Richard C. Benson, Dean Associate Dean for Academic Affairs: Bevlee A. Watford Associate Dean for Administration, and Chief of Staff: Edward L. Nelson Associate Dean for International Programs and Information Technology: Glenda R. Scales Associate Dean for Research and Graduate Studies: John J. Lesko
Virginia Tech is the home of the commonwealth's leading College of Engineering. It is known in Virginia and throughout the nation for the excellence of its programs in engineering education, research and public service. It is the state’s largest engineering college, and ranks among the top five suppliers of new B.S. degrees in the United States.
The mission of the College of Engineering is to offer high quality support for our stakeholders in order to provide a successful experience in the engineering education pursuits of our customers. The vision of the college is to foster strong working relationships between faculty, student and industry partners that will ultimately bring research opportunities through engineering educational offerings. The goals of the college are to attract high-caliber students and to provide them with a top-quality engineering education in preparation for productive careers; to invest in faculty development to enhance Virginia Tech's reputation as a research university and a leader in graduate education; and to forge new links with industry and government to facilitate economic development within the Commonwealth and the nation.
In U.S. News & World Report’s “America’s Best Colleges 2013” survey, the College of Engineering’s undergraduate program ranks 16th among all accredited engineering schools. Among public universities, the college ranks sixth. The College’s Department of Engineering Science and Mechanics ranks 5th in the nation, tying with Stanford University. Among available individual department programs rankings, the following standouts from 2012 are: industrial/manufacturing engineering, 10th; environmental, 12th; civil, 9th; mechanical engineering, 15th; aerospace engineering, 13th; and electrical engineering, 17th.
The National Science Foundation is a major contributor of grants to our college. Research expenditures during the fiscal year 2011 totaled $194.8million, placing the college 10th in the nation among the hundreds of engineering colleges, according to the NSF. It is an increase of some $42 million from 2008, for a five-year comparison.
The College of Engineering offers bachelor of science degrees in the following areas: Aerospace Engineering, Biological Systems Engineering, Chemical Engineering, Civil Engineering, Computer Engineering, Computer Science, Construction Engineering and Management, Electrical Engineering, Engineering Science and Mechanics, Industrial and Systems Engineering, Materials Science and Engineering, Mechanical Engineering, Mining Engineering, and Ocean Engineering. The Computer Science program is accredited by the Computing Accreditation Commission of ABET, http://www.abet.org. All other College of Engineering undergraduate programs in engineering are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.
Engineers play an important role in modern society. They design and develop new and better materials, products and processes for households and industries, from tiny semiconductors to huge dams. Engineers are needed across a broad spectrum of industry from the traditional field such as mechanical to the emerging fields of robotics and biomedicine. Engineers must not only satisfy society's demand for improved performance, reliability and safety of products, they also are expected to supply solutions for environmental and social problems created by new technology.
Our graduates are well-rounded. Men and women trained in engineering will find many professional outlets. They may join large or small manufacturing industries or they may offer their skills and knowledge as professional consultants. They may work in government or private research laboratories or teach and do research in universities. If the future leads them into other professions such as medicine, law, food services or business, their engineering education shall provide a sound base. Graduates of the College of Engineering are in high demand. Our Student Engineers’ Council-run Engineering EXPO -- one of the largest student-run career fairs in the country -- brought in approximately 270 employers in 2012, and we are a key recruiting school for three dozen major corporations and government agencies.
It is essential that engineers, regardless of specialty, be well versed in mathematics, the physical sciences and the engineering sciences so that they can adapt readily to meet the profession’s ever-changing demands. But professional training is not enough. Engineers need to have imagination and insight. They must understand the history and traditions of the society in which they live. They also must be familiar with the social sciences and humanities.
Engineers also must be able to communicate effectively with higher management and the general public. All departments within the college are implementing programs to ensure that every graduate is able to effectively use a variety of spoken, visual and written communication strategies which are necessary for success as a student, for employment, and for life as a responsible citizen. Additional emphasis is being placed in freshmen engineering classes to emphasize the importance of communications in engineering analysis and design.
Engineers who are well educated, not just well trained, will be better equipped to develop scientific knowledge into useful technology.
Innovations of the College of Engineering
In a move recognized by the National Academy of Engineering for its leadership, the College transformed its Engineering Fundamentals program into the Department of Engineering Education. This Department continues to train freshmen in the fundamental principles of engineering. The basic ideas and principles inherent in the freshman year — such as the scientific method, an introduction to design, an understanding of the engineer’s or technologist’s role and responsibility in modern society, and a first exposure to technical communication — are imparted in both an “analog” and a “digital” environment. Engineering Education also has developed M.S. and Ph.D. programs to prepare students to teach engineering or technology at any level, from kindergarten to college. The National Science Foundation has supported these developments through several major grants.
Tenured or tenure-track faculty teach more than 90 percent of all engineering courses at Virginia Tech. Engineering faculty members focus on solving real world problems, and share these experiences in the classroom. The work of the faculty with industry brings modern, ground-breaking knowledge back to the classroom quicker than any textbook. These experiences provide a hands-on dimension that result in the superlative quality of engineering teaching for which Virginia Tech is so well known.
The latest national survey, dated fall 2011, released by the American Society for Engineering Education (ASEE) ranked the Virginia Tech College of Engineering sixth in the number of full-time teaching faculty, ninth for the number of tenured/tenure track women faculty, 13th for the number of African American faculty, 13th for the number of Asian faculty, and sixth for the number of Hispanic faculty. The data was based on a survey of 352 engineering schools. Other standout numbers, according to the ASEE report, for the Virginia Tech College of Engineering: Research expenditures totaled $152.7 for the 2010-2011 year, for a ranking of 13th the nation. For total bachelor’s degrees awarded by schools, Virginia Tech ranked 6th in the nation; for master’s degrees awarded, 23rd in the nation; and for doctoral degrees, 13th in the nation.
Virginia Tech engineering undergraduates are fortunate to have a combination of excellent classroom instruction and the opportunity to participate in "hands-on, minds-on" engineering training. This “hands-on, minds-on” training is made possible by two unique facilities, established by the generosity of College of Engineering alumni, that are available to undergraduates.
In the Joseph F. Ware, Jr. Advanced Engineering Laboratory, students design and construct competition projects including Formula SAE race cars, Baja SAE vehicles, human-powered submarines and airplanes, radio-controlled aircraft, steel bridges, autonomous aerial and underwater vehicles, and hybrid electric vehicles, including an automobile and a motorcycle. Many of the teams are held by undergraduate students, working under faculty advisers.
In the Frith Freshman Engineering Design Laboratory, freshmen learn engineering principles by working with a number of mechanisms donated by industry sponsors.
The Virginia Tech Institute for Critical Technology and Applied Science (ICTAS) has emerged as a vital vehicle that presents a strong link to economic development for the entire Commonwealth. Led by Virginia Tech's College of Engineering, ICTAS presents a case for advancement of humankind through collaborative research, and it represents a strong link between all of the colleges of engineering across the Commonwealth. For the undergraduate, ICTAS will provide opportunities for research employment.
ICTAS incorporates the common features of Organized Research Units (ORUs) that have produced strong economic growth around highly ranked universities. At Virginia Tech, we recognize that a university-affiliated ORU is more than a traditional research center. It must allow for, and encourage, a seamless path from fundamental research, through applied research and development, to technology transfer - not only by publications but also through the licensing of intellectual property, the initiation of new companies, student involvement, and technical assistance to Virginia companies.
At Virginia Tech, the common features emerged for the ORUs of ICTAS include: the clustering of synergistic research groups; teaming of researchers with science and engineering backgrounds; a breadth of activities that bridges periods of transition in research emphasis; the employment of full-time researchers and support personnel but with strong linkages to academic units through faculty and student involvement; and an initial investment and financial structure that allows the research unit to become not only self-sustaining, but a provider of revenue to the university.
ICTAS, in 2007, dedicated its first building, the Nanoscale Characterization and Fabrication Lab. Located in Virginia Tech’s Corporate Research Center, the lab is a 32,000--square-foot facility on par with the best nanotechnology labs in the world. In March 2009, the ICTAS-I building opened in the College of Engineering corridor along Stanger and Old Turner streets. The 99,000-square-foot building now serves as the institute’s home base, housing the School of Biomedical Engineering and Sciences as a principal tenant, in addition to the Sustainable Water Infrastructure Management program head by faculty members Marc Edwards and Sunil Sinha. (In spring 2013, the building was formally renamed in honor Hugh and Ethel Kelly, Hugh being a 1937 graduate of the college.) The ICTAS-II building in the university’s life sciences corridor opened in the spring semester of 2011. It houses research labs with a biotechnology focus.
The three facilities provide a total of 200,000 square feet for College of Engineering researchers and colleagues from the Colleges of Science, Natural Resources, and Veterinary Medicine to help Invent the Future, the mantra of Virginia Tech.
Construction on the $100 million Signature Engineering Building, located near the corner of Stanger Street and Prices Fork Road, was at the halfway point in early 2013. The roughly 153,000-gross square-foot facility will house space for the College’s core departments and serve as a leading center of engineering education in Virginia. Ground was broken on the project in fall 2011, and is pegged for a spring 2014 opening. Inside, a 15,000-pound Rolls-Royce Trent 1000 jet engine hangs 15 feet above the floor of the atrium, installed this past summer by a team of engineers. The engine will become not only a art centerpiece of the structure, but a learning tool for our students for years to come. More information, including artist renderings and architecture plans of the structure can be found at http://www.eng.vt.edu/signaturebuilding.
The philosophy of Virginia Tech's College of Engineering is to place the right technology in the hands of our students. This reasoning fostered our pioneering decision in 1984 to become the first large public university to require our entering engineering freshmen to purchase a PC. In 2002, the College of Engineering switched the requirement to a Notebook computer. In 2006, in order to provide the opportunity for our engineering students to continue their education at the cutting edge of technology, we moved to the Convertible Tablet PC. Use of this device in and outside of class provides our students with experiences that they will use in the future.
The Convertible Tablet PC allows students to use digital ink for taking notes, drawing diagrams as part of the notes or homework assignments; annotating faculty PowerPoint slides or other electronic files and easily writing mathematical equations. Additionally, students are able to use digital-ink enabled collaboration software to support learning activities in and outside of class. By having all of their information electronically in one place, students have a tool to support them with organizing their assignments and time as well as collaborating electronically with their peers.
The Tablets are used in engineering classes and incoming freshmen use their Tablets in their first year courses, such as EngE 1024, 1104 and 1114, as well as in many upper division classes. Formerly a "computer requirement,” this now is a "technology requirement.” We group the computer, software and any other tools necessary as part of an integrated requirement. Through this program we know that the students will benefit from their experience.
The Myers-Lawson School of Construction further enhances Virginia Tech's recognized strong position of national leadership in construction education and research. The primary focus of the Myers-Lawson school is on values-based leadership in the construction industry. The school combines the strengths of two excellent programs - the Department of Building Construction in the College of Architecture, and the Vecellio Construction Engineering Management Program in the Charles E. Via Jr. Department of Civil and Environmental Engineering in the College of Engineering - to establish a new standard for construction education and research.
The School of Construction provides undergraduates and graduates more choices for pursuing construction education. It is anticipated that the undergraduate degree in construction engineering and management will complement the existing degree programs in building construction and in civil and environmental engineering. The school will work with faculty from multiple departments to provide students with additional opportunities to pursue concentrations, minors, or support courses related to construction.
The Myers-Lawson School and the Department of Building Construction is located at Bishop-Favro Hall, a 31,600-square-foot building that provides classroom space, seminar rooms, and studios for students. The facility also houses state-of-the-art laboratory spaces, include testing labs, wet labs, material handling, tool and welding labs, and workshops for assembly of construction systems.
Virginia Tech was one of the first universities to formally consider the connection between engineering practice and environmental stewardship from an interdisciplinary perspective. The Green Engineering Program was created in 1995 and serves all departments within the College of Engineering.
This program combines environmentally conscious attitudes, values and principles with science, technology and engineering practice, and focuses this interdisciplinary approach toward improving local and global environmental quality. Based on engineering fundamentals, green engineering analyzes the design of products, processes, and systems to minimize the life cycle environmental impacts, from the initial extraction of raw materials to the energy consumption and waste production during manufacturing to the ultimate disposal of materials that cannot be reused or recycled.
The Green Engineering Program works with students, faculty and the university administration to provide educational and research opportunities with regard to both the environmental impacts and the environmental solutions that can result from engineering practice.
A university-recognized minor allows students to pursue their interests in Green Engineering in addition to their primary degree(s) in the College of Engineering. To obtain this minor, students are required to take 18 credit hours in the minor area as follows: six (6) credits in the two core courses – Introduction to Green Engineering and Environmental Life Cycle Analysis; six (6) credits in interdisciplinary elective courses; and six (6) credits in disciplinary electives within the students’ major. Detailed lists of the courses which meet the minor requirements can be found in the Green Engineering Web site at www.eng.vt.edu/green.
Examples of Accomplishments at the National Level
The National Association of Engineering Student Councils honored the engineering students of Virginia Tech as having the nation’s best and most philanthropic Student Engineers’ Council in the nation for 2012. Among many accolades, Virginia Tech Student Engineers’ Council (SEC) was cited for its allocation of more than $100,000 to the university's College of Engineering in 2011, as well as more than $1 million in the past 10 years. This money was used for various engineering projects including: partially funding more than 30 engineering organizations such as the internationally award winning hybrid electric vehicle team; the outdoor-terrain motorsport team; and the Baja and Formula Society of Automotive Engineers’ teams. To fund these and other programs, the SEC sponsors and organizes one of the largest career fairs in the nation, attracting some 250 companies each year to the campus to recruit its engineering students. Each company pays a fee to attend the job fair, based on sponsorship level and overall participation.
Virginia Tech’s Robotics and Mechanisms Laboratory (RoMeLa) had another banner 2012, dominating RoboCup’s international humanoid robot soccer competition for a second time. At the June 2012 Mexico City-hosted RoboCup, RoMeLA took first place finishes in the Adult Size class with the 5-foot humanoid robot CHARLI-2 and the Kid Size class with the miniature-humanoid-robots DARwIn-OP. RoboCup is considered one of the most respected competitions in the robotics research community, and proposes a soccer match between full-size humanoid robots against the human World Cup human champions -- and win -- by the year 2050. An earlier incarnation of CHARLI-2 won the Louis Vuitton Cup at RoboCup 2011 in Istanbul, Turkey, bringing it to Blacksburg, Va., and the United States, for the first time. The tournament also marked the second year that RoMeLA used and won with the DARwIn-OP humanoid robots. Also in 2012, the group signed on for the U.S. Department of Defense-sponsored DARPA Robotics Challenge, where the team will design and build a humanoid robot for intense disaster relief missions.
A student team roared into the world of self-built electric-powered motorcycle racing, winning or placing near the top in several races throughout the United States in 2012 as part of the North American TTXGP eGrandPrIx’s competition. Virginia Tech’s BOLT -- that’s short for Battery Operated Land Transportation – showing in the field, the world’s first “zero toxic emissions” motorcycle race series, was indeed thrilling and full of prizes. It also was historic: BOLT was and remains the only university student-led team in the entire competition, going up against professional bike-building teams such as MotoCzysz and others from across North America. The group is building a new motorcycle for the 2013 competition year.
A team of engineering students watched their experiments blast into space in September 2012, when NASA launched a 40-foot-long rocket from its Wallops Flight Facility, off the coast of Virginia, for an estimated 15-minute flight. The launch was part of NASA’s RockSat program, an educational project designed to provide students with hands-on experience in designing, fabricating, testing, and conducting experiments for space flight. The student team was tasked with designing a payload and power system to support several experimental projects, including an optical nitric oxide sensor and an aperture vacuum seal release mechanism for the Space Barometer CubeSat -- or a miniature box-like satellite -- instrument, both built by Hokie students. The payload also tested two inertial measurement units as tech demos and environmental validation for future navigation technologies. “Launches at NASA Wallops are a sight to see,” said team leader Stephen Noel of Christiansburg, Va., and a master’s student in aerospace engineering who at Wallops. “A launch is even more significant and exciting when you have a piece of hardware or an experiment flying onboard.”
The Hybrid Electric Vehicle Team of Virginia Tech received a GM car in summer 2012 as part of the EcoCAR 2: Plugging in to the Future campaign. The goal: Re-engineer a stock vehicle into a more efficient vehicle while maintaining consumer acceptability. Now on its second year of the competition, the team is tasked with integrating year-one designs into a functional vehicle. Virginia Tech’s previous HEVT group won the first EcoCAR Challenge in June 2011. In all, the team won 14 first place awards: Best Vehicle Testing Complete Presentation, Shortest Braking Distance, Lowest Fuel Consumption, Best Dynamic Consumer Acceptability, National Instruments Most Innovative Use of Graphical System Design Award, Best Progress Reports and Fastest Autocross ‘Fun Run’ Time. They tied for Best AVL Drive Quality, and won Second Place or Runner Up for Battery Worksmanship Award, Lowest Petroleum Energy Use and Lowest Tailpipe Emissions.
A group of doctoral students in the Virginia Tech College of Engineering’s Computer Science Department and the Center for Human-Computer Interaction recently won first place in the 3D User Interfaces Grand Prize competition at the 2012 Institute of Electrical and Electronics Engineers Symposium. It is the third consecutive first-place win for the team known as the Fighting Gobblers, advised by associate professor Doug Bowman. The team, also won the “People’s Choice” award as voted by conference attendees. Members were: Felipe Bacim of Porto Alegre, Brazil; Eric Ragan of Pittsburgh; Siroberto Scerbo of Elizabeth City, N.C.; and Cheryl Stinson of Ottawa, Ontario, Canada.
In spring 2013, a research team consisting of graduate students and Shashank Priya, professor of mechanical engineering, unveiled a life-like, autonomous robotic jellyfish the size and weight of a grown man, 5 foot 7 inches in length and weighing 170 pounds. The prototype robot, nicknamed Cyro, is a larger model of a robotic jellyfish the same team unveiled in 2012. Both robots are part of a multi-university, nationwide $5 million project funded by U.S. Naval Undersea Warfare Center and the Office of Naval Research. The goal is to place self-powering, autonomous machines in waters for the purposes of surveillance and monitoring the environment, in addition to other uses such as studying aquatic life, mapping ocean floors, and monitoring ocean currents.
Students, led by assistant professor Christopher Williams, unveiled in 2012 the DreamVendor, a set of four 3D printers that can create any physical shape that a user designs using software, with the content prep-provided on an SD card inserted into the machine. The high-tech vending machine located near the main lobby of Randolph Hall is part of the DREAMS -- that’s Design, Research, and Education for Additive Manufacturing Systems – Laboratory, dedicated to exploring the field of additive manufacturing, or 3D printing, and is open for use by all university students.
In fall 2011, three students from Virginia Tech’s Department of Mining and Minerals Engineering recently won first place in Carlson Software’s National Senior Mine Design Competition, marking the fifth straight year Virginia Tech students have placed first in the prominent mine design competition. Class of 2011 seniors Erich Dohm of Gainesville, Ga., and Wilson Lin and Jason Yeager, both of Manassas, Va., won this year’s event with their project titled “Flat Creek Quarry,” a proposed greenstone hard rock quarry located in Virginia’s south central Piedmont region.
Major Undergraduate Scholarships
For the 2012-2013 academic year, over a million dollars in scholarship funds were awarded to undergraduate students in the College of Engineering. Six entering freshmen and 41 continuing students received a Dean’s Scholar award for fall semester 2012. These scholarships are open to all incoming engineering freshmen and are awarded based on academic potential, community service, leadership potential, family circumstances and essay quality. Each scholarship is available for up to four years of undergraduate study, based on academic performance. In fall 2012 the College offered three new, and continued 8 Eleanor Davenport Leadership Scholarships. The Davenport Scholarship provides full in-state tuition and fees and is renewable for students who maintain at least a 3.5 grade point average (out of a possible 4.0). The largest sponsor of upper-class scholarships continues to be the Gilbert and Lucille Seay Scholarship Fund, which awards students demonstrating both merit and need.
Additional Facts about the College
The University Honors Program offers a unique challenge to students with extraordinary intellectual and creative abilities. The program is available to all engineering departments and includes the opportunity for enrollment in accelerated courses, enriched sections, and independent study.
A five-year Cooperative Education program for qualified students is available in all of the engineering curricula. After at least two qualifying semesters, students may alternate semesters of study on campus with work periods in industry. Participants are required to have a minimum of a 2.0 overall grade point average, and students must have earned a 2.0 in the semester prior to any work experience. Individual departments may impose higher GPA restrictions, including ones based on in-major GPA.
Approximately 8,634 students are enrolled in undergraduate and graduate engineering departments at Virginia Tech as of fall 2012. In the entering 2012-2013 freshman class, the average SAT score for the general engineering student was 1287 and the average high school grade point average was 4.08 on a weighted scale. The male to female ratio in the college is 3.8:1. Members of under-represented populations make up 28.8 percent of the freshmen class.
Of the 2011-2012 College of Engineering bachelor’s degree graduates who were employed full-time, (the most recent year for which statistics are known), 67 percent were employed in a field related to their major. The average annual salary at the bachelor's level was $60,000.
All students admitted to the College of Engineering as freshmen are placed in the Department of Engineering Education and are designated as General Engineering students. Admission to a degree program is competitive, with departmental restrictions established each year by the college. Upon completion of a set of required freshman-level courses, students with acceptable academic records are eligible for transfer into one of the college's 14 degree programs.
Students wishing to transfer into an engineering program or change majors from another college or degree program within the university must meet current standards set by the college for each engineering program. All major changes are processed by the Engineering Education.
Students transferring to Virginia Tech from another college or university will be considered for admission to a degree granting engineering program once 12 hours of degree-applicable coursework is completed at Virginia Tech (including required courses for entry to a department).
The college has a transfer articulation agreement with the Virginia Community College System. VCCS students who complete the transferable Associate Degree in engineering with a minimum 3.0 grade-point-average with B or better grades in all engineering, math and science courses, are guaranteed admission to the College of Engineering. Not all Virginia Community Colleges offer engineering courses. The Associate Degree in engineering is offered at Blue Ridge, Central Virginia, Danville, Germanna, J. Sargeant Reynolds, John Tyler, Mountain Empire, New River, Northern Virginia, Piedmont Virginia, Southwest Virginia, Thomas Nelson, Tidewater, Virginia Highlands, Virginia Western.
Engineering Technology credits are not accepted for transfer by the College of Engineering.
Required Academic Progress
Minimum requirements for graduation include the attainment of at least a "C" (2.0 Grade Point Average) average, both overall and in-major. Some departments may have additional requirements or specifications concerning the acceptability of C- or lower grades for in-major courses. Students are expected to sustain progress towards completion of their degree requirements, consulting with their academic advisor regularly.
In addition to meeting university requirements, eligibility requirements for enrollment have been established by individual departments.
Entry into a degree-granting department requires that a student successfully complete all first year required courses. Additional requirements are specific to degree programs and are as follows:
Entry to General Engineering requires a minimum overall VT GPA of 2.0.
Chemical Engineering: a student must have completed CHEM 1036/1046.
Computer Science: a student must earn a grade of C or greater in CS 1114 or 1124
Construction Engineering and Management requires departmental application & interview. http://www.mlsoc.vt.edu/BS+CEM
All degree-granting majors accept applicants on a space-available basis. Applicants with a minimum 3.0 overall VT GPA are guaranteed their first-choice major. Applicants below a 3.0 overall VT GPA will be rank ordered according to GPA and placed in a major based on space availability. A student will be limited to three separate applications; if student is unsuccessful in entering first choice engineering major by third attempt, they must accept a lower-than-first-choice major (either inside or outside the college). (See http://www.enge.vt.edu/Undergraduate/changing_majors/index.html for major change process and timing.)
Degree requirements in the college range from 120 to 136 semester hours. Students should see their departmental advisors to determine the exact requirements of their degree. The 2.0 minimum GPA requirement for graduation also applies to all courses attempted in the student's departmental major; substitute non-departmental courses are not included. Where courses have substantial duplication, credit toward graduation will be given for one course only. Up to 2 credits in physical education may be used toward graduation as free elective credit. ESM 4404 and other courses below the academic potential of the engineering student may not be used towards graduation.
The senior academic year must be completed in residence while enrolled in the major department in the College of Engineering.
Engineering curricula have uniform minimum requirements in the humanities and social sciences. The 18-credit minimum includes 6 credits of Freshman English, usually completed during the first year, and 12 credits of humanities and social science electives selected from Areas 2 and 3 (6 credits each) of the Curriculum for Liberal Education.
Although pass/fail courses may be authorized for those who maintain a GPA above 2.0, students should recognize future disadvantages when transferring to other departments or applying for admission to other professional or graduate colleges. Engineering students are expected to take all major department courses on a grade basis. Independent study and undergraduate research courses are available for those who maintain a GPA above 2.0 overall and in their departmental majors; some departments may require a higher GPA.
The College of Engineering will accept advanced ROTC credit as free elective credit towards graduation. Some departments in engineering may allow the use of selected ROTC courses to meet technical elective requirements. Consult specific departments in the College of Engineering for information.