The School of Engineering strives to maintain the highest level of institutional and instructional integrity, and remains committed to the Ignatian ideals of education, including intellectual rigor, service to others, and service to faith, with the promotion of justice for all as an absolute requirement. In pursuit of this mission, we are committed to expanding student engagement in the engineering professions. The School's graduates will have mastered theoretical and practical knowledge of engineering skills, and will have acquired additional competencies in communications, critical judgment, social responsibility, and a sense of economic and ethical values.
On our website, you will find an explicit description of the educational objectives of each of the engineering programs offered in the School of Engineering. The curricula and degree requirements are linked to the objectives through student learning outcomes leading to national accreditation. The engineering curricula includes perhaps the most purposeful liberal arts core in the nation - the hallmark of Fairfield's education - that aim to endow our engineering graduates with competencies that transform them into thinking citizens and lifelong learners, and prepare them to live an inspired life. Additionally, our ambition in the School of Engineering is to enable all our students to assume positions of technical leadership and professional responsibility, and to achieve full satisfaction in their jobs, or in graduate studies, upon graduation from Fairfield University.
On behalf of the entire School of Engineering faculty, staff, and administration, welcome!
Four of the School of Engineering's Bachelor of Science (BS) programs at Fairfield University are accredited by the Engineering Accreditation Commission of ABET, www.abet.org.
ABET is a nonprofit, non-governmental organization that accredits college and university programs in the disciplines of applied science, computing, engineering, and engineering technology. ABET accredits over 3,400 programs at nearly 700 colleges and universities in 28 countries. ABET provides specialized, programmatic accreditation that evaluates an individual program of study, rather than evaluating an institution as a whole.
ABET accreditation, which is voluntary and achieved through a peer review process, provides assurance that a college or university program meets the quality standards established by the profession for which the program prepares its students.
The ABET Program Educational Objectives of the BS engineering programs at Fairfield University are listed on the individual program pages.
Assessment of student learning outcomes at the course level and student outcomes at the program level using both indirect and direct assessment methodologies is coupled with the evaluation of accomplishment of metric thresholds and used for continuous program improvement.
In the School of Engineering, our dedicated faculty are a community of leading-edge scholars who love to teach.
Headquartered in Bannow Science Center, the School of Engineering has laboratory and instructional facilities in this building as well as specialized laboratories and project implementation space in McAuliffe Hall, the "historic home" of the School of Engineering on Fairfield University.
The Fairfield School of Engineering is the continuation of the Bridgeport Engineering Institute after a merger in 1994 resulted in the formation of the BEI School of Engineering at Fairfield University. The Bridgeport Engineering Institute was founded in 1924 with the mission of delivering quality engineering education to the citizens of southern Connecticut. The presently named "School of Engineering" at Fairfield University has grown from the original Electrical Engineering and Mechanical Engineering programs in 1994 to its current accredited bachelor of science degrees in Computer, Electrical, Mechanical and Software Engineering along with one unaccredited bachelor's degree in Automated Manufacturing Engineering. Dual BS/MS degrees now exist in Software as well as Electrical and Computer Engineering with Mechanical Engineering anticipated in 2014. An additional Masters Degree in Management of Technology is also administered through the school.
As an integral component of a comprehensive Jesuit university, the School of Engineering is committed to providing a student-oriented classroom and laboratory environment enhanced by research that enables graduates to become leaders in the quest to solve society's greatest challenges in service to others.
The Fairfield University School of Engineering is dedicated to providing quality educational opportunities in engineering and computer science to a diverse student population. The School emphasizes whole-person development (cura personalis) through its commitment to a unique integration of expertise in innovative technical areas with a strong liberal arts core preparing graduates well for professional practice and graduate education.
The School of Engineering (SOE) has established both qualitative and quantitative instruments to assess outcomes of educational processes implemented in the School in support of the educational objectives of its undergraduate and graduate programs. Data on outcomes is collected on a continuous basis and evaluated to guide program improvements.
SOE undergraduate programs have the following documented student outcomes that prepare graduates to attain the program educational objectives:
(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
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.