance, ethical implications, and possible solutions in a variety of forms. The class is designed to provide students with the writing and communication skills needed to undertake a more in-depth project (such as an honors thesis or a commercialization plan) within their discipline. Multiple scaffolding assignments will culminate in a substantial final paper that lays the foundation for this future project.
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges in Berlin and Tokyo: Cities, Citizens, and Engineering
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
Advanced Writing and Communication for Engineers: Disciplinary Grand Challenges in Berlin and Tokyo: Cities, Citizens, and Engineering
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
In this course, students develop written and oral communication skills by writing and presenting about technologies related to climate change and sustainability. Reading and writing assignments consider not only the performance capabilities of the technologies but also the ethical, economic, and political implications of the technologies. Students also develop skills in climate change communication for both professional and lay audiences.
Advanced Writing and Communication for Engineers: Engineering for Climate Change and Sustainability
Advanced Writing and Communication for Engineers: Global Innovations and Perspectives in Engineering
Navigating Digital Misinformation: The rise of social media and other digital technologies has been accompanied by an unprecedented increase in the proliferation and dissemination of misinformation and disinformation. The implications of the spread of false information extend far beyond the digital space to include significant social, political, and economic upheavals throughout the world. For today's students, these technologically complex digital landscapes are their primary sources of information, making digital and informational literacy a critical and necessary life skill. This course on information literacy on digital platforms will familiarize students with the technological designs and operations of digital tools that shape the content they see in their daily lives. It also aims to bolster their critical thinking and academic research skills so that students can identify and analyze false information and recognize when reliable information is needed and where reliable information can be found. These skills are directly transferable to students' academic, professional, and personal online lives.
