Engineering Enterprise

Engineers can acquire skills to lead community enterprise and holistic development. And entrepreneurs can learn to deploy the goods that engineers design in affordable service to communities. This specialization of the Master of Arts degree combines business sensibility, community engagement, and human needs.

A design revolution is underway globally—this opens opportunities for engineers. It directs their technical skills toward knowing and engaging basic human needs. Students learn to use social forces and business principles to achieve humanitarian goals. They come to understand their work in the comprehensive context of just and sustainable development.

This course of study will equip engineers to become essential entrepreneurs and educators in their professional life. Participants will learn how IEEE Smart Village—a humanitarian effort of the world’s second largest professional organization—extends the role of engineers to be leaders of human-centered design, sustainable business, and proactive learning. Here engineers expand the most renewable resource—human energy—in service to people and the planet.


Class of 2019 Academic Calendar

Term 1
Feb 26 - June 29, 2018
Term 2
Aug 20 - Dec 21, 2018
Term 3
Feb 4 - June 7, 2019
Term 4
Aug 19 - Dec. 20, 2019
Completed Application Due January 5, 2018

Class of 2020 Academic Calendar

Term 1
Aug 20 - Dec 21, 2018
Term 2
Feb 4 - June 7, 2019
Term 3
Aug 19 - Dec 20, 2019
Term 4
Feb 3 - June 5, 2020
Completed Applications Due July 15, 2018

Specific skills and knowledge learned will be:

  • Use of holistic metrics and mapping software to identify technical needs and effective development intervention
  • Ability to draw upon and connect key development data sources from governments, academia, enterprise, and nonprofits
  • Use of case studies in sustainable and scalable development, and the ability to identify key questions and indicators of change
  • Understanding resilience and accommodation of change, especially where climate, poverty, colonization, and war affect developing countries
  • Familiarity with how rural populations relate to smart city engineering, secondary city development, and megacity challenges
  • Ability to understand and bridge the gap of rural-urban, rich-poor, and local-global interests amidst globalization
  • Use of SWOT (strengths-weaknesses-opportunities-threats) analysis in defining the proactive role of engineer entrepreneurs
  • Understanding profit and power—whether of money or knowledge—in social enterprise and education, asking “whose reality counts?”


ACC 601
Introduction to Applied Community Change
PSK 602
Strategic Resource Mapping
PRC 601
Graduate Study Foundations
Field-based experiential learning (optional)
ACC 602
Health for All
PSK 609
Comprehensive & Resilient Engineering
PRC 602
Social Research Methods
Field-based experiential learning (optional)
ACC 603
Going to Scale
PSK 610
Bridging & Negotiating Differences
PRC 603
Monitoring & Evaluation
Field-based experiential learning (optional)
ACC 604
Sustainable Communities
PSK 617
Leading Enterprise, Education & Movements
PRC 604
Synthesis & Integration
Field-based experiential learning (optional)
Questions: please contact

Professional Skills and Knowledge Course Summaries

  • ​PSK 602 - STRATEGIC RESOURCE MAPPING examines societal, economic, geographic, natural resource, environmental, and political metrics. Students learn software skills for mapping technological needs and effective development intervention. They use key progress indicators, databanks, and integrated metrics of development.
  • PSK 609 - COMPREHENSIVE & RESILIENT ENGINEERING delves into the meaning and context of pursuing Comprehensive, Resilient, Infrastructural, and Systemic Planning (CRISP) solutions. Students learn to respond not only to technological and business challenges but also cultural, geographic, economic, gendered, and political contexts.
  • PSK 610 - BRIDGING & NEGOTIATING DIFFERENCES situates engineering and social enterprise in broader development literature, diverse theories of change, cross-cultural wonder, power differentials, and inter-disciplinary work. Students move back-and-forth between very different realities, beginning with rural and urban, and then rich and poor, so as to ask of their own context and work, “Whose reality counts?”
  • PSK 617 - LEADING ENTERPRISE, EDUCATION & MOVEMENTS introduces SWOT analysis of the changes facing communities in an age of globalization and climatic swings. How may engineers and entrepreneurs deploy ICT, water and sanitation, power and energy, health and nutrition, and transportation for the profit and learning of all?