ENGR 100:



Check out our current section offerings!

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Engineering 100 is an engineering student’s first taste of what it is to be a practicing engineer! This project-based course simulates a real-world engineering environment. Each section asks students to complete an engineering project where they design a solution to an authentic, real-life problem. Students can choose from a range of different sections, each with its own project focus – from radiation mitigation to robotics to rocket science, and more!

“Research-grade equipment….available to undergraduates…to understand the stuff they’re working with.  Every engineer is going to find something in this class that is going to be valuable for them for the kind of engineering they go on to do.” 

– Tim Chambers, Faculty, Section 120

“We think about all of the science and engineering that goes into harvesting, storing, transporting, mass producing, creating innovative food projects.  I wanted to have a section that was very approachable to anyone no matter what major you wanted to go into.” 

– Laura Hirshfield, Faculty, Section 300

“I’m trying to instill in the students this sense of first giving them a global overview of what the technology problems are, then…ok, what can we do with polymers and how can we make something out of it, and then challenge them and say, now do something with this.” 

– Johannes Schwank, Faculty, Section 310

“I had known what a drone was for so long in my life, but I never actually physically interacted with a drone or flown one or anything of that sort. One of the coolest things about this class is you get to fly it…you get to fix it when it crashes. It’s all so cool.”         

– Student, Section 400

“If you like biology but you want to be an engineer, this is the class for you. We search the literature, we find these principles, these mechanisms in biology, extract them, and apply them to engineering.” 

– Talia Moore, Faculty, Section 580

My favorite parts were the actual building and testing.  We did the programming, the designing, the CAD, simulations for the airflow.  It was really important to work as a team.”  

– Student, Section 700

“You may never have worked with these materials before, or you’ve never had to use a power tool. And so our hope is, wherever you are, you’re able to take next steps and get comfortable so that you can take those skills into your later classes and into design as you move forward.” 

– Philip Derbesy, Faculty, Section 750

“We are the people side of engineering and that’s what really makes it fun.  We allow the students to work on projects that affect them on a daily basis.” 

– Debra Levantrosser, Faculty, Section 810

“The mindset I’m hoping students will take away from this is the idea that you can take some fairly simple gadgets, a fairly simple sort of processor…and make it more intelligent, make it function in the world. The idea is to make everyone’s life a little bit better in the world.”  

– Derrick Yeo, Faculty, Section 850

“Students get introduced to a lot of concepts that they’re not going to see anywhere else in terms of nuclear safety, nuclear radiation…we do put them through the same disciplines that they would if there had been a risk.” 

– John Getsoian, Laboratory Services Supervisor, Section 900

“What we try to stress in this particular section is, how to take a very large question or problem, break it down into components, and then try to analyze each of those components.” 

Aaron Ridley, Faculty, Section 980


Every ENGR 100 section shares the same four core learning outcomes. Students will learn to:


the Engineering Design Process


Effectively as an Engineer


in Diverse Teams


and Practice Professional Engineering Values


Student wearing hijab kneeling on ground working on drone
Small motorized project with two wheels and wires on top of lab bench
Two students in safety goggles looking over beaker conducting experiment

Engineering 100 helps Michigan Engineers learn how to integrate design, communication, teamwork, and people-first engineering in one unified experience. Uniquely, this course embeds writing and communication instruction (first-year writing requirement) within the engineering discipline. This discipline-specific writing instruction helps our students learn the professional communication skills necessary to build their engineering career. 

Large hexagon with staff Krista Quinn next to smaller hexagon of faculty Rachael Schmedlen


Meet our team of faculty and staff


We’re pleased to share some of the awards and publications we’ve received!


Meet our external partners and learn how to get involved


Learn how to get involved as a Graduate Student Instructor

How to Apply

To apply for an ENGR 100 GSI position, interested applicants should email the course instructor(s) associated with the section. Instructor information is updated in early March for the fall semester and early November for the winter semester. In the email, attach a cover letter and current resume that include your technical skills that relate to the position. You are notified by email of the status of your application. Applications are reviewed upon receipt, and offers are extended by the end of the current semester in most cases. Please note that not all sections of ENGR 100 hire GSIs; some only hire undergraduate Instructional Aides, and some hire a combination of both. All offers are contingent upon a successful background check. Both incoming and current graduate students are eligible for GSI positions. Please see the ADUE Class Size Policy for the GSI to student ratio in ENGR courses. Information on the university’s GSI policies and procedures is found on this page .