Engineering students are trained to see the way systems work together to form a cohesive whole; to know the mechanics behind a good, functioning unit; and to understand how design shapes the project. But knowledge that goes beyond the basics is often the difference between a good engineer and a great one.

Students in the Frank R. Seaver College of Science and Engineering are exposed broadly to the world they plan to serve. All LMU engineering students are required to take a substantial core program in the liberal arts -- including philosophy, English, history, theology and speech -- in addition to the requirements for the major.

That broad-based education is “one of the key things I’ve taken from LMU and been able to apply directly to my work,” says Francis Sideco ’99, a senior analyst for iSuppli, a high-tech market research firm in El Segundo, Calif. Sideco says the advantage of this type of education became more apparent when he reached management levels, where he had to convey abstract concepts to less-technical audiences. “Definitely, philosophy classes, or English or even a theology class helped me in those situations.”

Their technical education has won LMU graduates high praise, too. “We’ve been very successful with Loyola Marymount grads,” says Bret Botzong, a manager of government programs with Boeing Satellite Systems in El Segundo, Calif. “I’ve always been impressed with how well they were prepared for the workplace. They have an exceedingly good grasp of electrical engineering due to a lot of personal attention.”

The aerospace industry, Botzong adds, has become interested in instilling a sense of ethics in employees. Companies have “to train people to do the right thing,” he says, even to the point of offering ethics courses to employees. Botzong notes that – perhaps due to their broad-based curriculum -- LMU graduates “seem to be well-versed, with a good moral compass.”

Botzong is impressed, as well, with LMU’s program as a whole. “The curriculum is well-rounded … and professors have industry experience. They bring those ‘real-life’ experiences to the classroom.”