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About Us


Consistent with Clemson University's vision of becoming a top 20 national public university, we will be a leader in engineering education and student development, attracting and producing students who are prepared to succeed in their upper level courses and in the engineering profession.


Consistent with the College of Engineering, Computing and Applied Sciences mission, we believe in the challenging yet supportive environment that underlies the Clemson tradition.

General Engineering offers introductory courses that teach basic skills necessary for success in upper level engineering curricula and in the engineering professions. Our main goal is to guide students in developing the ability to be responsible for their own education.

General Engineering faculty and college staff work closely inside and outside the classroom to help students understand the challenge and satisfaction of an engineering career. General Engineering students are exposed to all engineering disciplines at Clemson from an academic and professional prospective. Students discover their interests, skills, and abilities and are assisted in matching these with a major that is the best fit for the individual student.

To see our objectives click here!

Teaching Philosophy

General Engineering at Clemson utilizes a model called “SCALE-UP”, first developed at NC State by Robert Beichner as a way to teach Physics.  SCALE-UP stands for Student-Centered Activities for Large Enrollment Undergraduate Programs.  According to Beichner, “…The SCALE-UP Project has established a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses. Class time is spent primarily on hands-on activities, simulations, and interesting questions as well as hypothesis-driven labs. Students sit in groups at round tables. Instructors circulate and work with teams and individuals, engaging them in Socratic-like dialogues. Rigorous evaluations of learning have been conducted in parallel with the curriculum development effort. Our findings can be summarized as follows: Ability to solve problems is improved, conceptual understanding is increased, attitudes are improved, failure rates are drastically reduced (especially for women and minorities), and performance in follow up physics and engineering classes is positively impacted…”