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Curricular Design For 21 St Century Engineering Management: Need, Design Considerations, And Implementation

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Engineering Management Program Design

Tagged Division

Engineering Management

Page Count


Page Numbers

15.337.1 - 15.337.11



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Paper Authors


Jon Sticklen Michigan State University

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Jon Sticklen is the Director of the Center for Engineering Education Research at Michigan State University. Dr. Sticklen is also Director of Applied Engineering Sciences, an undergraduate bachelor of science degree program in the MSU College of Engineering. He also is an Associate Professor in the Department of Computer Science and Engineering. Dr. Sticklen has lead a laboratory in knowledge-based systems focused on task specific approaches to problem solving. Over the last decade, Dr. Sticklen has pursued engineering education research focused on early engineering; his current research is supported by NSF/DUE and NSF/CISE.

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Ronald Rosenberg Michigan State University

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Ron Rosenberg is Chairperson Emeritus of the Mechanical Engineering Department, Michigan State University, and Associate Dean for Research and Graduate Studies Emeritus of the College of Engineering, MSU. Prof. Rosenberg currently serves as Associate Dean for Special Projects, College of Engineering, MSU. His recent focus is on strengthening engineering undergraduate education and engineering education research. He is a mainstay in the development of a new curriculum for the Applied Engineering Sciences major at MSU. Prof. Rosenberg is a systems level modeler with a long history of innovation both in systems level modeling and in instruction on systems concepts.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Curricular Design for 21st Century Engineering Management: Need, Design Considerations and Implementation


The Journal of Engineering Education, in a special 2005 issue subtitled The art and science of engineering education research, emphasized a recommendation drawn from the National Academy of Engineering report The Engineer of 2020: “engineering education should be revitalized to anticipate changes in technology and society, rather than lagging behind them.” Structural change does not come easily even to a profession that sees new technologies displace old ones on an ongoing basis. To maintain the historically competitive advantage of the engineering workforce in the United States, our undergraduate engineering programs must have the ability to change to meet societal need.

In the College of Engineering, Michigan State University we are developing an agile engineering education program that builds on the foundations of physical and social sciences, business and the humanities. Building on these pillars, a student develops career-oriented knowledge and skills in a student-selected satellite cognate. Our program design balances between technical depth and breadth. Further, it allows rapid evolution of the set of topics for advanced studies to complete the undergraduate degree.

In this report we discuss the general background leading to our approach, the current state of our program, and the specifics of our new program. Although not a traditional “engineering management” program, we believe our approach will lead to an academic program that will develop productive engineering managers. The emphasis in this paper is on the need for the type of program we have designed, and on the specifics of our implementation for meeting the perceived need. In subsequent papers we will report on results from our experience with our new program. We will describe in a forthcoming paper on the process we followed in developing our design for curricular program changes.

Our program is not a traditional Engineering Management (EM) program. Nor do we intend to seek accredidation as an EM program. As described in more detail below, our program consists of a core of standard engineering mathematics and science, a carefully selected, interdisciplinary cross section of engineering courses, a core of business courses, and a finishing depth area that is student selected from four AES concentrations. Our program model may not be the norm in EM programs today. We believe however that our design may be a viable alternative to developing effective managers in engineering firms. This distinction - between conforming to current models is the EM area and developing a alternative model to develop managers for the technical/ engineering workplace - is important to keep in mind as the reader puts our approach into the broader context of engineering programs, and specifically into the context of Engineering Management programs.

Sticklen, J., & Rosenberg, R. (2010, June), Curricular Design For 21 St Century Engineering Management: Need, Design Considerations, And Implementation Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16828

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