ENGR 101 / EMBE 101 – Intro Notes

Instructors and Course Overview

Dr. Williamson: Assistant Professor in the Civil and Environmental Engineering department; teaches Civil Engineering intro (ENGR 101) and Environmental Engineering intro (EME/Environmental focus).
Dr. Shu Li: Faculty member in the environmental engineering specialization; primarily works with ELE 101 / EMBE students; will handle some activities in different classroom locations for certain weeks.
Class structure note: Environmental and civil engineering students meet concurrently for most of the semester, with some weeks where EMBE and ENV-specific activities occur in separate spaces.
Welcome context: Syllabus week; these documents are the contracts guiding the semester; attendance and participation are key.

Course Meeting Times, Locations, and Labs

Regular meetings: Mondays and Wednesdays in Kewitt Hall 203.
Occasional separate location for EME/EMB E students (to be announced).
Lab sections: Enforced enrollment in a lab section; one listed section may be extra in the slide and will be corrected.
Lecture-to-lab flow: One weekly meeting in Nebraska Hall W 341 B; the “A section” uses two computer labs for computer skills and project work.
Software focus later in term: AutoCAD and Civil 3D used in the second half of the semester.
Computer access: Student free AutoCAD/Civil 3D downloads are possible, but accessible in campus labs if needed; Mac users may face software compatibility issues and may use emulators or lab computers.
Accessibility: All required software and access will be available in campus computer labs.

Contact and Communication Guidelines

Primary contact: Dr. Williamson; preferred to be addressed as Doctor Williamson or Professor Williamson in all communications.
Doctor Shu Li contact: Also listed; mainly supports EMBE students; use for EMBE-specific discussions.
Email etiquette: Use an appropriate subject line including the course name and number; keep communications professional.
Office hours: Provided contact info and office hours; reach out by email if you need to meet outside those times.

Course Goals, Accreditation, and Outcomes

ABET accreditation: ABET is the accrediting body for engineering programs; graduation from an ABET-accredited program is important for licensure as a professional engineer.
Course goals: Learn course goals and outcomes related to the ABET criteria; aligns with the overall engineering education goals.
Textbook: There is no textbook for this course.
Software tools: AutoCAD and Civil 3D are used in the computer labs; access options include student downloads or lab access; for Apple devices, software compatibility can be an issue.

Assessments, Workload, and Grading Philosophy

Assessment structure: Course contains many small assignments with relatively small weights toward the final grade.
Philosophy: This is not a purely introductory course; it emphasizes developing university-level engineering student skills, collaboration, and professional behaviors.
Teamwork: A significant portion of the grade comes from group work; CAPME is used as the peer/partner assessment tool to provide feedback on team members.
Emphasis on attendance: Attendance is worth 5% of the grade; excessive absences can reduce more than 5% and repeated absences continue to reduce overall grade.
Final exam: There is no final exam for this course.

Distinctions Between Civil and Environmental Curricula

Civil vs Environmental focus: The civil curriculum includes topics like structures and transportation; the environmental curriculum emphasizes environmentally focused projects and may omit certain civil topics.
Shared core: Despite differences, both curricula share many core engineering competencies and general course requirements.

Ethics, Academic Integrity, and Mental Health Resources

Academic honesty: Clear statements about academic honesty; plagiarism is addressed; credit must be given when using others’ work.
AI and tool use: AI tools and other resources exist; students are encouraged to use them appropriately to aid learning and writing, with proper attribution to the origin of the ideas.
Accommodations: Resources exist for students needing accommodations (disability services) with contracts to instructors; access to these resources is important for student success.
Mental health: Emphasis on mental health resources and well-being; don’t hesitate to seek help if stress or mental health concerns arise; there are people who care about student well-being.
Classroom respect: Policies promoting a respectful and inclusive classroom environment.

Technology Use in Class

In-class computer use: Laptops can be used in class, but should be used to support this course; avoid using them for other courses or unrelated activities during class time.
Canvas integration: Canvas is used for announcements, calendars, assignments, and notifications; regular check-ins and calendar management help manage deadlines.
Rock the Block (ENGR 10 integration): An introductory event (behind the field across the street) used to kick off ENGR 10 activities; students check in with their ID to receive credit.

ENGR 10: Introductory Seminar and Cross-Listing

ENGR 10 is a zero-credit, pass/no-pass course folded into ENGR 101/101; successfully passing ENGR 101/101 grants ENGR 10 credit.
ENGR 10 goals include exposure to the Complete Engineer competencies, development of self-management skills, and reflection on engineering disciplines.
Attendance requirements: ENGR 10 requires attendance; multiple weeks (including fall break for some events) include assignments such as department visits and reflections.
Sections and integration: ENGR 10 material has been integrated into this course to simplify student scheduling (you don’t need to enroll in ENGR 10 separately).
“80% passing” question: Clarification that the 80% threshold pertains to ENGR 10, not ENGR 101; passing ENGR 101 automatically satisfies ENGR 10 requirements.

The Complete Engineer Competencies (Core Idea)

Concept: The Complete Engineer program defines six core competencies to prepare engineers for industry needs.
Industry relevance: Employers value these competencies highly; they complement technical skills and differentiate graduates.
Three levels of development: There are three levels for each competency:
- Exposure: Initial awareness of the competency; basic understanding of its importance.
- Engagement: Active involvement; submitting reflections and taking steps to develop the competency.
- Transformation: Deep integration; behavior and practice change reflecting mastery of the competency.
Examples and discussion: Instructor emphasizes that these competencies are aimed at improving teamwork, communication, ethics, self-management, and broader professional behaviors beyond raw technical skills.
Entrepreneurial mindset: The program frames an entrepreneurial mindset as curiosity, innovation, and lifelong learning, not only starting a business; it’s about asking questions, learning, and taking initiative.
Practical importance: Students are encouraged to consider how these competencies influence professional performance, collaboration, and impact on others in physical and organizational contexts.

In-Class Activity: Week 1 Complete Engineer Discussion (Peer Work)

Activity setup: Students use a QR code to review each competency and select two words or concepts that they associate with each competency.
Employer perspective: Discuss what words an employer might use when recruiting for those competencies.
Personal challenge: Pair up to discuss a challenge you have with a given competency.
Example reflections: Student responses touched on personal strengths (e.g., communication, inclusive excellence) and perceived areas for growth (e.g., ethics, self-management).
Accessibility note: One student asked about access codes; instructors acknowledge and address this logistics item.

Practical Tips for Success and Real-World Relevance

Attend regularly: Attendance is a critical component of success; staying present supports collaboration, learning, and CAPME assessments.
Engage with teams: Group work is central; practice constructive feedback and effective collaboration.
Use Canvas effectively: Set up notifications and calendars to manage due dates and announcements across all courses.
Leverage campus resources: Visit the IT/computer labs for software access; explore disability services and mental health resources as needed.
Explore complete engineer competencies early: Start thinking about which competencies resonate with you and begin planning on how to progress from exposure to engagement and transformation.
Plan for Rock the Block and ENGR 10 activities: These events count toward assignments and provide perspectives on engineering fields and departments.

Quick References and Reminders

Time/location snippets: Kewitt Hall 203; Nebraska Hall W 341 B; lab sections exist and may require correction in the schedule; Rock the Block location is behind the field across the street.
Software specifics: AutoCAD and Civil 3D used in the latter part of the semester; lab access or student downloads can be used depending on device compatibility.
Important policy notes: No final exam; 5% attendance; CAPME for teamwork assessment; emphasis on honesty and proper use/attribution of AI tools.
People and roles recap: Dr. Williamson (instructor), Dr. Shu Li (environmental focus), EMBE vs ELE course distinctions explained; contact methods and office hours provided.

Questions to Consider as You Prepare for the Week

Which two Complete Engineer competencies do you feel strongest in, and which would you like to grow the most this semester?
How will you structure your Canvas notifications and calendar to ensure you meet all small assignments and attendance checks?
What strategies can you use to contribute effectively in group work and maximize CAPME feedback for your teammates?
How might you apply an entrepreneurial mindset to problems you encounter in ENGR 101 / EMBE 101 beyond simply starting a business?