Elements Magazine Issue 3, 2021

MINNESOTA STATE UNIVERSITY, MANKATO

College of Science, Engineering and Technology

Issue 3 | 2021

Dean’s Welcome

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o say that this has been an extraordinary year would be a combination of understatement and stating the obvious.

Rather than reflecting on past challenges, this edition of Elements will share both the exciting successes of the past academic year and the growth and opportunities we are experiencing both currently and moving forward.

Included in this issue are the stories of two alumni at the bookends of career paths: one having recently graduated (just in time for her to make an impact in response to the pandemic) and a second having now retired and reflecting back on his trajectory through a great career. Whether you are interested in the 3-D printing of a launch pad for NASA, the rapid growth of our new and critical program in Health Informatics, the cutting-edge opportunities provided by one of several student competition teams within the college, or the quick action of several faculty and students to provide the university with equipment to keep our campus safe from COVID-19, we hope you will enjoy this publication!

There is no question that this academic year has been a challenging one. I continue to be amazed at the dedication and resilience of our faculty and staff, of our students, our alumni throughout the world, and the Maverick community. Success comes through working together – relying on one another when things are difficult.

Thank you to those who have been strong enough to buoy others up, including me.

Thank you for looking out for one another. After all, that is what families do. To everyone in our Maverick Science, Engineering and Technology family – be well!

Aaron Budge Acting Dean College of Science, Engineering and Technology

Dr. Aaron Budge Acting Dean

Dr. Laura Yin Associate Dean

Departments Automotive & Manufacturing Engineering Technology Biological Sciences Chemistry & Geology Computer Information Science Construction Management Electrical & Computer Engineering & Technology Integrated Engineering Mathematics & Statistics Mechanical & Civil Engineering Physics & Astronomy

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College of Science, Engineering and Technology Minnesota State University, Mankato 131 Trafton Science Center North Mankato, MN 56001 Phone: 507-389-6205 Managing Editor Emily Frederick Contributing Editors Sara Frederick Hailey Sager ‘21 Graphic Designer Vanessa Knewtson ‘13

Writers Grace Brandt ‘13 Sarah Asp Olson Emily Frederick Molly Schaefer Print Coordinator Ryan Schuh ‘00

A member of the Minnesota State system and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the College of Science, Engineering and Technology at 507-389-6205 (V), 800-627-3529 or 711 (MRS/TTY).

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Elements Table of Contents 4

RACING AHEAD

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NOT JUST ANOTHER YEAR IN THE LAB

Learn more about how the Automotive Engineering and Technology program takes a high speed approach to education.

Anna Haywood ’17 shares her inside experience as a medical laboratory scientist during the pandemic and how her education prepared her for success.

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STUDENT SPOTLIGHT

JOE MAY: ALUMNI PROFILE

Integrated Engineering student Andres Campbell is taking his education to new heights. Read about his journey in building a 3-D printed launch pad for NASA.

Retired professor Joe May ’83, ’85 shares his classroom experiences during 30-plus years of teaching.

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THINKING OUT OF THE BOX

When the pandemic hit, engineering departments came together to take real-world action in a big way.

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PATHWAY TO CARE

The Health Informatics and Analytics program offers students an exciting and alternative way to enter into the field of healthcare.

DISCOVER OUR PROGRAMS

Browse through our program offerings!

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RACING AHEAD

AUTOMOTIVE TEAM GIVES STUDENTS CHANCE TO TAKE STUDIES INTO THE REAL WORLD

By Grace Brandt '13

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t Minnesota State University, Mankato, most senior students participate in some sort of capstone project before graduating. For students in the Automotive Engineering Technology program (AET), the project is a little different than what you might expect. Instead of researching a theory or writing a paper, students involved in the AET Formula Racing Team build a racecar almost entirely from scratch.

The Formula Racing Team has been a part of the University since the mid 1980s, according to Dr. Gary Mead, chair of the Automotive and Manufacturing Engineering Technology Department. The team usually has about 12-30 students, and it

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works throughout the academic school year to conceive, design and fabricate a small Formula-style racing car. Once completed, the team competes at the Formula SAE (Society of Automotive Engineers) Competition, which draws about 120 university teams from around the world. The competition includes several categories, from how quickly a vehicle accelerates to how much it would cost to mass produce it.

Last year, the annual competition was canceled because of COVID-19, but as campus reopened, students were eager to begin work once more. This year’s team has 18 students, working to complete last year’s vehicle.

COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

Senior Val Urman is the team lead this year. He said he has had the goal of joining the team ever since his first year. “[The Formula Racing Team] is what drove me to come here, to this program,” he said. “Really, that’s what I’ve been working for for the last three years now.”

According to Urman, team members typically spend about 30-40 hours every week working on the vehicle, with each member assigned a different area. This year, they’ve been able to continue working together while maintaining social distance protocols by utilizing the five lab spaces in their building.

“We’ve been fortunate enough that we can spread out as a team, and still bounce around from room to room and check on each other and hash out some ideas,” he said. “We’re still able to get tons of work done.”

The team first designs the car and then builds it. Urman said that the team manufactures about 80 percent of the car in University labs. While some parts, such as the engine, are purchased, almost everything is modified in some way. After the car is assembled, it goes through extensive testing to ensure it’s ready for May’s competition.

Senior Deven Paulsen is in charge of the car’s exhaust system and also serves as the turbo charger specialist. He said he enjoys researching more about the concepts he learned in class as he works on the car.

“The nice part about the Formula Racing Team is that when we’re all assigned our certain roles, we get to research more in depth,” he said. “I learned a good base knowledge of (exhaust) in class and now, during this, I’ve learned a lot more about it because I’ve focused my research on it.”

According to Mead, employers in the automotive manufacturing and engineering field often specifically search for graduates with experience in Formula racing teams, since it shows that they know how to bring what they learned in the classroom into the real world. In addition, he said that employers reach out to the University in particular because of its strong Automotive Engineering Technology Bachelor’s of Science program–one of only two accredited programs and one of just six total four-year programs in the country.

“I think [our program] does an excellent job,” he said. “We have many employers who come back year after year requesting our students.”

Both Urman and Paulsen graduate in May, and they’re confident that they can excel in their field thanks to the University’s program.

“I’m really happy with how broad the knowledge was,” Urman said. “We had a lot of classes where it was lectures and learning theory, but we also had a lot of classes where we were working with our hands. That sets us apart from mechanical engineers and technicians, which is exactly what I was looking for when I came here, and it is what I got.”

2021 Formula Racing Team

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NOT JUST ANOTHER YEAR IN THE LAB

When COVID-19 hit, few felt it more than medical professionals. For lab scientists like Anna Haywood, it meant schedule changes, 24-hours testing and pulling together as a team.

By Sarah Asp Olson

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COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

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nna Haywood ’17 works as a medical laboratory scientist and microbiologist for Hennepin County Medical Center (HCMC) in the Twin Cities. In her pre-pandemic life, her work in the microbiology lab revolved around some research, some teaching and testing patient samples of all kinds to identify what grows. COVID-19 and the mass testing efforts that have accompanied the pandemic shook up Haywood’s routine to say the least.

Haywood and her colleagues in the microbiology lab were responsible for rapid COVID-19 tests for trauma and surgeries for HCMC patients. They were also called upon to help in the molecular diagnostics lab where most of the COVID-19 testing took place.

“It’s very inspiring to see how our team worked together and shifted their lifestyles in order to provide testing for the hospital and community,” says Haywood. “This year has been the most challenging year to date for many reasons but working through a pandemic is an eye-opening experience.”

We asked Haywood to give us a glimpse into pandemic life from inside the lab. Here’s what she said.

Q: How did your work change when the pandemic hit?

A: In the beginning our staff had to split into pods to minimize exposure so we worked odd hours and switched from 8-hour workdays to 10-hour work days. We revised our schedule at least five times in the first couple of months. We had to work together on schedules because some staff had children that couldn’t go to school or daycare. Then, we became so busy that we had to change our hours again. For a while I was coming into work at 5 a.m. one week and working the evening shift the next week to ensure that we had 24-hour testing performed.

Q: What have you learned over this past pandemic year?

A: I felt like I never escaped COVID -19—it was my job, it was the news, it was the reason I couldn’t hug my mom for a year. It was all-consuming. I had to learn how to work through stress in a way I had never experienced before. I [also] learned that I have a true passion for community health.

The hours and stress felt worth it, knowing that we were making a significant difference in the community.

Q: In what ways has COVID given you a new perspective on healthcare?

A: It has been amazing to see those that I work with persevere through so many obstacles and challenges because they want to promote wellness in the community. It moves me to reflect on the amount of work and sacrifice that everyone in the healthcare field has endured throughout the pandemic.

In terms of research, I am blown away at what great minds can do when they work together. To see three vaccines on the U.S. market right now actively being administered each day is just incredible. We can achieve so much when we work together. I have endless gratitude for those who dedicated their lives to developing a vaccine this past year.

Q: How did your time at Minnesota State Mankato prepare you for the work you’re doing now?

A: Minnesota State Mankato had such a huge impact on where I am now. The faculty that I had throughout my college career led me to being a microbiologist. They inspired me to learn, and it opened my eyes to a career I never knew existed. My 18-year-old self never would have thought I would be reading bacterial cultures and performing PCR testing. I wouldn’t be where I am in my career without them.

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STUDENT SPOTLIGHT

Andres Campbell, Integrated Engineering '21

By Molly Schaefer

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hroughout high school, Andres Campbell served as a teacher’s assistant, helping his teachers grade papers and teach classes, so it came as no surprise that after graduating from high school, Campbell enrolled at Minneapolis Community and Technical College (MCTC) to pursue a career in teaching history and political science.

During Campbell’s time at MCTC, he found himself questioning his goals so he decided to take a few years to gain work experience. It was during Campbell’s time working that he discovered that he was deeply passionate about challenging work. “I like being challenged and I think what I was doing before just wasn’t doing enough for me. I felt like I was settling a bit too much,” Campbell stated.

It was also during Campbell’s two-year break from school that he changed his disdain for math into a newfound appreciation. “I did what any young 20-something-year-old does and I played a lot of video games.” After playing Kerbal Space Program for a year and building rockets based on real physics and aerodynamics, Campbell’s approach to the

game shifted. He began calculating his rocket waves, thrust to weight ratio and drag to keep advancing his rocket in this game.

Campbell remembers, “I hated math and I hadn’t taken it in three years but eventually I was sitting down and spending like an entire day on a weekend just with a notebook and doing these kinds of calculations. I was like ‘well why don’t I just get paid for it?’ There’s obviously something here.”

So ultimately Campbell decided to go back to school for aerospace engineering. He enrolled at Normandale Community College (NCC) and began taking the prerequisite engineering classes.

While attending NCC, Campbell signed up for the NASA Community College Aerospace Scholars. The program required Campbell to take an online class and write a 10-page paper on a space project design. Roughly 500-600 were in the virtual program and submitted papers. Of those, 200 students were selected to go to an onsite experience. Campbell was one of the students selected and attended a week-long engineering workshop at the NASA Space Center in Mississippi. After his residency, other opportunities were shared with him including the NASA Proposal Writing and Evaluation Academy. The summer before Campbell started at Minnesota State Mankato’s Twin Cities Engineering Program (TCE), he participated in the Academy with a team of other student engineers. Their proposal, focusing on entry descent and landing, was selected by the Chief Technologist for Marshall Space Center and they were awarded a $10,000 grant to move forward with the proposed project. The team used the grant money to create a subscale prototype to test the design and figure out the logistics.

While all this was taking place, Campbell also began TCE with a focus in aerospace engineering. Faculty have worked with him to support and challenge him as he pursues a unique emphasis within Integrated Engineering.

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COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

JOE MAY Alumni Profile

By Sarah Asp Olson

Joe May graduated from Minnesota State Mankato with a degree in Math and went on to teach at the college level for more than 30 years. The retired professor reflects on the community that gave him his start.

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fter three decades teaching math at North Hennepin Community College (NHCC), Joe May ’82, ’85 retired in 2017. Looking back on a career that began at Minnesota State Mankato, he’s grateful for the lessons he learned and the professors who guided him along the way.

“It’s been said that teachers teach the way they were taught, not the way they were taught to teach,” says May. “[My professors] knew their subjects well, were prepared for class and showed genuine concern for their students’ learning.”

It’s lessons like these that May carried with him into his own classrooms over the course of a 30-plus-year teaching career.

“I tried to bring somewhat of a casual and common-sense approach to the subject,” he says. “As if to say ‘Hey, if I can learn this, so can you!’”

Building a Career Math was a natural fit for May, who had excelled in the subject since the ninth grade. But it was the emerging field of computers that initially piqued his interest in Minnesota State Mankato.

“A representative of [Minnesota State Mankato] came to my high school,” he says. “I was into computer programming in BASIC at the time and was impressed by the computer science program.”

When May arrived on campus, he enrolled in one math class, college algebra, and intended to major in economics.

“I also continued my study of computer science by taking FORTRAN programming,” he says. “By the beginning of my sophomore year I came back to math as I felt it had been shown to be my long-term strength.”

While May wasn’t sure where his pursuit of mathematics would lead, “I felt that math was an honorable subject and had a favorable impression of those who taught it. … The thing about math is not so much was you can do with it as what can you do without it?”

Though he made the choice to major in math early on, May admits that he had a lot of growing up to do before he was ready for a career.

“Graduate school was a necessary proving ground for me as I failed to live up to my promise as an undergrad,” he says. “I’m indebted to the math department chair at the time, Dr. C. Dean Alders, for giving me the opportunity to be a graduate teaching assistant [and] my master’s advisor, Dr. Chia-Chi Tung, who helped me make that opportunity a success.”

May joined a class of what he calls an “outstanding group of graduate assistants” in the math department at the time. Many of his colleagues have pursued academic careers or used their math and computer science skills to go into industry. They also managed to have a little fun.

“One of the graduate assistants organized a broomball team,” May recalls. “I loved the enthusiasm of our group though … we only managed one goal and that was against ourselves! To add injury to insult, I did a faceplant and had to get stitches under my eyebrow. I looked like a post-fight Rocky Balboa in class the next day.”

May earned his graduate degree in 1985 and then completed two fixed-term appointments in the following two academic years at the University of Minnesota, Morris and St. Cloud State University before joining the faculty at NHCC. Looking back at a career teaching math, May is proud of the moments he was able to help students—whether through writing letters of recommendation, putting a student up for an award or just encouraging students to pursue a passion for math.

“I would hope [my students] would say that I was someone who was bringing his best to the effort of teaching math,” he says.

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THINKING OUT OF THE BOX ENGINEERING TEAM HELPS KEEP CAMPUS SAFE DURING PANDEMIC

By Grace Brandt '13

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s Minnesota State University, Mankato looked at reopening campus for fall 2020 after months of pandemic shutdown, the University’s top priority was safety. Several initiatives were put in place to prepare for students’ return, from mask requirements to the number of students permitted in a classroom at one time.

One of the biggest initiatives revolved around the simple cleaning and disinfecting of campus spaces, but this proved to be an unexpected challenge. The University administration was committed to continuously wiping down high-use surfaces across campus according to Center for Disease Control guidelines. One of the best ways to quickly and completely disinfect large areas was by using an electrostatic sprayer, which charges liquid disinfectant as it passes through the nozzle to ensure that the disinfectant is efficiently coated on hard surfaces.

However, because of the pandemic, these sprayers were in high demand, and the University faced a months-long waiting list.

“The technology was out there for these electrostatic sprayers, but the trouble was folks couldn’t get their hands on them,” explained Chandler Holland, director of Environmental Health, Safety and Risk Management at the University. “The demand far exceeded the supply. We waited almost 90 days for our commercial vendors to get us the devices, but we started to realize we’ve got really smart engineers on campus. We thought, ‘Let’s provide them with one to look at and have them build us one like it.’”

Holland reached out to the College of Science, Engineering and Technology, which assembled a team that included faculty from

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several departments: Winston Sealy, Xuanhui Wu, Bhushan Dharmadhikari, Pavan Karra and Min Li, along with graduate student Nandeera Tanthirige. One of the University’s vendors lent the team a commercially made electrostatic sprayer to study, and the team began working in summer 2020.

According to Sealy, a professor in the University’s Department of Automotive and Manufacturing Engineering Technology, the goal was to positively charge the fluid disinfectant so that it attached to negatively charged hard surfaces, which are most things at ground level. The team purchased off-the-shelf paint sprayers and retrofitted them with electrode chargers and timers, creating a handheld version and a backpack version for larger spaces. This “hybrid-type system,” as Sealy explained it, is comparable to the commercial unit’s efficiency, with the ability to spray a classroom in 10 minutes that would take hours without it. In addition, it only cost about $400-500 per unit, while a commercial sprayer would cost the University $900-1,200.

“We had the knowledge and the know-how in the department [to create this solution],” Sealy said. “A product like that would probably take months to years to truly develop, and we were trying to look for a quick response to the University’s needs. We are all happy [with the final product].”

Tanthirige was the one student on the team, helping with the design and also the final assembly of the sprayers. He was also in charge of integrating the parts together so that the system was balanced and portable.

COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

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Nandeera Tanthirige (left) and Dr. Winston Sealy (right)

Tanthirige said his studies were critical in preparing him for this project, which let him use what he learned for a real-world problem.

“At that point, that was real world,” he said. “You need to come up with a solution right away. It’s not like a simulation or a class project. It’s a real thing that’s happening right now. I’m really proud of what we did. That was thinking out of the box… We throw that word out, but that was a moment where I actually thought, ‘This is what you’re learning for—coming up solutions on the spot.’”

He brings a wealth of knowledge about aerospace engineering and a deep passion for the work that he chooses to embed himself in. He is currently the Principal Investigator of the Lunar PAD (Plume Alleviation Device) project. The goal of the project is to mitigate the creation and effects of lander exhaust and subsequently created debris during extraterrestrial landings using In-Situ Resource Utilization (ISRU). Campbell and his team have identified a gap in the state-of-the-art, researched methods and technologies required to support ISRU infrastructure, designed a landing/launchpad solution, and constructed a subscale pad with a static hot-fire test. More work and knowledge will be coming soon. The conference paper, “Lunar PAD - On the Development of a Unique ISRU-Based Planetary Landing Pad for Cratering and Dust Mitigation” can be found in the AIAA SciTech Forum under the Life Support; Radiation Shielding; Entry, Descent, and Landing Technology.

In all, the University team produced four handheld-style electrostatic sprayers and two backpack-style. The University also purchased 21 additional handheld sprayers for its academic buildings and three for its Residential Life spaces.

According to Holland, the University is in a “wonderful spot” as it continues to welcome more students back to campus.

“We are ready to bring folks back to campus,” he said. “We’re in a much better position than a lot of the outside world. We’re lean, sanitized and have got good protocols. As soon as they give us the green light, we’re ready to go.”

Aerial view of the 3D printed launch pad.

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A NEW PATH

By Emily Frederick

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hen Arliah Cox was a young child she dreamed of becoming a doctor. She later interned at clinics and hospitals throughout high school and continued on to get her bachelor’s degree in biology. She learned throughout her time in college that her passion was there, but wasn’t certain direct care was for her. Cox later enrolled as a community health master’s student and became fascinated with the patient experience and more so the systems behind healthcare. Having a brother enrolled in information technology at Minnesota State University, Mankato she learned more about the department, the University and its offerings. The Health Informatics and Analytics program was in its first year and being an up-andcoming field in healthcare, she looked into it and decided that she would make the switch from community health.

Now as a master’s student in the Health Informatics and Analytics program at Minnesota State Mankato, Cox has found her niche and appreciates the supportive environment. “All of the professors I have had so far in this program have been very wonderful and very patient. Each one of my professors takes the time to meet and assist in explaining material and expectations in a way that I understand and feel confident in,” she says.

In its second year, Health Informatics and Analytics offers an undergraduate certificate, bachelor's and master’s degree and couples aspects from Nursing and Information Technology.

At first, Arliah was hesitant to dive into some of her IT classes as she hadn’t had any experience studying IT prior. But after taking her first course, she felt more at ease and knew that she selected the right program. “As someone with absolutely no IT background, though learning programming had its challenges, it is not impossible through hard work and dedication. My favorite topic last semester was learning Structured Query Language (SQL). SQL is what is used to communicate with a database,” she explains. This language is the common backbone for accessing health records that are so important when analyzing trends and retrieving crucial data.

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COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

"Teaching students about the potential impact of using technology, data and analysis of data lets them see ways they can have very meaningful careers that benefit others."

- Dr. Sarah Kruse From left to right: Dr. Sarah Kruse, Arliah Cox and Ian Ssuna “So, for example if I owned a shoe store and I wanted to create a database to store and be able to eventually retrieve information of my customers, I would use SQL to do so. It was very interesting being able to put this initial ‘abstract’ concept into real-world contexts,” she said.

Students delve right into the world of database securities virtual machines, and pair that right alongside nursing courses involving patient care plans and incident management for example.

Program Coordinator and professor Dr. Sarah Kruse explains this interdisciplinary connection can positively shift the climate of an ever-changing system. “Minnesota State Mankato has had very strong programs in both Information Technology and in Nursing. The new Health Informatics programs leverage these strengths and give students a solid, cross-disciplinary foundation. Essentially, we’ve had very talented IT people who can write programs and analyze data, but they didn’t understand the complexity of health care. We have brilliant clinical people in health care who have not studied what is possible with

technology. When students learn both technology skills and the healthcare domain, they are prepared to find innovative ways to improve outcomes and quality of care, reduce costs and improve patient satisfaction,” she says.

In offering students a multitude of experiences within the program, it really enhances their ability to zero in on what area of the field they would like to work in. “Teaching students about the potential impact of using technology, data and analysis of data lets them see ways they can have very meaningful careers that benefit others,” Kruse says.

As for Cox, she has big plans for her future following graduation.

“For me, I expect great things,” she says. “My goal is that upon completion of this degree I can become a healthcare data analyst, conduct healthcare research, or become a database administrator. There are so many paths that I can take. I am confident and grateful that this program is preparing me to be successful in all of them.”

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Discover Our Programs Agricultural Sciences

• Agricultural Sciences, Bachelor of Science (BS) • Agricultural Sciences, Minor

Astronomy

• Astronomy Minor

Automotive Engineering Technology • Automotive Engineering Technology, Bachelor of Science (BS) • Automotive Engineering Technology, Minor • Automotive Engineering Technology, Master of Science (MS)

Bell Engineering

• Integrated Engineering, Bachelor of Science (BSE)

Biology • • • •

Biology, Bachelor of Science (BS) Biology, Master of Science (MS) Biology Education, Master of Science (MS) Biology Minor

Biochemistry

• Biochemistry, Bachelor of Arts (BA) • Biochemistry, Bachelor of Science (BS)

Biotechnology

• Biotechnology, Bachelor of Science (BS)

Chemistry • • • •

Chemistry, Bachelor of Arts (BA) Chemistry, Bachelor of Science (BS) Chemistry Teaching, Bachelor of Science (BS) Chemistry, Minor

Civil Engineering

• Civil Engineering, Bachelor of Science Civil Engineering (BS)

Cognitive Science

• Cognitive Science (Biology), Bachelor of Science (BS) • Cognitive Science (Computer Science), Bachelor of Science (BS)

Computer Application Development • Computer Application Development, Bachelor of Applied Science (BAS)

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Computer Engineering

• Computer Engineering, Bachelor of Science Computer Engineering (BSCE) • Internet of Things, Certificate

Computer Engineering Technology • Computer Engineering Technology, Bachelor of Science (BS) • Internet of Things, Certificate

Computer Information Technology

• Computer Information Technology, Bachelor of Science (BS) • Computer Information Science, Minor • Computer Technology, Minor • Database Technologies, Minor • International Technology, Minor • Networking & Information Security, Minor • Software Development, Minor • Database Technologies, Certificate • Information Security, Certificate • Networking Technologies, Certificate • Software Development, Certificate • Data Science, Master of Science (MS) • Information Technology, Master of Science (MS) • Information Security and Risk Management, Professional Science Master’s (PSM) • Cyber Risk Analysis, Graduate Certificate • Database Technology, Graduate Certificate

Computer Science

• Computer Science, Bachelor of Science (BS) • Computer Science, Minor

Construction Management

• Construction Management, Bachelor of Science (BS)

Earth Science • • • •

Earth Science, Bachelor of Arts (BA) Earth Science, Bachelor of Science (BS) Geomorphology and Earth Surface Processes, Certificate Earth Science, Minor

Electrical Engineering

• Electrical Engineering, Bachelor of Science Electrical Engineering (BSEE) • Electrical Engineering, Master of Science (MS) • Engineering, Master of Science (MS)

COLLEGE OF SCIENCE, ENGINEERING AND TECHNOLOGY

Electrical Engineering Technology

• Electronic Engineering Technology, Bachelor of Science (BS) • Electronic Engineering Technology, Minor • Renewable Energy, Certificate

Environmental Science

• Environmental Science, Bachelor of Science (BS) • Environmental Studies, Minor • Environmental Science, Master of Science (MS)

Food Science Technology

• Food Science Technology, Bachelor of Science (BS)

Geology

• Geology Bachelor of Science (BS) • Geology Minor • Environmental Geology Certificate

Global Solutions in Engineering Technology

• Global Solutions in Engineering and Technology, Minor • Global Solutions in Engineering and Technology, Graduate Certificate

Health Informatics

• Health Informatics & Analytics, Professional Science Master’s (PSM) • Health Informatics, Bachelor of Science (BS) • Health Informatics, Certificate

Integrated Engineering

• Integrated Engineering, Bachelor of Science, Engineering (BSE) • Technical Integration & Design, Minor • Project-based Engineering, Certificate • Technical Integration & Design, Certificate

Iron Range Engineering Mesabi Range • Integrated Engineering Bachelor of Science, Engineering (BSE)

Management Information Systems • Management Information Systems, Bachelor of Science (BS)

Manufacturing Engineering Technology • Manufacturing Engineering Technology, Bachelor of Science (BS) • Manufacturing Engineering Technology, Minor • Manufacturing Engineering Technology, Master of Science (MS)

• Engineering Management, Professional Science Master’s (PSM) • Project Management, Graduate Certificate • Quality Management Systems, Graduate Certificate

Mathematics • • • •

Mathematics, Bachelor of Arts (BA) Mathematics, Bachelor of Science (BS) Actuarial Science, Minor Mathematics, Minor

Mathematics & Statistics • • • •

Applied Statistics, Master of Science (MS) Mathematics, Master of Arts (MA) Mathematics Education, Master of Science (MS) Mathematics and Statistics, Master of Science (MS)

Mathematics Teaching

• Mathematics Teaching, Bachelor of Science (BS)

Mechanical Engineering

• Mechanical Engineering, Bachelor of Science Mechanical Engineering (BSME) • Engineering, Master of Science (MS)

Medical Laboratory Science

• Medical Laboratory Science, Bachelor of Science (BS)

Physics • • • • •

Physics, Bachelor of Science (BS) Physics Teaching, Bachelor of Science (BS) Physics, Minor Physics, Master of Science (MS) Physics Education, Master of Science (MS)

Science Teaching Programs • • • •

Chemistry Teaching, Bachelor of Science (BS) Earth Science Teaching, Bachelor of Science (BS) Life Science Teaching, Bachelor of Science (BS) Physics Teaching, Bachelor of Science (BS)

Statistics

• Statistics, Bachelor of Science (BS) • Statistics, Minor

Twin Cities Engineering

• Integrated Engineering, Bachelor of Science, Engineering (BSE)

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131 Trafton Science Center North Mankato, MN 56001

Make an Impact Join others and partner with the College of Science, Engineering and Technology. Together we can make an impact locally, regionally and globally. For more information or to make a gift, contact Ashley Eimer, Director of Development, at: ashley.eimer@mnsu.edu or 507-389-6742.