The engineering profession and, consequently, the education process for engineers must respond to several new realities in order to be successful in the 21st century. Some aspects of the new reality that are relevant to engineering education are as follows: the globalization of commerce; the information revolution; innovations in technology; the new emphasis on sustainable development; recognition of the need for lifelong learning and gender equality; the role of engineers in nations' future prosperity and the political process; the rise of multinational corporations and new start-up companies; the trend toward transformation of the study of engineering into the "new liberal arts" coupled with emphasis on basic engineering/specialization; industry-university partnerships; the need for engineers to receive training in innovation/entrepreneurship and communication; and the need to attract more women into the field of engineering. In recognition of the new reality, the University of Calgary in Alberta has adopted the position that a four-year university program in engineering is reasonable for producing graduates that either enter the work force as "engineers-in-training" or enter further studies in engineering or in business, law, or medicine. However, the university strongly recommends an additional 16-month internship in industry for students wishing to advance into leadership roles. (MN)