Classes Open to All Students 2017/18

The Irwin S. Chanin School of Architecture

IMPORTANT NOTE:  Enrollment in these courses is overseen by the School of Architecture Office, Room 301 Foundation Building. If interested in registering for any of these courses please check with the School of Architecture Office first.

Tuesday/Thursday 2-4:50PM
Friday 1-2:50 (FA 100RB)
Room 330F/Room 430F
5 credits

Introduction to the study of architecture; investigation of the interrelationships of space, structure and visual composition. Exploration of the syntax of architecture. Models and orthographic drawing.


Guido Zuliani
Monday 10AM-12:50PM
​​​​​​​Rm 315F
​​​​​​​3 credits


The completion of the choir of the Basilica of Saint Denis in 1144 in France, marked the beginning of the characterization and diffusion in France first, in Germany, England and in the rest of Europe later, of what has been conventionally defined as Gothic architecture. The evolution and transformations of construction methods and techniques, such as the adoption of the pointed arch in a ribbed volts system with the consequent concentration of structural supports and the reduction of wall structures, the responses to new theological and liturgical contents and to the increase of urban population, all converged to form a new coherent and original architectural system, a new coherent style, that had at its center the construction of the great Cathedrals. In their realization all the arts converged under the domination of architecture and the Cathedral, with its deep roots in the social and political transformations taking place in Europe at the time, became the highest, and almost the exclusive, symbolic embodiment of the complex cultural world that characterized the High Middle Ages. By the end of the 14th century, as consequence of the crises caused by wars and epidemics that traversed Europe, the parabola of Gothic architecture can be consider concluded, and rise of new cultural position critical of the Medieval Scholasticism and the progressive independence gained by the different visual arts led toward new developments for architecture to emerge in the following century. From the end of the 14th century to the beginning of the 16th what came to be known as the “Humanist Revolution” radically reformulated the concepts of Nature, of the Subject and of History and reframed their reciprocal relations. The Philosophia Naturalis led the way to the 17th century birth of modern science; the Renaissance man, freely in charge of his destiny, became the ancestor of the modern subject and the knowledge of an idealized antiquity proposed History as guide for human actions. Within this new context the very idea of the project and the discipline of architecture were constructed around the definition of instrumentations, procedures and cultural and social values that were integral components of those transformations and that still constitute the locus of architecture’s own theoretical speculations and conceptual advancements. In a series of three-hour classes the course will illustrate and analyze the history of architecture from the beginning of the 12th century to the end of the 17th century through a close reading of the relations between the definition of design concepts, methods, tools and realized architectures. At different moments of the semester visiting lecturers will introduce us to the contemporary developments of architecture in non-European regions.

REQUIREMENTS: All students are required to submit 2 (two) weekly written responses concerning the weekly reading assignments. All students are required to submit 4 (four) drawings of chosen buildings at regular intervals to be decided according to the development of the subjects of the classes. Attendance is mandatory.

​​​​​​​Lauren Kogod
​​​​​​​Friday 10AM-1:50PM
​​​​​​​Rm 315F
​​​​​​​3 credits

A continuation of Arch 125 A: an introduction to the study of the concepts, designs and built examples of architecture throughout the world, 1950-2000. Case studies and comparisons of specific architectural projects will offer focus to a variety of themes as the ostensible unity of the Modern Movement, aka, the “International Style,” was increasingly eroded by the multiplicity of voices within its ranks and, more significantly, by growing interest in regionalism and vernaculars, Pop art and mass culture, post-colonial identities, typology and the historic city, semiotic and structuralist theories, new technologies and materials, ecological concerns, varying formalisms, the rise of (post-structuralist) theory and the “critical” project, and the first generation of digital and “paperless” design and fabrication. These architectures will be analyzed in terms of planning and design, structure, function, social context and architects’ intentions, but ultimately as works whose meaning is less than stable or fixed. The class will meet once a week for a lecture and discussion break into two, 60-minute, seminars of approximately 15 students each. Students will present architectural projects to the class and complete different kinds of writing projects, including description, analysis and research.

​​​​​​​Pablo Lorenzo-Eiroa
​​​​​​​Friday 5-7:50PM
​​​​​​​Rm 806CS
​​​​​​​2 credits


Architects usually incorporate geometry, mathematics and physics, among other interdisciplinary knowledge to explore novel ideas of space. At the same time, it seems quite problematic that architecture did not provide yet any novel material to other disciplines investigating multidimensional space. This course will research cognitive problems specific to architecture spatial representation. This advanced content-oriented workshop will critically relate formal autonomy to problems of representation, studying the constitution of space through multiple incremental dimensions, from 1D to 2D, to 3D to 4D to nD or multidimensionality. Concepts of information, information transferring, information actualization, information visualization, mapping, interfaces, surface scripting, parametric design, algorithms structures, processing, Big Data and multidimensionality will rely on digital strategies between different media and certain software interfaces but also critical relationships between analog and digital representation and fabrication techniques. Students will explore through the semester relationships between drawing and construction, expanding dimensions between the virtual and the real and avoiding simple oppositions among these terms usually understood in terms of translation. Students will expand on assumed relationships between spatial definitions, increasingly critiquing spatial reference such as a point, a line, a surface, a volume, a topology and eventually engaging with multidimensionality. But instead of working through conventional virtual interfaces and actualizing their projects through conventional means of fabrication, students will critique, displace and eventually create their interfaces of production of design possibilities including the machinic tools that materialize a project. When possible, students will aim to develop recursive machinic means to draw and build, creating their own parameters to the possibilities of their projects. These machinic processes are aimed to expand the design from the conveying tool to the indexing of the interface that structures the design, to the physical actualization of the project. The project aims to index the constitution of the design through different low-technology resources, understanding critically and displacing the deterministic relationship between an interface and tis design possibilities. The seminar will explore the several possible means to problematize the architectural increase in dimensions from the definition of a point in space, to a line, to a surface, to a more complex spatial topology and eventually explore spatial multidimensionality critiquing a Nine Square Grid Organization. The means through which students will represent the increase in dimensions will be based on the relationship between mathematical recursive scripting and recursive machinic drawing. One of the objectives of the course is to understand the relationship between the recursive logic of algorithms, studied through mathematical scripts and the possibility of constructing an analog machine that would produce comparable conditions. Instead of applying conventional means to represent the multiple dimensions that are explored in each of the projects, such as a bi-dimensional plotter, an extruded bi-dimensional laser cutter, or a 3d printer, students will be asked to also analyze, displace and explore alternative means to represent and construct dimensions, expanding the critique of an initial structure to the set of conditions that initiate a project. The seminar will expand on issues of representation critiquing the ultimate architecture reference: three dimensional Cartesian Reference. Students will be asked to explore the relationship between the means to inform aggregates, used for fabrication (for instance powder 3d printing) and the definition of a dimension in a project, for instance a point in space. Therefore the course will explore the relationship between the definition of a dimension in drawing, to explore the definition of that dimension with a recursive analog machinic process, as well as to explore the definition of a dimension through computer numeric control fabrication process. The course will consist on bi-weekly representation and fabrication exercises aiming to building up to a class wide 1:1 fabricated space.

​​​​​​​David Gersten
​​​​​​​Tuesday 10-11:50AM
​​​​​​​Rm 315F
​​​​​​​2 credits


 There were eighty years between the construction of the Eiffel Tower (1889) and the construction of the World Trade Center Towers (1969), it’s astonishing that these two moments were so close, in time. During these 80 years the population of the planet more than doubled from about 1.48 billion people in 1889 to about 3.6 billion people in 1969. In the 48 years since 1969 it has more than doubled again growing from about 3.6 billion in 1969 to about 7.5 billion today. This is a rate of population increase of more than 200k people per/day. It should be little wonder, that we constantly have the sensation that the world is changing, it is and has been for a long time. Today, in these early days of the 21st century, the most common observation is transformation itself: cultural, technological, social, political, ecological and economical. We are in the midst of re-alignments and re-articulations of every aspect of our lives and there are people and institutions across all disciplines and across the globe that are increasingly confronted by the need for new models of asking the extraordinarily complex questions of our time. The Seminar, Hinges, Mirrors and Eclipses is grounded in the idea that the spatial, poetic and material imaginations afford us unique means of registering and creating transformation, of engaging the world and making a contribution. Working from the principle that our capacity to act in the world is grounded in our capacity to recognize and comprehend transformation, the course covers a large arc of content, asking questions of our world, our disciplines and our humanity. With examples from the over 5,000 year histories of art, architecture, poetry, film, theater, science, technology, finance, politics, industry, biology, religion and literature, we will move through a close examination of the nature of transformation. Much of this discussion focuses on turning points or hinges in these histories, including: The invention of the elevator, train and telegraph, the invention of modern incorporations, modern banking and electricity, the Copernican turn, Darwin and the transformations of Yoruba polytheism, the birth of the Greek theatre and the emergence of photography and film, the birth of ‘the Nuclear’ and the rise of GRIN technologies: Genetics, Robotics, Information technology and Nanotechnology. From the Cave Drawings to block-chain and the dawn of Crypto-currencies, the conversations will explore many forms of knowledge, agency, action and transformation. The transformations of our time contain great promises and great challenges. In the broadest sense, education holds the capacity of developing new questions, new pathways of understanding and forms of knowledge that address the challenges of our increasingly complex world. Education offers the capacities to understand, to withstand and ultimately to create transformations that embody our best hopes and aspirations.

​​​​​​​Tamar Zinguer
​​​​​​​Friday 3-4:50PM
​​​​​​​Rm 712F
​​​​​​​2 credits


In the last two hundred years architectural toys have provided evidence of the social and economic lives of their periods, have reflected stylistic inclinations and incorporated technological changes in their “systems of construction.” Designed by adults for children, blocks and construction sets have presented an intersection between generations and a meeting point among play, pedagogy, means of production and architecture. Friedrich Froebel’s Gifts (1836), Meccano (1901), Erector Set (1911) and Charles and Ray Eames’ House of Cards (1952) are construction sets that will be investigated, all made of different materials and allowing for a large array of assemblies and connections. Over the years these toys exemplified changes in the built environment—in form, structure and permanence—towards an architectural language where lightness, modularity, and greater versatility prevailed. Children (and adults) repeatedly built, then destroyed small worlds in a constant act of reinvention. This seminar will focus on aspects of play in architecture through the study of architectural toys, and will probe the philosophical, educational and sociological ramifications of the concept of play. Theories of play and education will be interwoven with chapters of design history and history of technology. This year specifically, following readings and discussions,and  following the design and fabrication of construction toys - the students will interact will children outside of school to implement and test their playful constructs. Details will be given during the first class.

​​​​​​​Anna Bokov
​​​​​​​Monday 3-4:50PM
​​​​​​​Rm 712F
​​​​​​​2 credits


The seminar explores theories, models, and realizations of the future city throughout history. Starting with an ideal Renaissance city of Filarete and Utopia of Thomas More to the dystopian visions of Archizoom and Bladerunner, this course focuses on the key social concepts and spatial models of futurist city making. While for the most part remaining on paper, these projections of paradise on earth or technologically driven constructs played an important role in shaping our man-made environment. By closely examining seminal ideas behind the Garden City of Ebenezer Howard, Cité Industrielle of Tony Garnier, Ville Radieuse of Le Corbusier, or the Linear Sotsgorod of Nikolay Milyutin, the seminar questions the relevance of these ideas for today. Among other topics, we will speculate on near-future urban conditions, from the planned megacities in China and growing informal settlements in South America, the city-shaping events, such as World Expos, the virtual communities of Silicon Valley, to a range of logistical geographies – from commercial and transportation networks to military camps. The following questions will be addressed: How has the professional understanding of an ideal future city changed over time? What is the relationship between theory and realization, between ideologies and built forms? How do socio-economic concepts relate to urban spatial practices? What lessons can we learn from urbanism’s radical shifts in the 20th century moving into the 21st? The seminar is based on the close reading of a selection of texts by prominent urban theorists and practitioners as well as on the analysis of a wide range of visual materials and representations.

​​​​​​​Michael Young
​​​​​​​Monday 1-3:50PM
​​​​​​​Rm 712F
​​​​​​​2 credits


Thomas Kuhn recognized that he had used the concept of "paradigm" in two different senses. The first meaning of "paradigm", designates the common possessions of the members of a certain scientific community, namely, the set of techniques, models, and values to which the group members more or less consciously adhere. The second meaning refers to a single element within the set that serves as a common example and thus replaces explicit rules and permits the formulation of a specific and coherent tradition of inquiry. from Giorgio Agamben What is a Paradigm?

This course proceeds from the argument that cultural disciplines develop through ruptures and breaks driven by paradigms. One manifestation of these paradigms within the discipline of architecture is the way in which architecture is mediated through various forms of representations, be they drawings, models, photographs, collages, texts, diagrams. A representation becomes a paradigmatic example when it disrupts an assumed mode or convention of producing and interpreting an image, redistributing sensible information and opening alternate possibilities. These paradigms do not proceed along a linear path of development, nor do they replace and negate ones that came before, but instead they shift our understanding of what we do, how we do it, and what potential spatial, social, conceptual, and material effects are created through our representations. This course will look closely at 12 architectural representations. One per week. These will not be the most famous, nor the most popular, nor the most common examples. Instead, these objects of study have all been selected for the sole reason that they are paradigmatic examples within architecture that altered the concepts and aesthetics available through architectural mediation. Each week will consist of lectures, discussions, and analysis of these examples, paired with readings appropriate to the representation under discussion.

School of Art

Any School of Art class is open, however registration is dependent on space availability and fulfillment of required pre-requisites.
Interested students should come to the School of Art Office of Academic Advisement, Room 212 Foundation Building, to find out more about
these classes.

Albert Nerken School of Engineering

ME 313 Introduction to Industrial Design
Michael Bambino
3 credits. Prerequisite: ME 211 or permission of instructor
Contact Professor Bambino and your academic advisor

The collaborative relationship between art, engineering, and industrial design, academically and professionally, is a pivotal relationship in the development of new ideas.

This course serves as an introduction to the world of industrial design for the students of The Cooper Union’s art, architecture, and engineering schools. The students will learn about the history of design, design concepts, and design methodology through lectures, discussions, and small projects, and will explore, develop, and execute their own design as part of a major project by the culmination of the course. The main goals of this course are to develop a better understanding of the perspective of a designer and to gain experience in conceptual development.

Ch 110 General Chemistry
3 credits. Prerequisites: none
Contact Prof. Andrea Newmark (Chair of Chemistry) and your academic advisor

An introduction to the general scientific principles associated with chemistry. This course will deal with fundamental ideas such as the concept of the atom, the molecule, the mole and their applications to chemical problems. The classical topics include: dimensional analysis and significant figures; atomic weights; periodic properties; chemical reactions and stoichiometry; redox reactions; ideal gas law and real gas equations of state; the liquid state and intermolecular forces; solution concentrations; chemical equilibrium and equilibrium constants; acids and bases; solubility equilibria; nomenclature of inorganic and organic compounds. The topics for atomic and molecular properties include: atomic structure and the quantum theory; electronic structure of atoms; the covalent bond and bond properties; molecular geometries and hybridization; molecular orbital theory.

ME/EID 314 Cloud-Based Design and Manufacture
Stan Wei
3 credits. Prerequisites: CS 102 and Ma 113
(prerequisites are equivalent to ARCH 118 & ARCH 103/104)
Contact Professor Wei and your academic advisor

Introduction to today’s cloud-based design and manufacture (CBDM) technology. Topics include: fundamentals of geometric modeling; cloud-based computer-aided design (CAD); overview of commercially available, cloud-based CAD platforms; impact of deploying cloud-based design methodology on engineering practices; collaborative team design project management; extension of cloud-based CAD to manufacture and performance simulation applications. Students will gain hands-on experiences in managing collaborative team design projects.

ECE160 Programming Languages (C programming)
Stu Kirtman
3 credits. Prerequisites: None
Contact Professor Kirtman and your academic advisor

Programming in C in a Linux environment, with an emphasis on software development methodology. Data types, expressions, control flow, pointers, subroutines, numerical and text processing, data structures and algorithms. Introduction to computer architecture and operating systems. Introduction to object oriented programming in C++, and classification of programming languages.

EID 101 Engineering Design and Problem Solving
3 credits. Prerequisites: none
Contact Professor Toby Cumberbatch and your academic

Students work on cutting-edge, exploratory design projects in interdisciplinary groups of 20 to 25. Each project has an industrial sponsor/partner who is available for student/faculty consultation and support. Oral and visual presentations as well as formal written reports are required for all projects. Professional competencies, teamwork, human values and social concerns are stressed in the engineering design.

Ph 348 Flow Visualization
Phil Yecko
3 credits. Prerequisites: ESC 340 and permission of instructor
Contact Professor Yecko and your academic advisor

Study of a broad range of fluid flow phenomena emphasizing the features and patterns characteristic of each. Introduction to visualization techniques used to reveal and capture details of these flows, leading to the application of these techniques to actual flows in the lab or in the field. Essential photographic methodology for still images and movies, including lighting, exposure, depth of field and digital image post-processing. Use of tracers, including dyes, vapor, bubbles and particles as well as optical tools, such as schlieren and/or shadowgraph. Natural and engineering flows will be examined, beginning with mathematical and physical analysis of visualizable properties, including buoyancy, interfaces, vorticity, streamlines and pathlines, and concluding with an actual image or movie. Motivated by the immense scientic and engineering importance of flow visualization in vehicle design, dispersal of environmental pollutants, biomedical flows and many others, flow images are an important form of technical communication and will be critiqued and improved, culminating in a final project exhibition.

EID 374 Business Economics
Tom Synnott
3 credits. Prerequisite: either S 334, S 347, EID 270 or permission of instructor
Contact Professor Synnott and your academic advisor

In this course, the class will carry out a real-time forecast of the U.S. economy and explore its implications for the bond and stock markets. The course will build upon principles of both macro- and micro-economics. It will provide an introduction to the work done by business economists and the techniques they use. Students will become familiar with the database looking for relationships between key economic variables, and studying movements in interest rates over the period 1960-present. The class will be divided into teams of two students with each team choosing a particular aspect of the economy to forecast. The class will also work with various leading indicators of economic activity and will prepare forecasts of the key components of gross domestic product and other important variables. A formal presentation of the economic with invited guests from the Wall Street investment world will take place. To put forecasting exercise in context, there will be class discussions of business cycles, credit cycles, long waves in inflation and interest rates and the impact of the Internet on the economy and the stock market.

EID 357 – Sustainable Engineering and Development 
Professor - Toby Cumberbatch
3 credits
Open to all Students – first year with permission of instructor. Contact Professor Cumberbatch and your academic advisor for permission to do this course

There is general acknowledgement that humankind is facing a complex set of inter-related problems associated with the future availability of, and access to, potable water, food, material resources and environmentally benign sources of energy – humankind is effectively looking at the requirements for its own survival.

The challenges are formidable—yet it is likely that simple processes that emulate nature will provide truly sustainable pathways to ensure our future.

Open to students from all three schools, this course addresses the elements of holistic sustainable design through a series of lectures, guest seminars and workshops loosely grouped into: the Commons, water, energy, materials, shelter, food, infrastructure, manufacturing, the city and sustainable design.

All students participate in one of two ongoing projects that address the issues covered:
1)    RiFSK: A Refugee in Flight Shelter Kit for people in flight in sub-Saharan Africa
2)    Live In Living Laboratory: A self-contained, standalone habitat that provides everything required to sustain human life with minimum impact on the planet.

EID 376 Economics of Alternative Energy
Professor – Tom Synnott
3 credits.
Prerequisite: EID 270, EID 374, or permission of the instructor Contact Professor Synnott and your academic advisor for permission to do this course

The goal of this course is to explore the economics of alternative energy technologies. As always, engineering considerations determine the feasibility of any technology while economics determine the practicality of the technology in the likely environment of the next five years. The students participating in this course will explore a wide range of alternative energy technologies. It is expected that their analyses will combine both economic and engineering principles in an interesting and creative way. Each student will choose a particular technology to analyze in depth: wind, solarphotovoltaic, passive solar, geothermal, bio-fuels, etc. There will be periodic presentations of their work to the class as a whole. One goal of these class discussions will be to highlight the advantages and disadvantages of the various technologies. At the end of the semester, there will be a formal presentation of the students’ conclusions to an audience of Cooper faculty, industry experts and Wall Street analysts.

ECE 471/ FAXXX   Machine Learning and Art
Professors Sam Keene (EE) and Ingrid Burrington (Art)
Open to students in all 3 schools, by permission of instructor(s). 15 students maximum, with an effort made to have a balance between schools. To receive graduate level EE credit, the students must demonstrate significant programming expertise to enroll, and must complete a technical paper related to the capstone project.
3 credits
Contact Professor Keene and your academic advisor for permission to do this course

An exploration into the intersection of machine learning algorithms and creative works, including, but not limited to, the creation of images, audio and text. Students will collaborate across disciplines to explore and translate complex concepts in machine learning into creative projects. Topics may include creative expression of data-mined information, machine-learning driven tools, and fully generative machine learning models that spontaneously create works from random seeds. A particular focus will be on the exposure of algorithms in a way such that tools can be created to enable new methods of expressive creation. Applications include images, audio, video, objects and language/text. Guest lecturers with expertise in merging the fields of art, programming and machine learning will be invited. Readings will cover the history of art-engineering collaborations, critical interrogations of emerging technology, and computation as tool for creative expression. Machine learning is a rapidly changing field being pursued by industry in real-time; students will be expected to engage in substantive discussion of current events in the field in addition to engaging with its technical implementations. Coursework will consist of a small number of exploratory exercises related to the application of machine learning to creative works, and a public capstone project. Students will identify, design and implement their own project, and work in small interdisciplinary teams consisting of architects, artists and engineers. Coding experience or knowledge is not a prerequisite for non-EE students; the entire goal of this course is to make machine learning a legible resource to students who might not have otherwise explored the medium.

ECE 491/EID 364   Data Science Projects for Social Good
Professors Sam Keene (EE) and Will Shapiro (Arch)
3 credits
Contact Professor Keene and your academic advisor for permission to do this course

Applications of machine learning, data science and software engineering to projects in the areas of education, equality, justice, health, public safety, economic development or other areas. Projects will be done in collaboration with external partners, and will be focused on solving problems with an emphasis on the greater New York City Area. Students will work with the external partners to specify problems and investigate possible solutions. Students will work between disciplines to develop new machine learning based solutions. Additionally, students will work collaboratively to visually convey the insights and results generated. There will be additional requirements for graduate level engineering credit, specifically, the implementation of a machine learning system.

EID 260 Acoustics, Noise and Vibration Control
3 credits
Prerequisite: permission of instructor

Interdisciplinary overview of acoustics and its applications in industrial and environmental noise control, acoustics of buildings, vibration systems and control. Topics include: sound levels, decibels and directivity, hearing, hearing loss and psychological effect of noise, noise control criteria and regulations, instrumentation, source of noise, room acoustics, acoustics of walls, enclosures and barriers, acoustics materials and structures, vibration control systems; design projects.

EID 376 Economics of Alternative Energy
3 credits
Prerequisite: EID 270, EID 374, or permission of the instructor

The goal of this course is to explore the economics of alternative energy technologies. As always, engineering considerations determine the feasibility of any technology while economics determine the practicality of the technology in the likely environment of the next five years. The students participating in this course will explore a wide range of alternative energy technologies. It is expected that their analyses will combine both economic and engineering principles in an interesting and creative way. Each student will choose a particular technology to analyze in depth: wind, solarphotovoltaic, passive solar, geothermal, bio-fuels, etc. There will be periodic presentations of their work to the class as a whole. One goal of these class discussions will be to highlight the advantages and disadvantages of the various technologies. At the end of the semester, there will be a formal presentation of the students’ conclusions to an audience of Cooper faculty, industry experts and Wall Street analysts.

ME 353 / EID353 Mechatronics
3 credits
​​​​​​​Prerequisite: ME 351 or ECE 320 or ChE 361 (Open to all majors with permission of instructor. Some electronics experience recommended.)

Topics include computer architecture, PIC processor overview, dynamic modeling, sensors, data acquisition, digital PID control theory, and utilization of assembly language to code the controller. Students will design, build and test a controller board and present a final prototype of a control system. Engineering economics will be introduces and integrated into the final project.

EID 103 Principles of Design
3 credits
Prerequisite: EID 101 (Open to all majors with permission of instructor)

This course is designed to introduce students from all disciplines to the concepts of rational design. It is open to first-year students and sophomores. In the first part of the course students will learn by hands-on experience the importance of giving attention at the design stage to consideration of accessibility, repair, replacement, choice of materials, recycling, safety, etc. Students will develop the ability to make observations and record them in suitable form for further analysis of the design process. From this, concepts of 'good' design will be developed, and students will be introduced to the formal design axioms and principles.This will lead to the second part of the course which will consist of a comprehensive, realistic design problem. Creativity, intuition and cultivation of engineering 'common sense' will be fostered within the framework of design principles and axioms. The course will constitute a direct introduction to the disciplines in their interdisciplinary context.

ME 211 Design and Prototyping
2 credits
Prerequisites: EID 101 and EID 103 (Open to all majors with permission of instructor)

A mechanical engineering hands-on workshop geared towards the understanding and practice of basic engineering design and fabrication tools. Topics include hand tools, simple machining, mold making, casting, materials, fasteners, adhesives, and finishes. 3-D digitizing, solid modeling, rapid prototyping and computer interfacing will also be presented. Team projects will familiarize the students with typical tools and processes employed in realizing a design concept, from sketch to functional prototype. Each student will participate in and contribute to the team-learning and creation process.

ECE150 Digital Logic Design
Professor – Yash Risbud
3 credits
Prerequisites: none. Contact Professor Risbud and your academic advisor for permission to do this course

Theoretical and practical issues concerning design with combinational and sequential logic circuits, and programmable logic devices. Number systems, Boolean algebra, representation and simplification o fBoolean functions, universal logic families. Finite-state machines, state tables and state diagrams, flip-flops, counters, registers. Adders, decoders, comparators, multiplexers, memories and applications. Programmable devices: PLA, PLD, etc. Principles of analog circuits are presented in the context of real world problems, such as 'glitches,' power and ground bounce, contact bounce, tri-state logic and bus interfacing, timing circuits, asynchronous versus synchronous circuit components. Characterization of electronic and logical properties of digital circuits. Course work involves individual and team projects in which: digital circuits are designed and prototypes are constructed and tested on breadboards; designs involving programmable logic devices are developed using CAD tools. The projects, approximately 50 percent of the course grade, are used to assess technical writing, oral presentation, teamwork and project management skills.

BIO 202 Biology for Engineers II
3 credits
​​​​​​​Prerequisite: Sophomore standing preferred, but freshman with AP Biology welcome

This course will provide human biology fundamentals to springboard into research projects at the intersection of biology and engineering. Topics will include anatomy and physiology of musculoskeletal and other major organ systems not covered in Bio 101, imaging modalities, concepts behind diagnostic and therapeutic surgical procedures, and their limitations, human body repair, artificial organs, tissue engineering, immunology and cancer. Students will develop an extensive biological vocabulary and have requisite knowledge for further study in biomechanics, rehabilitation medicine, biomaterials, bioremediation, etc.


  • Founded by inventor, industrialist and philanthropist Peter Cooper in 1859, The Cooper Union for the Advancement of Science and Art offers education in art, architecture and engineering, as well as courses in the humanities and social sciences.

  • “My feelings, my desires, my hopes, embrace humanity throughout the world,” Peter Cooper proclaimed in a speech in 1853. He looked forward to a time when, “knowledge shall cover the earth as waters cover the great deep.”

  • From its beginnings, Cooper Union was a unique institution, dedicated to founder Peter Cooper's proposition that education is the key not only to personal prosperity but to civic virtue and harmony.

  • Peter Cooper wanted his graduates to acquire the technical mastery and entrepreneurial skills, enrich their intellects and spark their creativity, and develop a sense of social justice that would translate into action.