Vision
The Manhattan College School of Engineering will be the school of choice for engineering education in the New York metropolitan region.
Mission Statement
The School of Engineering has developed the following mission statement with input from all constituent groups:
The mission of the Manhattan College School of Engineering is to prepare students for a productive and rewarding career in engineering or a related profession.
The mission of the Manhattan College School of Engineering is congruent with the mission of the College and prepares students for a productive and rewarding career in engineering or a related profession. The curriculum instills the techniques and skills of engineering design through the study of basic and advanced engineering science. This foundation is integrated with practice-oriented engineering design experience which addresses both technical and non-technical aspects of engineering. Students earning a Manhattan College engineering degree are prepared to enter the world of professional practice and to continue their studies through the pursuit of post-baccalaureate education.
The strong foundation, coupled with thorough preparation in an engineering discipline, permits each student life-long access to rapidly developing new technologies and prepares each to be a citizen, an advocate, and a leader in the complex world of the 21st century.
Engineering Programs Educational Objectives
The undergraduate programs in the School of Engineering are individually accredited by the Engineering Accreditation Commission (EAC) of ABET, Inc., which defines program educational objectives as broad statements that describe what graduates are expected to attain within a few years after graduation. A few years is usually considered to be 3 to 5 years. Program educational objectives are based on the needs of the program’s constituencies and are consistent with the mission of the college. Each program is required to develop, publish, and periodically review its objectives using an effective documented process.
Although each program develops its own objectives, there are some general themes that are recognized across the programs. These themes can be grouped as:
- Leadership, achievement, and involvement in engineering and related professions;
- Dedication to furthering the engineering profession through continuous self-improvement;
- Ethical practices and moral character; and
- Commitment to engineering as a service-to-humanity profession.
Engineering Programs Student Outcomes
The undergraduate programs in the School of Engineering are individually accredited by the EAC of ABET, Inc., which states that student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program. ABET, Inc., also suggests that each program adopt a standard set of outcomes plus any additional outcomes that may be articulated by the program. The standard set of eleven (11) student outcomes, commonly referred to as (a) through (k), is:
(a) an ability to apply knowledge of mathematics, science, and engineering;
(b) an ability to design and conduct experiments, as well as to analyze and interpret data;
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
(d) an ability to function on multidisciplinary teams;
(e) an ability to identify, formulate, and solve engineering problems;
(f) an understanding of professional and ethical responsibility;
(g) an ability to communicate effectively;
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
(i) a recognition of the need for, and an ability to engage in life-long learning;
(j) a knowledge of contemporary issues; and
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
The educational objectives and student outcomes of all the programs in the School of Engineering are consistent with the School’s Mission and the LaSallian Catholic tradition of Manhattan College. In addition, the student outcomes articulated by each program are consistent with the Manhattan College core competencies of:
- Effective communication;
- Critical thinking;
- Information and technology literacy;
- Quantitative and scientific literacy;
- Independent and collaborative work;
- Global awareness; and
- Religious and ethical awareness.
Historical Note
At its beginning, engineering education at Manhattan developed out of a science program in coordination with liberal arts. In 1892, civil engineering and electrical engineering were among four curricula leading to the Bachelor of Science degree. Civil engineering has continued uninterrupted from that time. Electrical engineering, suspended shortly after its introduction, was re-established as a degree program in 1935. Curricula in mechanical engineering, chemical engineering, and environmental engineering were introduced in 1957, 1958 and 1993, respectively, followed by computer engineering in 1998.
Last Updated May 26, 2009
