Abstract
The merits of a pedagogic and programmatic unification between physics and several engineering disciplines at the undergraduate level are discussed. Arguments for such a unification are presented, based on the strong overlap of core teaching material and the similarity of career trajectories in the modern job market for physics and engineering graduates. In addition to providing a level of robustness for academic institutions against external factors such as fluctuating student intake numbers, such a merger can also have positive dividends for increased inclusion of minority and female students in STEM fields. The widespread availability and affordability of advanced laboratory equipment, computing hardware/software and other technical infrastructure at the current time is also highlighted as a reason for the practical feasibility of this approach.
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