3801 W. Temple Ave
Building 9, Room 225
Pomona, CA 91768
Andrew Ketsdever, Dean
M. Ronald Yeung, Associate Dean for Academic Affairs and Student Success
Alan Fuchs, Associate Dean for Research and Faculty Advancement
The mission of the Cal Poly Pomona College of Engineering is to produce well-qualified engineering graduates who are ready for immediate and productive entry into the workforce or for graduate studies. The college does so by providing practice-oriented education based on sound engineering principles and applications, while also emphasizing the teamwork, communication and creative skills needed to be leaders in a global society.
The Cal Poly Pomona College of Engineering strives to be a leader in providing relevant and rigorous engineering education in a learning-centered environment. As such, the college endeavors to offer programs and curricula that are up-to-date, globally competitive, and supported by strong ties to educational and industrial partners, while maintaining a community of students, staff, and faculty who are talented, successful, and reflect the diversity of California.
Engineering is a dynamic profession that provides the expertise to meet the technical challenges facing the nation. Cal Poly Pomona’s College of Engineering has a well-earned reputation of helping to meet these challenges by preparing engineers and engineering technologists who, upon graduation, are prepared to contribute to industry and are also ready for graduate studies. The emphasis on a strong theoretical background coordinated with early and significant laboratory experiences continues to make the college a leader in engineering education. In consultation with its many constituencies, the College of Engineering has adopted the following as its principal educational objectives:
- Preparation of graduates for immediate entry into the engineering profession, technically well-prepared in analysis and design, and with an understanding of their professional responsibilities for contemporary and future human welfare
- Preparation of graduates as practicing engineers who communicate effectively, work collaboratively, learn independently and act ethically
- Adoption by graduates of lifelong learning, including formal advanced studies, as necessary for continued effectiveness in the profession
The College of Engineering offers eleven undergraduate programs leading to Bachelor of Science degrees. The programs are:
Construction Engineering and Management
Electromechanical Systems Engineering Technology
Electronic Systems Engineering Technology
In addition, the college offers individualized programs leading to the Master of Science degrees in Aerospace Engineering, Civil Engineering, Electrical Engineering, Engineering Management, Materials Engineering, Mechanical Engineering, and Systems Engineering.
Each engineering curriculum is designed to give the student both an understanding of the fundamental principles of engineering as an applied science and the practical expertise to apply these principles to real problems. In keeping with professional expectations, each engineering program incorporates these curricular areas into the educational experience: mathematics and basic sciences; engineering sciences and engineering design; and humanities and social sciences.
It is important to distinguish between Engineering and Engineering Technology. Engineering Technology is that part of the technological field that requires the application of scientific and engineering knowledge and methods combined with technical skills in support of engineering activities; it lies in the occupational spectrum between the craftsman and the engineer. The engineering technologist is more specialized than the engineer, focusing on a technical specialty within an engineering discipline. Compared to the engineering curricula, there is less emphasis on basic science, mathematics and engineering science, and more emphasis on skills and knowledge of existing technology related to design support; production; and equipment selection, modification, and service. Studies for a bachelor’s degree in Engineering Technology include coursework in mathematics and basic sciences; technical sciences, specialties, and electives; and social sciences/humanities and communication.
As a result of Cal Poly Pomona’s “learn by doing” environment, graduates of the college continue to be in great demand by industry in southern California, helping Cal Poly Pomona fulfill its mission of service to the people of California. Cal Poly Pomona’s engineering curricula demand that students take computer programming and engineering orientation courses in the freshman year, and that mathematics, basic science, and general education courses begin concurrently. Throughout their educational programs students become adept at using both the university’s computing facilities and the College’s computer-aided engineering laboratory facilities as part of their regular coursework. Specific features of the curricula reflect the input of the college’s Industry Action Councils, composed of over 200 leaders in local industry. Many of the engineering science and engineering design courses have laboratory components. Study of the ethical issues that confront those in the practice of engineering and the need for professional registration are an important part of the curriculum. In addition, many students pass the Fundamentals of Engineering (FE) Examination before they graduate.
Departments host chapters of national professional societies and honor societies appropriate to their disciplines. Honor societies include Tau Beta Pi (engineering), Tau Alpha Pi (technology), Sigma Gamma Tau (aerospace), Omega Chi Epsilon (chemical), Chi Epsilon (civil), Eta Kappa Nu (electrical), Alpha Pi Mu (industrial), and Pi Tau Sigma (mechanical). In addition, chapters of the following cross-disciplinary organizations are active: Society of Women Engineers; National Society of Black Engineers; and Society of Hispanic Professional Engineers.
A Partnership in Engineering Education
Recognizing that the professional education of students is a partnership among faculty, staff, administrators and students, the college has identified the responsibilities and obligations needed for this partnership to succeed. All students of the college obtain a copy of the college’s policies and procedures from the website. The site is not meant as a substitute for the personal advising of students by faculty and staff advisors, but helps promote an understanding of the fundamental operating tenets on which engineering education at Cal Poly Pomona is based.
All students, faculty, and staff of the College of Engineering should know and understand both the academic policies of the college and the academic policies of the University as explained in the University Catalog. In many cases, the policies of the College of Engineering are rather strict interpretations of University policies, in keeping with the high standards that the faculty, students and the engineering profession as a whole expect of themselves.
Students in the college are expected to bring to this partnership:
- a willingness to learn and demonstrate their mastery of the subject material,
- an appropriate attitude regarding the seriousness of their studies, and
- an appreciation of the value of their education.
Throughout their academic careers in the college, students should acquire not only the expertise that can be learned in a classroom, but also an esteem for the profession, a maturity of manner, a respect for colleagues, and a credo to guide both personal and professional behavior. These qualities are what make a graduate of the Cal Poly Pomona’s College of Engineering desirable.
Faculty bring to the partnership the experiences of having been students themselves and then having practiced in the profession, acquiring the expertise that only practice can perfect, and an eagerness to enthusiastically share this expertise with students. The faculty is committed to seeing students succeed. Excellence in the teaching/learning enterprise is the primary goal of the faculty. It is the faculty of the College of Engineering that is primarily responsible for developing and maintaining an environment supportive of learning for each student and for encouraging each student to reach for and achieve the highest goals possible. Faculty members provide valuable academic advising, maintain the announced office hours, teach the stated content of each course, share their personal professional experiences and evaluate student performance fairly and consistently.
Additionally, the College of Engineering expects its students to display the intent and motivation to graduate and to achieve their stated degree objectives as optimally as possible. Operationally, the college has the same goals and offers the most intensive undergraduate curricula in the university as optimally as possible. It is only with the students, faculty and staff working hard together in the partnership, and with mutual respect, that the common goal of excellence in preparation for the engineering profession can be achieved.
Preparation for the Engineering Culture
Professional engineering practice has evolved through a millennia-long technological tradition and, as is true of other professions, now consists of a set of standardized characteristics and modes of behavior; it is a culture in an anthropological sense. This “Engineering Culture” has as its particular responsibility not only the maintenance and development of technical knowledge for the larger society, but also the codes of conduct and practice for the application of that knowledge within the larger society. It has its own language, its own operating principles, its own beliefs and its own credos, all of which are extensions of those of the larger society. The members of this culture assume the responsibility for the welfare of the larger society in technological matters, and are characterized by their advanced and unique analytical and constructive abilities.
The College of Engineering at California State Polytechnic University, Pomona has as its primary mission the preparation of students for entry into the engineering culture. The College recognizes the credo of the professional engineer and, as part thereof, that society’s safety and well-being demand that engineering professionals practice their craft with diligence. As educators, the faculty knows that professional diligence mirrors personal diligence. Accordingly, the faculty of the College of Engineering, while subscribing to the academic policies of the university, also feels duty-bound to expect their students and themselves to answer to the set of high academic standards corresponding to those of the engineering culture.
Hence, for students within the College of Engineering to successfully complete the curriculum efficiently, with pride and with maturity, they must not only have mastered technical knowledge and skills, but must also have been diligent in attending to the details of their individual progress through the program. Students must satisfy the bureaucratic details of their own program in a timely, well-planned manner. Students have the responsibility for their own progress and are expected to serve as their own primary advocates. Furthermore, engineering students are expected to be mature enough to accept and to deal with the consequences of their own actions and inactions.
The Dean’s Office in the College of Engineering provides student advocacy services to students who are experiencing extraordinary personal challenges, have unusual situations requiring administrative intervention, or are facing serious dilemmas in their academic careers. Students should seek the help of this office only after discussing the situation with their faculty advisors and staff advisors in the Engineering Advising Center. Student advocates are available to listen and talk with students, to provide feedback of value, to guide the student to other on-campus services available to them, and, in rare cases, to advocate on behalf of the student with faculty and administrators if appropriate. Student advocacy services are provided
- to assist students in honestly evaluating and facing their situations;
- to help students establish a realistic plan to achieve graduation, or consider new career directions; and
- to help students mature in accepting personal responsibility for their actions and inactions.
Faculty and staff advisors retain principal responsibility for academic advising; the college’s student advocacy services supplement their services.
MEP: Center for Gender, Diversity & Student Excellence
Lily G. Gossage, Director
The MEP program at Cal Poly Pomona, established in 1983, is a retention and academic enhancement program for students in Engineering and Computer Science. The purpose of the program is to increase the number and diversity of students who graduate in these technical disciplines, including those from historically under-represented groups. This purpose is accomplished by implementing four specific support strategies:
- Building a collaborative learning community among students with similar career goals.
- Establishing a mentor-mentee relationship between faculty, students and alumni.
- Expecting excellent performance.
- Maintaining effective linkages with the university community and the industrial community.
The Cal Poly Pomona MEP program is the largest in California and has a high retention rate. The program has specific service components designed to support students’ successful pursuit of an academic program, their achievement of a timely graduation as well as assist them with their personal concerns. These service components include:
|Admission and Matriculation
First Year Experience Courses
Engineering Advising Center
The Engineering Advising Center is staffed by professional advisors who provide advising to all students in the College of Engineering, focused on setting goals to facilitate students’ success, persistence, and degree completion in a timely manner. The professional staff advisors will collaborate with faculty, staff, and administrators in the College of Engineering, as well as personnel in the Office of Student Success and Registrar’s Office, to meet college and institutional goals and implement student success initiatives. The Engineering Advising Center staff also support student academic petition processing, admission, enrollment, and orientation activities in the College.
College of Engineering Minors
Students in consultation with the coordinator of the minor are to develop a program of study to meet undergraduate minor requirements. Additional information is available online http://www.cpp.edu/~registrar/academic-policies/minors.shtml. Minors cannot be awarded subsequent to the granting of a bachelor’s degree.
Departments, Majors, Minors and Degrees
Master of Science in Aerospace Engineering
Master of Science in Civil Engineering
Master of Science in Electrical Engineering
Master of Science in Engineering Management
Master of Science in Materials Engineering
Master of Science in Mechanical Engineering
Master of Science in Systems Engineering
Subodh Bhandari, Chair
Bachelor of Science, Aerospace Engineering
Chemical and Materials Engineering
Laila Jallo, Chair
Bachelor of Science, Chemical Engineering
Yasser S. Salem, Chair
Bachelor of Science, Civil Engineering, options in
General Civil Engineering, Environmental Engineering, and Geospatial Engineering
Bachelor of Science in Construction Engineering and Management
Electrical and Computer Engineering
Halima M. El Naga, Chair
Bachelor of Science, Electrical Engineering
Bachelor of Science, Computer Engineering
Electro-Mechanical Engineering Technology
Victor F. Okhuysen, Interim Chair
Bachelor of Science, Electromechanical Systems Engineering Technology
Bachelor of Science, Electronic Systems Engineering Technology
Industrial and Manufacturing Engineering
Shokoufeh Mirzaei, Chair
Bachelor of Science, Industrial Engineering
Bachelor of Science, Manufacturing Engineering
Henry Xue, Chair
Bachelor of Science, Mechanical Engineering
Energy Engineering Minor
Jaehoon Seong, Coordinator
Materials Engineering Minor
Vilupanur A. Ravi, Coordinator