It’s a good thing for a world increasingly beset by mammoth challenges that universities are responding with new engineering systems programs. These initiatives, as Daniel Roos attests, are swiftly proliferating in the U.S. and abroad to equip students to address such complex issues as health care, sustainable energy, and infrastructure. Roos celebrates the fifth year of the Council of Engineering Systems Universities (CESUN), one of this symposium’s sponsors, and recaps his survey of group members on the state of engineering systems education. While some traditionalists resist the interdisciplinary dimensions and broad compass featured so prominently in engineering systems programs, Roos believes that rapid global change necessitates corresponding change in how engineers are trained to think and practice. A case in point: a collapsing 100-year-old automobile and transportation system whose revival must incorporate complex, networked systems: intelligent infrastructure that can improve safety and alleviate congestion; and new, green, digitally wired vehicles integrated in a “smart energy net.” ESD researchers study the complex social/technological questions that “will increasingly determine the future,” says Susan Hockfield. At MIT, Hockfield's job “is to lower boundaries that still exist between departments, and schools. By bringing together faculty, ESD creates enormous energy." Charles Vest tells his audience, “Your time has come,” but warns that the U.S. lags dangerously far behind other nations in graduating engineers. Redesigning college-level engineering programs won’t be enough to meet the “grand challenges” posed by our times, if more children can’t be inspired to study engineering. The field lacks luster, and simply doesn’t connect with young people, says Vest. “We have failed miserably in projecting what engineering is, what it can accomplish and what’s exciting.” The nation faces a great opportunity “to start rebuilding the economy based on real ...