Grand Challenges Scholars Program
Spend your time at USC Viterbi working towards solving the Grand Challenges!
In addition to the Renaissance Scholars, Global Scholars, and Discovery Scholars, undergraduate students at the USC Viterbi School of Engineering have the unique opportunity to compete in another opportunity – the National Academy of Engineering (NAE) Grand Challenge Scholars Program (GCSP).
The Viterbi School of Engineering encourages students to pursue their academic and co-curricular involvement while keeping the Grand Challenges in mind. The USC Viterbi Grand Challenge Scholars Program (GCSP) helps organize the time you spend focusing on exploring results that benefit society. Each year, the top Viterbi students who successfully complete the USC Viterbi GCSP areas will be named National Academy of Engineering Grand Challenge Scholars, recognized both by USC at graduation and the National Academy of Engineering.
Spring 2022 GCSP Interest Application Due: Tuesday, February 8th, 2022 (11:59 p.m.)
NAE Grand Challenges
Grand Challenge Scholars drive their educational experiences towards discovering, exploring, and potentially solving one of the National Academy of Engineering (NAE)’s Grand Challenges and earn recognition at graduation from USC and the NAE.
Making solar energy economical
Providing energy from fusion
Developing carbon sequestration methods
Managing the nitrogen cycle
Providing access to clean water
Preventing nuclear terror
Restoring and improving urban infrastructure
Engineering better medicines
Advancing health informatics
Reverse engineering the brain
Joy of Living
Enhancing virtual reality
Advancing personalize learning
Engineering the tools of scientific discovery
GCSP 5 Competencies
Students interested in being designated as Grand Challenge Scholars should demonstrate involvement related to a specific NAE Grand Challenge Topic in each of the five areas. Successful students must carry their involvement related to the challenge across five competencies.
Upon applying as a graduating senior, your application must reflect your focus across all of the five competencies listed below. While we list some examples of how an undergraduate may complete each competency, please understand these lists are not exhaustive; we welcome your ideas and interpretations.
Mentored research or project experience related to a Grand Challenge: Participate in an approved team project, senior capstone project, design project or research project related to one of the Grand Challenge Topics.
Understanding gained through multidisciplinary studies: Enroll in courses outside the engineering curriculum that will complement the technical curriculum such as public policy, business, law, ethics, art, sociology, natural sciences, etc.
Understanding gained through global or different cultural experience: Participate in a curricular or co-curricular activity that develops the perspective necessary to understand global challenges or that lead to innovations in a global economy.
Addressing societal problems through service learning, K-12 engagement, and/or social entrepreneurship: Participate in a curricular or co-curricular activity that deepens social awareness and develops the motivation to bring technical expertise to bear on societal problems.
Timeline: Freshmen, Sophomores, & Juniors
Attend a GCSP Info Session.
Learn more about the Grand Challenges and determine which one will be the focus of your work.
All interested applicants must submit their Grand Challenges Scholars Interest Application online.
Determine how you will interpret the 5 competencies and how you plan to successfully complete each.
Consult with your academic advisor on your plan and solicit feedback as you build your GCSP Portfolio.
Admitted students must submit their Grand Challenges Scholars Action Plan online. Please note that the content submitted on the form is not considered a final application and may need to be edited or changed by the student.
Spring Semester Check-in Meetings – admitted students must meet with Myra Fernandez, Associate Director of Undergraduate Programs and Women in Engineering to review the progress of their action plan.
Attend Submitting Success – How to Write and Prepare your Application Workshop via Zoom.
Check to make sure you have successfully identified a Grand Challenge and clearly explained how you’ve fulfilled each of the five competencies.
Apply in the year of your undergraduate commencement for official recognition.
How to Apply for Designation (Seniors)
Current undergraduates should follow the program outlined above. While focusing on your selected Grand Challenge only one competency requires in-depth focus. You will notice the 5 competencies of a successful Grand Challenges Scholar have flexibility built in. While we list possible interpretations of the competencies, we encourage you to think of these areas broadly.
The GCSP Committee will only accept applications from graduating seniors. Each application will be evaluated on the student’s focus on their chosen Grand Challenge and interpretation of their work and experiences across the 5 competencies. Scholars are recognized at the Undergraduate Viterbi Awards and are also recognized at commencement.
Applications for GCSP Senior Designation – Extended Application Due Date: Monday, February 21st, 2022 (11:59 PM).
It was a great opportunity to meet and learn from other students interested in how engineering could benefit other friends of study. I joined clubs, found internships, and worked on research projects that were interesting to me! Once I found my footing, I then moved around in each of those situations until I found something that matched a Grand Challenge. As someone interested in health and education, I was able to volunteer with Troy Camp, research HIV, and work as a Tour Guide, all of which benefited my growth as a Grand Challenge Scholar!
I wanted to be part of this program because engineering is a global discipline that requires multicultural understanding to solve the world's most pressing engineering problems. I felt that completing this program would make me a stronger and more knowledgeable engineer. My genuine interests in volunteering, joining multi-disciplinary organizations, conducting research, pursuing an internship, and studying abroad helped me complete the 5 competencies. These interests as well as guiding advice from Dean Yates and Myra Fernandez allowed me to successfully complete this program.
I wanted to be named a Grand Challenges Scholar at the end of senior year and receive the cash prize. To accomplish this goal, I joined Viterbi and non-Viterbi orgs, completed a study abroad program, and pursued a minor outside of Viterbi. I became interested in a career in cybersecurity, which I may not have known about without trying to complete the 5 competencies.
I wanted my engineering experience at USC to be directed towards addressing real-world, social, and environmental issues. I took advantage of the many opportunities presented to students in Viterbi and USC, from student orgs, business competitions, and volunteering opportunities in the community. It has made me aware of the ways my engineering toolset can impact global issues as I move forward in my career. The Grand Challenges Program helps you become a more socially aware and well-rounded engineer.
I wanted to connect with like-minded students to tackle the greatest engineering challenges we are currently facing as a society. I found a vast array of enrichment opportunities offered by Viterbi such as the Tsinghua Summer Research Program as well as clubs like Engineers Without Borders that addressed the five competencies. The Grand Challenges Scholars Program motivated me to pursue medical school so that I can synthesize my engineering and medical knowledge to innovate new medical technology. The most valuable aspect of the Grand Challenges Program at Viterbi is the sense of community. Everyone amalgamates their different areas of expertise to create something beautiful that can change the world around us.
I wanted to participate in the Grand Challenges program because I thought the program would really help to enhance my engineering curriculum while working toward a common cause. I got involved in a wide variety of activities and organizations from working in a research lab to studying abroad, to participating in Makeathons. It allowed me to view a problem from different perspectives, and this mentality is important for working within the medical device industry or in any engineering job. The Grand Challenges Program is valuable because it allowed me to work toward a Grand Challenge through a variety of ways and contributed to my education by giving me diverse experiences. It pushed me to challenge myself and participate in new activities and organizations.
I've always been passionate about using my education to make a difference in the world, and this program gave me an avenue to find real-world relevance to my classes. I liked that it encouraged me to diversify my experiences at USC and to get involved with activities outside of Viterbi. As someone that is not necessarily planning on being an engineer for the rest of my life, I was especially drawn towards the multidisciplinary aspect of the program.
As a freshman, I was introduced to the Grand Challenges of Engineering in my Introduction to Engineering class (a replacement for major-specific intro courses, for undecided engineering majors). We read through what it meant to become an "Engineer of 2020" and since this moment, I have believed that engineers have a unique responsibility to steer technology towards a direction of positive impact, with ethics and real humans at the center of our mission. This led me towards the desire to participate in the Grand Challenges. To achieve this, I focused on Virtual Reality (as well as its interaction with Brain-Computer Interface technology) as my Grand Challenge because I believe in its potential to share diverse experiences, promote learning, and more; and equally hope to prevent its potential for abuse and disengagement in our society. I got involved in a Video Game Programming specialization in Viterbi, participated in the Mixed Reality club, engaged in classes (and articles) focusing on science/technology ethics and philosophy, and wrote papers on this topic.
Engineering and COVID-19
Engineering is at the forefront of addressing societal needs in dealing with challenges posed by COVID-19. In fact, “pandemic” has explicitly been addressed in one the original 14 NAE Grand Challenges, Advance Health Informatics — “How to prepare against a pandemic?”
Moreover, since the start of the outbreak in the US, the following noteworthy efforts have been initiated at the NAE and USC levels, which could provide you with further information concerning opportunities related to COVID-19 research and engagement at USC:
NAE COVID-19 Call to Action:
COVID-19 Resource Center:
Published on December 5th, 2019
Last updated on March 7th, 2022