Engineering Education for the Future
The Information Age has produced profound changes in the engineering profession. Computers and modern telecommunications are reshaping the work place. Problems are no longer simple systems but are now comprised of a system of systems crossing many traditional engineering disciplines.

The ability to transmit information anywhere in the world instantaneously has lead to global competition. Fierce competition, both globally and at home, requires us to deliver better results. Better can mean more economical or even different. This will require engineers who can do many things. Out of this reality, the Department of Systems and Engineering Management was formed in July 1, 2000.

Stevens has a long and rich tradition in the Engineering Management arena. The program has been a leader in the field and has received numerous national awards. However, by formalizing what had been a program and combining it with other programs that take a holistic view of engineering problems, we are able to offer an integrative engineering education approach that is vital to 21st century engineering solutions.

Engineers of the information age economy need the necessary non mathematical/science based skills in addition to the technical skills traditionally associated with engineering to excel in this new environment. Many reports from industry echo these same ideas. Industry has recognized the need for a "different" type of engineer.

A recent American Society of Engineering Education report concluded that engineering education must be broaden to include

• team skills, including collaborative, active learning,
• communication skills,
• leadership,
• a systems perspective,
• an understanding and appreciation of diversity,
• an appreciation of different cultures and business practices, and the understanding that the practice of engineering is now global,
• a multidisciplinary perspective,
• a commitment to quality, timeliness, and continuous improvement,
• an understanding of the societal, economic, and environmental impacts of engineering decisions, and
• ethics.
  

We have embraced this philosophy at both the undergraduate and graduate levels.