Mission Statement
During the 1995-96 academic year, the School of Engineering developed the following Mission Statement with input from all constituents:
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 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 practice. Students earning a Manhattan College engineering degree are prepared to enter the world of professional practice and or to continue their studies through the pursuit of post-baccalaureate education. The strong foundation coupled with thorough preparation in an engineering discipline ensures that the student will have life-long access to rapidly developing new technologies and prepares each student to be a citizen, an advocate, and a leader in the complex world of the 21st century.
Educational Objectives *
Graduates of the School of Engineering, who are practicing their profession, will be valued by the engineering community. Engineering graduates will be recognized for their: 1. Ethical practices and moral character; 2. Leadership, achievement, and involvement in engineering and related professions; 3. Dedication to furthering the engineering profession through continuous self-improvement; and, 4. Commitment to engineering as a service-to-humanity profession.
Educational Outcomes *
The educational outcomes of the School of Engineering are consistent with its Mission and with the LaSallian Catholic tradition of Manhattan College. The outcomes include mastery of skills of the profession needed by new engineering graduates; an awareness of the ethics, values and personal characteristics embodied in the LaSallian mission of the College; and an introduction to techniques that enhance the ability to engage in life-long learning. The educational outcomes are:
I. Skills of the Profession - Engineering graduates will:
- Have the fundamental knowledge of science, mathematics, and engineering science that is the basis of engineering problem solving;
- Be proficient in the tools of the profession, including mathematical modeling, data analysis, and use of associated computer software and hardware;
- Be proficient in oral and written communications;
- Have had significant experiences in solution of open-ended design problems and experiments; and,
- Be able to work effectively in teams on multi-disciplinary projects.
II. Ethics, Values, and Personal Characteristics - Engineering graduates will:
- Be aware of social justice issues through an education consistent with the LaSallian tradition;
- Have obtained a broad education through breadth and depth in the humanities and social sciences; and,
- Have obtained a values-centered education, that will enable them to cope with the social, ethical, and multi-cultural aspects of engineering practice.
III. Life - long Learning - Engineering graduates will:
- Be aware of contemporary problems and issues relevant to the profession;
- Have a basic ability to gather information from appropriate sources and extend their engineering skills to solution of new problems; and,
- Be prepared to take advantage of life-long learning opportunities such as graduate education, continuing education, and professional licensing.
* Objective as used here is defined as the expected accomplishments of some or all of our graduates during the first few (3-5) years after graduation.
* Outcome as used here is defined as what a student knows or can do by the time of graduation.
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.
