ALAN F. BLUMBERG, DIRECTOR

FACULTY*

Professors

Alan F. Blumberg, George Meade Bond Professor, Ph.D. (1976), The Johns Hopkins University
Michael S. Bruno, Sc.D., P.E. (1986), Massachusetts Institute of Technology
Christos Christodoulatos, Ph.D. (1991), Stevens Institute of Technology
Richard I. Hires, Ph.D. (1968), The Johns Hopkins University
George P. Korfiatis, William H. McLean Professor, Dean of the Charles V. Schaefer School of Engineering, Ph.D. (1984), Rutgers University

Associate Professors

Dimitri Donskoy, Ph.D. (1984), Institute of Applied Physics, Gorky (Russia)
Sophia Hassiotis, Ph.D. (1993), Purdue University
Xiaoguang Meng, Ph.D. (1993), Syracuse University
David A. Vaccari, Ph.D., P.E. (1984), Rutgers University

Distinguished Service Professors

K. Yusuf Billah, Ph.D. (1989), Princeton University
Henry P. Dobbelaar, Jr., M.S., P.E. (1968), New Jersey Institute of Technology

Research Associate Professors

Raju Datla, Ph.D. (1996), Stevens Institute of Technology
Thomas O. Herrington, Ph.D. (1996), Stevens Institute of Technology
Len Imas, Ph.D. (1998), Massachusetts Institute of Technology
Mohammed Sidhoum, Ph.D. (1988), Stevens Institute of Technology
Tsan-Liang Su, Ph.D. (1997), Stevens Institute of Technology

Washington Braida, Ph.D., (1997), Iowa State University 
Mahmoud Wazne, Ph.D. (2003), Stevens Institute of Technology

Lecturer

Leslie R. Brunell, Ph.D., P.E. (1996), Stevens Institute of Technology

Adjunct Professors

Gregory J. Battista, Esq. (1986) J.D. Seton Hall School of Law
Kevin Bruno, Esq. (1983) J.D. Rutgers School of Law
Russell Ford, Ph.D., P.E. (2003) Stevens Institute of Technology
Michael W. King, A.A.S (1981) Middlesex County College
Roy C. Messaros, Ph.D. (2004) Stevens Institute of Technology
Hormoz Pazwash, Ph.D., P.E. (1970) University of Illinois
Kelly L. Rankin, Ph.D. (1997) Stevens Institute of Technology
Richard Sansone, M.S., P.E., Manhattan College
Sajan Thomas, Ph.D. (1993) Stevens Institute of Technology
Marty Valerio, M.B.A. (1974) Seton Hall University
Theodore Zoli, M.S. (1990) California Institute of Technology

UNDERGRADUATE PROGRAMS

Civil Engineering

    Civil engineering is concerned with constructed facilities, including structures, foundations, environmental and transportation systems, waterways, ports, irrigation, drainage and water supply and treatment. The civil engineer's vital role is to plan, design and supervise the construction of these facilities.

    Civil engineering is one of the most publicly-visible technical fields. It shares the distinction, with military engineering, of being the earliest of the engineering disciplines. Other branches of engineering emerged as technical knowledge became more specialized. Civil engineering not only retains a strong relationship with the other branches, but continues to generate new areas of technology.

    The basic theories of structural analysis, which are the concern of civil engineers, are expressed in every machine and aircraft, and in buildings and other constructed facilities. The study of mechanics is basic to the field of civil engineering. A thorough foundation in science and mathematics is necessary for the application of basic scientific principles to the design of structures and fluid systems. Computer methods are integrated throughout the civil engineering elective offerings.

    Graduates of the Stevens program meet the demands for positions of responsibility in various sub-disciplines of civil engineering and contribute to the advancement of the civil engineering practice. Prospective employers include industrial firms, consulting engineering firms and construction contractors, as well as various government agencies.

    Our undergraduate offerings include subjects basic to all civil engineering.

Mission and Objectives
 

    The mission of the civil engineering program at Stevens is to educate a new generation of civil engineers who are leaders in the profession. The educational program emphasizes professional practice, entrepreneurship, leadership, lifelong learning and civic contribution. The program of study combines a broad-based core engineering curriculum, a substantial experience in the humanities and in business engineering management, with specialization in civil engineering. Within the sequence of civil engineering courses, students have the flexibility to concentrate in structural, geotechnical, water resources and environmental engineering or construction management.

    The objectives of the civil engineering program are provided in terms of our expectations for our graduates. Within several years of graduation, they will:

• Establish a distinctive record of achievements within the profession and will have become a licensed Professional Engineer;

• Be thoroughly aware and knowledgeable in dealing with environmental, social, ethical and economic impacts of their projects;

• Augment their knowledge through professional and cultural continuing education;

• Be active in leadership roles within their professional and technical societies;

• Be innovative and creative in conceiving, designing and constructing a broad range of projects;

• Continue to demonstrate an entrepreneurial spirit in all their activities; and
  
• Actively support and advance the educational programs at Stevens Institute of Technology.

Course Sequence
    The general template of the engineering curriculum for all programs is as follows:

** Core option – specific course determined by engineering program    
‡ Discipline specific course
‡ To be selected from the following list: CE 410, CE 518, CE 519, CE 525/535, CE 579, CE 595 and CM 501 or CM 580.
1) Basic Science electives – note: engineering programs may have specific requirements
- one elective must have a laboratory component
- two electives from the same science field cannot be selected
(2) General Education Electives – chosen by the student
- can be used towards a minor or option
- can be applied to research or approved international studies

GRADUATION REQUIREMENTS
    The following are requirements for graduation of all engineering students and are not included for academic credit. They will appear on the student record as pass/fail.

Physical Education
     All engineering students must complete a minimum of three semester credits of Physical Education (P.E.).  A large number of activities are offered in lifetime, team and wellness areas.  Students must complete at least one course in their FIRST semester at Stevens; the other two can be completed at any time, although it is recommended that this be done within the first half of the student’s program of study.  Students can enroll in more than the minimum required P.E. for graduation and are encouraged to do so.

    Participation in varsity sports can be used to satisfy the full P.E. requirement.

    Participation in supervised, competitive club sports can be used to satisfy up to two credits of the P.E. requirement with approval from the P.E. Coordinator.

English Language Proficiency
     All students must satisfy an English Language proficiency requirement.

PLEASE NOTE: A comprehensive Communications Program will be implemented for the Class of 2009.  This may influence how the English Language Proficiency requirement is met.  Details will be added when available.

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Environmental Engineering

    Environmental engineering has traditionally been taught as a branch of civil engineering concerned with the supply of safe drinking water and the sanitary disposal of municipal wastes. The field has expanded in recent years to include many new areas, such as the treatment of industrial and hazardous wastes, the prediction of the fate and transport of pollutants in the environment and the design of systems for remediation of sites contaminated with hazardous wastes. This has placed new demands on engineers to understand the fundamental environmental transformation processes that describe natural and engineered systems.

Mission and Objectives
    The mission of the environmental engineering program is to provide a broad-based education that prepares students in the technical and social fundamentals that will enable them to have a wide impact in the improvement of interactions between humans and their environment.

    The objectives of the program are aligned with these expectations for our graduates:

• They will be recognized as being among “the best in the business” by their peers.

• They possess the fundamental understanding of environmental processes that enables them to contribute to any specialty area of environmental engineering.

• They use their knowledge of the design process, reaction mechanisms and materials balance methods to create innovative solutions to environmental problems.

• They demonstrate exemplary sensitivity to social factors including the historical, legal, political, policy, economic, ethical and public-relations aspects of environmental problems.

• They solve environmental problems using a systems approach, incorporating interactions with natural, engineered and social components.

• They address the wider aspects of environmental problems such as sustainability, design for the environment, pollution prevention and industrial ecology.

Course Sequence
    The general template of the engineering curriculum for all programs is as follows: