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THS

A COLLEGE COURSE IN
ADMINISTRATIVE ENGINEERING

Thesis fer the Degree of B. S.
MICHIGAN STATE COLLEGE

C. A. Eokert
1941

 

”A College Course in administrative Engineering"

a Thesis Submitted to

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by

C. A. figqszez‘t
Candidate for the Degree 0:

Bachelor of Science

June 1941

 

 

THESIS

 

 

Dedication
This thesis Wee written because I earnestly believe there
is a necessity for such a course. To frofeeeor Allen go
my grateful thenze for his willing and plentiful assistance.
I am also grateful for the valuable Opinions offered me
by the members of the faculty and by the many gentlemen

who were interested enourh to answer my questionnaire.

136087

Source of Information and Data

seen of Engineering

Professor Allen, hesfi of 0.3. Dept.

Dean of liberal arts

Kembere of Faculty

Students

Contractors

Practicing Engineers

Businessmen

Proceeding of the Society for fromotion of

Engineering 3 ucstion

10. Catalogs, bulletins and correspondence from the

following universities and colleges:

1. University of ileham

2. " " California
3. " " Colorado

4. “ " Illinois

5. " " Raine

6. " " fiichigan

7. “ " Minnesota
8. " " Hebraska

9. " " Cincinnstti
10. " " Pittsburgh
11. " " Washington

12. " " Wisconeon

Stanford University
Yale "
Eurdue "
Earvare
Princeton “
Columbia "

Cornell "

-fiew‘York "

Ohio State ”
Lehig‘ ”
Penn State "
Rorthwestern "

California Institute of Technology

massachusetts " " "
Armour " " "
Carnegie " " "

Brooklyn Polytechnic Institute
Benneelser " "
Virginia I " "
Georgia School of Technology

Case School of npplied Science

The lolloning procedure was followed in deveIOping the thesis.

I Historical bevelepment
II bemnd
Ill Conclusions from Investigations

1? DeveloFed Curriculum

HISTOEICAL DEVELOPEERT
"Out of the chaos came cosmos; then followed the sun
"And the earth, and all else since the world was begun-~
"Down to Han".

We are told that the "gin" in "engineer" is from the
same root (meaning to create) as "gen" in"Genesis". Hot to
be irreverent, this takes us back to Creation, which is
really far enough.

Only now are we beginning to know about ancient engi-
neering through archaeological research. All around the
Mediterranean basin, the eastward into Mesopotamia, the
Indies, China, and in.our own.hemisphere, the discoveries
indicate that early engineering had progressed far. Relati-
vely, for all we know, it had progressed as far as today.
In the period of the Renaissance, there was leonardo da
Vinci, than whom no greater could be mentioned today if we
keep in mind the difference in time and conditions. More
recent is our own George Washington, the surveyor, as we
think of bins But engineers in our country are descended
from the surveyor. It was President Washington who recomm—
ended, during his administration, a school for artilleriets
and engineers, later established West Point.

Curiously enough, the greatest steps forward in the
arts and sciences have been coincident with the great wars.
Not so curious after all, when we think of the tremenduous
demand made on all the resources, mental, physical, spiri-

tual, and material, of warring peoples. For instance, the

first world war, in which the scientist and engineer waged
so great a part, and now the second World War, in which the
tide of the battle is dependent on the cleverist of these
men.

The United States hilitary Academy, recommended by
flashington and established in 1794, really began to function
in 1817. It was, of course, military engineering that was
taught there. Eert came Fenssalaer Polytechnic Institute in
1824, in which civil, as distinguished from military, engi-
neering was taught. Civil engineering as such occupied the
foreground for many years. Descended from the surveyor, civil
engineering in turn sired a numerous progeny. Mining engi—
neering was established at Col~mbia University in 1864.
Stevens Institute of Technology came into being in 1870 with
mechanical engineering. On.ipril 21, 1885, the Board of Agri-
culture of hichigan State Collese announced the establish-
ment of a Department of hochanic Arts. This was the beginning
of the present Division of Engineering in this college, which
was created ficvember 13, 1909.

Strange as it may seem, the education of the engineer
of earlier years was broader than it is today. In the uni-
versities, engineering was not a separate department as it
is nowadays, but was a course of study in the liberal arts
colleges. Thus it was not uncommon to find many so-called
cultural studies, such as Latin or Greek among accomplish-
ments of engineering graduates.

The period following the Civil War was one of great

expansion. The develOpment of our West was in progress. Our
transcontinental railroads were being built, and great
bridges were beginning to span our largest rivers. The
engineer of those days, being liberally trained, was a

man of vision, a wise counselor in great enterprises --
those which involved knowledge of peeple as well as of
technical things.

During the period preceding 1900, engineering curricula
were in a state of flux. They were constantly changing,
partly because of new branches of engineering, and partly
because of rapid deveIOpments in a particular branch. Know-
ledge of the sciences had greatly increased. Things that
are now common.necessities were then being created. Broaden-
ing studies had to be dropped to make room for the new
technical studies. As a result, the men, while splendidly
trained in a particular line, were completely ignorant in
other lines.

While the engineering curriculum.has never remained
fixed, it became fairly stable around 1900. is written, the
curriculum was thought to anticipate the needs of the country
as they were then visioned. That it has done so is evidenced
by the remarkable series of industrial develOpments follow-
ing one after another so closely that the wonder of yesterday
has become the necessity of today. And in this period have
some great social and economic problems as the result of our
industrial develOpment, and also as the result of our rapidly

increasing population.

And so it seems that *"modern education has taught us
hoe to earn money more easily, but not how to spend it more
wisely. It has broadened the scope of human endeavor, Opened
the way to unparalleled wealth, and enabled us to live in
marvelous material surroundings. But in so doing, it has
narrowed human relations, dulled our appreciation of natural
pleasures and lessened our sense of spiritual values. It has
loosed forces which until balanced must inevitably lead as
their resultant points, be it for good or for evil."

How we come to engineering education in the future ---
in fact, all education. It is a condition that affects
society that must be solved, not only in this country, but
in all civilized countries. Science and its application has
made us all neighbors. fie are told that at the present rate
of increase, our pepulation will reach our food-producing
capacity very soon, as we thins of time. Resources will
someday approach exhaustion. What of conditions then? It
is none too soon to prepare for them. Engineering education
in the future must do its part in conjunction and in harmony
with education in other fields.

To that end, without greatly disturbing present require-
ments, why not add to the curriculum studies that would first
of all enable comprehension of existing conditions and their
causes. Add studies of the epochs in which engineering
achievement has greatly changed the conditions of life,
going back to earliest civilizations as they are uncovered.
The rise and fall of nations should have a place -- the
sources of wealth; the effect of wealth; the probable

*Vol. 20 Journal of Engineering Education, Page 943

duration of our natural resources. Of the greatest importance
are studies that train for citizenship, particularly in this
country of ours where each individual has a share in the
government, and is responsible for its welfare. Thus the
graduating engineer would go forth with a richer education,
one that would enable him to get more out of life for himself,
and give more to others.

This new curriculum would also make possible a type of
engineer that is bound to appeal to those who believe our
future welfare depends on continuing prosperity as in recent
years. Such a prosperity demands the disposal of manufactured
goods in excess of home consumption. That means foreign
markets -- foreign relations. and foreign relations means
knowledge of foreign peeples, their languages and customs.
More than that, it means Knowledge of their industries, and
the conditions to be met in trading with them. Knowledge of
their industries would require study, both engineering and
economics.

So today, and tomorrow. there is and will be, the
urgent need of broadly trained engineers to do their part
in administering the affairs of a country that, largely
as the result of its engineering achievements, stands

foremost among all the nations.

PURE SE

The course in Administrative Engineering is designed for
students who wish to combine a Knowledge of engineering prin~
ciples with business studies. it should contain a comprehen-
sive survey of the applications of science to the primary
branches of engineering and business, designed to deve10p in
its graduates the ability to visualize and adjust the cor-
related problems encountered in all fields of engineering.

Such a standard course cannot be eXpected to embrace all
of the technical requirements of the industrial world. The
demand for new courses in Special fields of engineering will
constantly arise and the educational Opportunity will be pro-
vided in this course for their introduction and deveIOpment.
It is not intended for those students who expect to become
professional engineers in the field of design and construction
or for those who eXpect to fill executive positions in which
a Knowledge of engineering is a required equivalent to that
ordinarily gained in any one of the other engineering courses.

The course prepares the student to enter industrial org-
anizations in positions leading to superintendence, financing,
scientific management, and business administration. It prepares
the student for the competent handling of such subjects as
departmental management in factories, detarmdnation of costs,
costs engineering, determination of preper distribution of
eXpense, depreciation, appraising, manufacturing statistics,
economic production, personnel, production planning, efficiency,
transportation, marketing, sales administration, etc., and

4

allied work, leading ultimately to superintendence, works

management, and general management.

Enormous as this task seems, it actually is not. The wide
variety of occupations mentioned above are relatively small to
those in other fields of engineering. To hepe to turn out
finished, polished men into these fields is beyond the scape
of this course. Just as the word commencement indicates, the
graduate really commences his education when.he concludes
his college training. EXperience is the Keynote to the success
of the young engineer, and experience is largely obtained
outside of college. T at his experience should prove of value
is the aim of the engineering training in invoking proper
methods of approach to problems in the develOping mind of
the student.

But now, as to why this course is deemed essential:
Knowledge has been broken down into individual subjects and
these have been combined into groups of subjects consti-
tuting schools or colleges within the university. But now
these air-tight compartments are recognised as defective.
Schools of business and engineering schools meet on over-
lapping fields when they get into production. It is not suff-
icient to teach law on the basis of preceding cases; law is
being taught in its relation to psychology, business, econ-
omics, and changing social concepts. Engineering too should
follow such lines.

many, perhaps most men who come to engineering schools
Dlan to be technical engineers. Although a majority of them

later achieve administrative duties, they do so because of

technical attainment. Moreover, they usually assume admin-
istrative responsibilities in technical fields where admin~
istration is engineering. Eor such men, engineering education
must remain highly technical. Yet for such men some instruct-
ion should be provided to give them a background of indust-
rial relations, experience and principles. and a method of
approach to problems of human management. For they must be

so prepared that they will learn from experience to deal with
human relations in spite of the tendency of industry to start
them in work with the minimum of human contact.

Other men -~ and as their needs are more Specifically
recognised by engineering schools they will increase in
numbers --- take engineering courses as a means of gaining
an understanding of the technical problems of industry as a
preparation for administrative work. Such men need less ex-
tensive technical training than the engineer. They need much
wider training in the economic and social sciences and in
their application in the fundamentals of management of which
the management of human relations is a vital part. In some
schools, courses of study have already been developed to
meet this end.

It is essential not to confuse these two problems: the
education of the technical engineer, who, if he succeeds.
must almost inevitably assume some managerial duties as part
of his engineering but who is none the less a technical
expert;.and the education of the general executive who in

this technical age must understand technology in order to

fully green the problems of his Job, but is none the less
essentially a manager. Not to see this distinction will be

to impair the deve10pment of the engineer and to fail to de-
velOp the manager -- for even in this technical ass the pos-
itions are distinct. Each in their own way, however, involves
dealing with men and often with industrial problems.

Insofar as engineering schools train engineers, they are
performing an established work. Insofar as they attempt to
deveIOp technically competent managers, they are taking on
a new tasm. But the surveys of what engineering graduates do
and earn, give impressive evidence that in either case it is
an important part of engineering to give students some 715.
orcus training that will equip them to learn from eXperience
to manage men, and that will make them professional in their
capacity to deal with the human as well as the material
factors of industry.

*In a study of engineering careers most of which were
too mature to have been affected by Administrative Engineering
courses, it was found that less than one third of the men
remained in strictly technical work and less than one tenth
of the men established themselves in an individual prof~
essional capacity. Ehile the majority of graduates from all
engineering courses do start strictly in technical work, an
increasing number were over into some form of managerial
duties until, after fifteen years of practice, two out of
three have stabilized in that work.

I"Proceedings of S.P.E.E. Volume I Page 232

10

*A study of 334 graduates, all of whom were in the
Engineering Administration Department at Massachusetts
Institute of Technology, found the distribution of men nine
years out as follows: 46.2% major executives, 28.1% minor
executives, 5.1% functional management, 5.1% sales, 5.1%
miscellaneous, 7.7% technical and 2.6% editorial, or 79.4%
managerial excluding sales.

That such a course is justified financially, according
to an investigation by S.P.E.E. in 1930, the median earnings
of non-administrative engineers did not exceed $5000 at any
age. The median salary of the engineer in work involving
administration passed $5000 at 35 years of age and reached
$9500 at 55. That of the engineer in general managerial work
exceeds $6500 at 35 and reached 312000 at 55.*

The desirable features of a thorough training in engin-
eering fundamentals, of a cultural and humanistic background
with the development of progressive courses emphasizing the
interrelationships of economic and socialogical problems,
can be realized in a general administrative engineering
course.

Ecesibly this will be criticized as too large an order
for an undergraduate course, but I do not think so. A student
will not follow up all his undergraduate humanistic studies,
but if he is a real student and he finds his stride and
professional work that he likes, he will go far on his own

initiative with this background. ”If we were upon marble"

*The Technology Review Xarch 5, 1930

11

says Daniel fiebeter, "it will perish; if on brass, time will
efface it;.1f we rear temples, they will crumble into duet;
but if we work on immortal minds, and imbue them with prin-
ciples, with the just fear of God and love of our fellow~men,
we engrave on those tables something that will brighten to

all eternity".

12

COKCLUEIOHS 330E IHVESTIGATIOE

In so controversial a field as this, it was deemed
necessary to investigate the subject from every point of
view within reach. Accordingly, catalogs from 33 major
colleges and universities were obtained and the curriculum
of each one analyzed carefully. The history and trend wee
considered vital, so the proceedings of the Society for
Promotion of Engineering Education was reviewed over a period
of ten years up to the present. That sctunl dets might be
available, a questionnaire wee sent out to many men in every
field of life; including contractors, engineers, salesmen,
executives, sales managers and industrial men -~ both college
graduates and otherwise. Kot the least important was a cam-
paign of personsl interviews among the college faculty to
secure vital Opinions. logical conclusions followed in this
order:

First, from the schools, it was found that 16 of the 33
offered a course such as the one under consideration, show-
ing that as high ss 50% of the lending colleges and univer-
sities have already found the necessity of such s course. The
title of these varied under three general headings: Adminis-
trative, Industrial, and General Engineering, the majority
preferring industrial. Practically all of the remaining schools
offered a choice of administrative or technical options to
the student, rather than placing it under a separate title,
showing that they realized there was a definite distinction.
This is a direct contradiction to the oft-orpressed phrase
that "there is only one type of engineer —- possessing both

technical and administrative qualities".

The general requirements for admission were quite
similar for each school, but the curriculum of those off-
ering the preposed course Veried considerably.

“ftor studying Chart 1, shown on pascL34, it is at once
apparent that the most importunt and outstanding subjects
are: chemistry, drawing, descriptive geometry, mathematics,
enslish, physics, mechanics, economics, principles of else-
trioal engineerins. commercial law, accounting, physical
education and science. Inasmuch as these subjects were present
in almost all case curricula, it is logical that they should
be included in the preposed co" se.

The conclusions arrived at after a survey of the pro-
ceedings of the 3.2.3.5. were much the some as above. Through-
out the ten yours there was a constant agitation in fever of
retaining the basic, fundamental subjects, which the above~
mentioned might be considered, with the recommendation of
more economics and some humanities in the curriculum.

There was also some question as to the necessity of shOp
courses, with the feeling evident that although a working
nnowledze of the tools of pattern, machine and foundry shape
ras beneficial, the engineer who did not intend to become
shilled in their use might better use that time in the study
of the theory of their use, thereby maxing way for the add-
ition of some more essential course in place of then.

another study deemed essential to the modern engineer
was one which taught the handling of men, revealing that

today more than ever, the engineer must be adept in the art

14

of handling as well as associating with men. The general con-
clusion arrived at through this study was the definite and
unmistakable trend toward the development of the personal
characteristics of the student through the additions to the
curriculum or humanities, revealing that the engineer is no
longer considered an analytical machine able to do nothing
but design and construct apparatus essential to civilization,
but is also human and should be a vital cog in the machinery
which makes up the government of this country, and in aiding
industry to solve its problems which the engineer himself
created.

flow, as to the questionnaires, and the interviews. The
results obtained were interesting and varied, in that they
covered so large a field. Contractors felt that appraisal
and estimating courses had been neglected; salesmen desired
the analytical-Judgement built in the minds of engineers to
enable them to solve problems; executives wanted men who
weretrained not only to solve technical problems, but who
could manage financial and business difficulties as well;
the faculty interviewed were rather variegated, but in general,
the number of total Opinions which favored the proposed course
was decisive. There was a unanimous choice for more anglish
when asked what courses they would advocate in such a field,
and also for public speaking. The latter course has been made
compulsory at hichigan State College for all engineers, but
many felt that public speaking alone was insufficient and that
either the course should be lengthened or another course such

as conversational Speaking or debate added. Economics was

15

another subject advocated by the majority. Here, however, a
controversy arose as to whether or not it would be more favor-
able to teach economics from an engineering vieWpoint, the
controversy questioning the erietance of such a distinction.
Some members of the faculty fully believed that if all the
proposed humanities were taught with a view to their relation
to engineering, then such a course would be desirable, other-
wise not. Others contended that only certain subjects could
be or should be taught from that viewpoint, while still others
believed that there was no distinction at all and that to alter
the form of teaching of the subject would be to defeat its
purpose, for problems in industry would not adapt themselves
to the engineer's point of view. Eaturally, the instructore
teaching the controversial subjects, when questioned, felt
that there was no doubt as to the singular meaning of their
work. Since a deciSion is necessary on the part of the writer,
he believes as the instructors, that the subject should be
studied from a broad vieWpoint, rather than entirely from an
engineer's. Throughout the college course, the student will
frequently cone in contact with subjects which do not part-
icularly appeal to him but which.he must undertake, and
which he later realizes the value of. However, the writer"fi°
does believe there is a method of teaching which to a great
extent determines the value which a student derives, and
that occasional divergence on the part of the instructor
will enhance that value.

The importance of psychology was realized if it were

16

applied to the better understanding of human actions and
relations, but there was a question as to whether or not
it could be obtained without a prerequisite of physiology,
which time would not permit.

Accounting, law and history were others considered
important. The skill of an engineer in practice for himself
would be of little ultimate avail if he did not have a fair
understanding of where his earnings were going. Accountants
can be hired to keep accurate and neat records but the
manager must understand how to read profits and losses when
he finds a decision involving capital imminent. Further, a
well-constructed building would not entirely justify the mis—
tane of over-lapping a preperty line or a violation of the
building or fire codes, in addition to many other valuable
points which might be overlooked if the engineer was unin-
formed of legal aspects.

Other courses were suggested, many valuable, some
feasible and others impractical. flaturally, to attempt to
inaugurate each into the curriculum would be a gigantic task,
involving from four to eight years schooling. So the logical
ones must be diseiminated from the illogical, and success-
fully blended with the fundamental subjects previously
listed.

With the large number of subjects whose maintenance
in the existing curriculum is deemed essential, and with
the advent of the large quantity of preposed subjects which

are held to be almost equally valuable, brings to the surface

17

a difficult problem confronting the engineerirg schools
today, that of extending the period of study. To develop
this course, it was necessary to study the problem pro and
con. arsuments obtained for continuing the present four year
set-up were; that the development of engineering has not
advanced for enough to warrant extension of that period, and
that it would decrease the enrollment if the prospective
student found that he could obtain the same degree some-
where else in four years. But the arguments against the
continuance of the four year period were greater, mainly:
that science has advanced to the point where a graduate no
longer steps out of school clones do the frontier of science;
that there is a great deal more theory to be studied; that
law and medieene require six years training and engineering
is relatively farther advanced than they; that custom alone
is holding the majority of colleges to the four-year course;
and that custom must soon be broken; and finally, that coll~
egos new are turning out mediocre products by mass production
methods, eliminating many e'sentials.

The writer firmly believes that four years to complete
an administrative engineering course is definitely inadequate,
yet he also believes that the change from four to five or
six years will not be forthcoming in the very near future.
For that reason then, this course, that it might fit into
the present administration immediately, as been designed
as a four year cours .

hen: colleges are offering the Bachelor of Arts and

18

Bachelor of Science degrees to students who complete two years
of study in business administration and three years in engi-
neering; some require four years of’engineering and a year

of graduate work in business administrative engineering for

a degree of Bachelor of Science in General. Industrial, or
Administrative Engineering; and some have already ventured

to make their courses five years in length with the admin~
istrative engineering curriculum. The question as to whether
an attempt at a four year course will be successful when

five years is deemed essential, remains to be seen. The four
year course can still accomplish a vital purpose, and for that
reason it is hoped that this plan may be considered.

In conclusion. may I state that I am convinced that the
important thing in engineering courses is to turntout young
engineers who are capable of learning from their experience
and who will develon with eXperience and will study after they
leave the colleges and universities. rather than try to cram
into the embryo engineer a vast amount of engineering know-
ledge, especially of fine details which he can.nct assimilate
and for which he will have no use during the early years of
his engineering experience. I also believe that no engineer
will make a success because of what he learns in college. His
success will depend on what he learns afterward. The function
of his college course is to teach him how to learn, and to
inspire him with a thirst for engineering knowledge, and to
give him a vision of the possible career of a first-class

engineer. I believe further, that that vision must include

a picture of the engineer “

:1 '1‘?
.1) 1"

an industrial executive and bus-
iness man and of the engineer as a constructive citizen,as
well as a picture of the engineer as a technician.

19

20

CJERICULUM DE‘ELOELHKT
ADhISSIJh EEQUIREJJETS

To gain admission into this engineering course, it need
be no different from the admission requirements of the other
engineering courses. However, high school preparation in
commercial law, economics, bookkeeping, typing, public
speaking, etc., will be of distinct advantage to the student
entering this course. The admission requirements into the
engineering course as taken from page 39 of the 1940 college
catalog of hichigan State is as follows:

For admission to the courses in Engineering the appli-
cant must offer the following:

English ............................. 5 units

Algebra ..{..............o.......c... 1} n

Geometry (Plane a Solid)............. -151.» "

Physics ......................o...... l " or more

1 ' t! n '1
brain: 1 oonrnoctcoooo900.00.000.00.o.

4
Grou? II ooooioccotcoco.oooooooooaooo 4 n I? "a...

Total 15 '"
GROUP 1
Prom.this group four units must be chosen, the number

of credits accepted being shown.

English .... 1 unit Botany .... e or 1
Kath 9000005 1 or 2 units Physiography" “ "
Physics .... 1 unit Gen. Science” " "
Chem ....... l " Geology ....n n n
Zoology .... s or 1 unit History ....l,3,3,or4

Physiology.. e or 1 " Language ...2,3,or 4

21

’FQU? II
This group is made up of subjects not included in
Group I which ere accepted for graduation by accredited
high schools, except that not less then tw enitrz of any
one language will be accepted, nor does the College accept

physical treining, perncnshir, militcrr training or Spelling.

.2. -,..: or: - F‘ v " ~ “W
iii-31.1 >31. 3.1.31, .V T l" I -3.-

*"3tudente 21 years of age who have not graduated from
high school ms:; take erer ir etiOns for admission. 15 units
will be required for admission and must be chosen in accord-
ance with the above reeviremerts as to sequence."

Toerrivc at a choice of subjec etc for tr is course,
three invest gstion were endscted, the conclusions f“om
which determined my choice. The proceedings of the 3.9.3.3.
t

eere consulted over the most reccrt ten yesr period; goes

3

ionn.iree were sent out and personal interviews conducted;
and the carrier la of other so? eels offering courses similar
to t.e preposed one were analyzed. in earnest effort was
made to confine th e subjects selected to those already
existing in various departments of this institution.

From the i«ve°‘ik1tiors conducted, the following sub-
jects were d,ene< of grinsry importance in all enrin ering
curricula: Xsth. through Silculus, Gene; cl Ph; sics, inglish,
inorganic Chemistry, General Economics, Yeehnnicel :rsoing,

Dec scriptive Geometry, Xechcnios of Ketcrisls, Analyticnl

‘:
9.
p...
’0'.
0
U1
O

fiechenics, Elements of Electricalm “ gine eiin3, H"dm

L or

* 1940 :0 ice State College Cg$n10:, lane 4

22

Elements of Thermodynamics, Surveying.

The following subjects were suggestions advocated in
a course of the proposed nature: General and Advanced Econ.,
Sociology, Business Writing, English literature, lublic and
ousiness Speaking, rhilosOphy, isychology, history, Ethics,
accounting, Estimating, foreign language, Commercial law,
Salesmanship and Debate.

The curriculum of the following colleges and univer-
sities was chosen as most nearly resembling the objective
sought:

fies York University

University of Cincinnatti

lehigh university

Virginia iolytechnic Institute

University of Alabama

Lassachusetts Institute of Zechnology

University of Illinois

Eensselaer Polytechnic Institute

These colleges and universities represent every section
of the nation and many are the leading engineering schools
of the country, a fact which lends great weight to this study.

On the following pages, the curriculum of each is presented.

UHIVEESITY OE CIRCILNATTI - COKfiEhCIAL SHGIKRJEIHG

Bath. 1113
hath. 101a
Math 100 8
Chem. 111a
C. 1013
Eng. 1693

n11. 1113

Math. 113b
hath. lElb
Hath. 102b
Chem. lllb
0. 101b
Eng. 169b
Mil. 113b

1150
Math. 1230
Hath 1040

Math.

Ch. E. 1710

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Eng. 1590 coon-o

nil. 1150

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fiethemetics ..................10 credit Hrs.

hescriptive Geometry .........
Engineerini Drawing ..........
General Inorganic Chemistry ..
Concrdination ................
Composition and Literature....

Military Seience ooooooonocooo

SBCON TERM

mathematics ..................
Vector Algebra & Statics .....
Engineering Drawing ..........
Gen. Inorganic Chem. .........
Cc-ordinetion ................

Comp. 86 Literature soooooooooo

Military 30181103 0 o coves-cc It on

THIRD TEEE
mathematics ..................
Statics ......................
Engineering Drawing ..........
Industrial Chemistry .........
Comp. & Literature ...........

Military 30161106 coco-cocoa...

8
4

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credit hrs.

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hath. 2313
Phys. 2013
Phys. 200a
Eng. 3673

C. 2013

hot. 3. 2713
Net. E. 2703
Comm. E. 2003
M11. 2318

Math. 211b
hath. 221b
Phys. ZOSb
Phys. eoeb
Eng. 267D

C. BOlb

met. 3. 27lb
set. E. 27Gb
Comm. E. ZOOb
Mil. Zlhb

SECOHD Y"‘3

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Calculus
Dynamics

General Physics

Experimental Physics 2

English

ACo~ordination

Gen. hetallurgy
3:16 tell 3133’ lab 0
Engineering Prob.

' litsry Science

Dynamics

Physics

Exn. Physics
English
Co-ordinstion
Gen. Metallurgy
hetellurgy Lab.
Engineering Prob.

military Science

6 Credit hours

3
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math. 2110
Phys. 205s
ihys. 204a
Eng. 2670
Comm. E. 211s
Comm. E. 2100
E.3. 2990

E. E. 2980

nil. 2150

hath. 321s
M.E. 3353
M.E. $343
Com. 423a
Com. 432a
Com. 4113
Com. 381a
Com. 381a
Eng. 5603
E11. fills

SECUED YEAR

$3133 T333
Calculus
Gen. Physics
Exp. Physics
English
Kinematics
Kinematic Drew.
Electrical Eng.
E. E. Lab.

Kilitary Science

THIRD YEAR

FIRST TEEE
Tech. flechanics
Steam Engineering
E.E. Lab.
Account. for Eng.

" Lao.
Economics
Statistics

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English

military Science

6 Credit Hours

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Math. 327D

M.E. 335b
3.3. 454b
00m. 425b
Com.422h

Com. 411b
00m. 581b
Com. 380b
Ens. 360b
I1111.. 315b

math. 5270

60m. 4250
Com.422a

Com. 415°
H'E- 312a
0.3. 3280
Eng. 3600
M11..5150

T111 ED YImR
SECOND TBEH
Strength of Eateriale

Steam Engineering

3.3. Lab.

Account. for fingineere
" lab.

Economics

Statistics

Statistice Lab.

English

Militarsr Seience

THIRD TERE
Strength of Eateriala
AMounting

" Lab.
ECOnowicg
n.3, Lab.
Elem' Surveying
English

Hilitary S 0161103

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Com. 4213
Com. 420a
Com. 441s
Hath 415s
Ch. E. 471a
Eng. 313a
Gaol 3203
Ch. 3. 475a
C. 3013
Eng. 4603

n11. 4113

Com. 421b
Com. 420b
Com. 441b
Com. 413b
Ch. E. 471b
Eng. sicb
Gaol. 320b
Ch. E. 435b
C .> 3011)

Eng. 460b
nil. 415b

senses YEAR

'fi

4".

124.91" TERM
Cost Accounting

" " Lab.
Sales management
Differential Equations
Prin. of Chem Engr.
Comm. App. of English
Geology
Thermodynamics
Co~ordinstion
English
military Science

SECOED TEZH

Cost Accounting
" " Lab.

Sales Kanngement
Differential Equations
Chem. Engineering
Comm. App. of English
Geology
Thermodynamics
Cc~crdihetion
English

Military Science

3
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FOURTH,YEAR
THIRD TERM

Com. 4210 Cost Accounting 3 Credit Hours
Com. 421cc " " lab. 2 " "
Hath. 4130 Differential Equations 3 " "
Eng. 5130 Comm. App. ofvEng. 2 " "
1.3. 3310 Aerodynamics 5 ” "
Comm. E. 4000 Thesis 2 " "
0.3. 465s Structural Analysis 5 " "
Eng. 4600 English 1 " "
K11. 4150 Military Science 4 " "
FIFTH YEiR
FIRST TERM
E.E. 5993 Elect. Engineering 6 Credit Hours
C.E. 5643 Structural Design 1 " "
C.E. 565s " " Theory 5 " "
Com. 351a Corp. Finance 5 ” "
H.E. 3513 Automotive Engr. 3 " 3"
Com. 571a Bus. Hensgement 3 " "
fl.B. 3583 Power Plant Inspect. l “ "
Com. E. 5003 Thesis 3 w "
Eng. 5605 English 1 " "
E11. 511s military Science 4 " "

EIETH YEAR

312:0 one in...

29

E.3. 599b Elect. Engr. 12 Credit Hours
2.3. 598b " " Lab. 6 " "
0.3. 5o4b Struct. Design 2 " w
0.3. u05b ” " Ihcory 6 w n
Com. Bolb Corp. Einance 3 " n
0.3. 541b Hydraulics 4 H w
hsth 523b Vibration frob. 3 " "
Com. 871b Bus. Lsnsgemcnt 6 " "
Com. 3. 500b Thesis 2 n n
Sng. secs English 2 n n
Eil. 515b Military Science a " n
1.. Ln '1:- an
Com. 3330 Corp. Finance 2 " "
hath. 5230 Vibration Prob. 5 " "
Com. E. 5000 Thesis 2 " n
Eng. 5600 English 1 n n
Ch. E. 5810 intent Law 1 n s
n11.5150 hilitcry Science 3 " n

EEW YORK JIIILA;111 **

Chem 12

Chem 12
BOD. 11
En... 10

Ruth. 12
n11. Sci. 11
Sp. 11

Chem 22
Chen 22L
E.D. ”1
Eng. 20
hath. 22
H11. 21
Sp. 21

A3111 2‘11?“ 2211; 4-1”
31351 ‘.i.fi
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General cnom1~;;“ 2
" " lab. 2
Sngineering Erasing 2
rhetoric 3; Co:.1;:-osition 5
analytic Geometry 4
Xilitsry Science 2
Fund. of Speech _2_
Total credit hours 17
SECURE 135%
General Chemistry 2
“ " Lab. 2
Descript. Geometry 3
Rhetoric s Comp. 5
Adv..ilg. & Calculus 4
military Science 2
Fund. of Speech _g__
Total credit hours 17

50

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Eng. 5

C.

Ad. E. 50
Knth 32
3.3. 30
E11. 31
211373. 552

Phys. 321

Econ. 46
Eng. 45
Euth 42
2.2. 40
s11. 41
Phys. 42
P Trs. 42L
n.s. 40

330023 7313
FIRST 232$
Lung. and Lit.
Hsnuf. Proc. e Eqpt.
Calculus
Statics
fiilitsry Science
Keck. ,Hcet & Sound
" "O " Lab.

Total Credit Hours

33 EC 0152) T $331155

Economics

Cultural Backgrounds
Calculus

Dynamics

Military Science

Light, Eagn.,& Elect.

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Shopsorh

Total Credit Hours

19

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E.m. 64
M.E. 56
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Indust. Admin. & Hgt.
Graphical rresentations
Corp. Fin.

D. C. Kachiner"

" " " Lab.
Each. of materials

Thermoflynumics

Heat-Bower Lab.

Total Credit

Srvy. of Ace. lractice
Indust. Plants
Indust. admin. & Lgt.

Materials~Teating Lab.
A. C. Each.
I H I! Lab.

Fluid nech. & Lab.

Kinematics & Theory of Each.

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Ad. E. 71 Econ. of inauet. Enterprises 2
Ad. E. 74 Jigs, fixtgzc s & in gas 2
-151. E. 76 C081; 1.0031111"; 1.1.3 3
4d. E. 77 Motion Study 2
$do E. 78 lktg. & Eerchendising 2
Ed. R. 91 Seminar 1
5.3. 74 nuvninc he an 5
Peych. 55 lndust. Toych. 2
Electives 2 or 3
Total Credit Hours 18 or 19
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Ed. E. 81 Labor & lern. Lgt.

id. E. 83 Appld. Engr. Leon. 3

“ 87 _ Time Stufiy 2

" 83 itatietice 5

" 83L " Irob. l

" 92 30miner 1
C.E. 81. Industrial Structures 2
E.L. 82 Engineering low 2
Electives 2 or 3

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The following is the preposed course which the writer offers:

Chem. 1018
13.8: D. 1049.
Eng. 1026
Math. 161
3.8. 131
H.E. 101
Mil. 101
Phys. Ed.

Chem. 1023
D. 8: D. 105a
Eng. 102::
Hath. 103
M.E. 141
Mil. 102
Phys. Ed.

FIRST YEAR
FALL TREE

General Chemistry
Mechanical Drawing
Composition
algebra
Pattern Work
Elements of Engr.
First Year Basic

Service Course

WIHTER 33M
General Chemistry
Descriptive Geometry
Composition
Analytic Geometry
Machine Shop

Military Science

Service Course

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Chem. 1033
B e D 105b
Eng. 1023
hath 103
M.E. 151
mil. 103
Phys. Ed.

0.3. 202
Math. 204
Physics 210
Econ. 332
£11. 204

FIRST YEAR

SPTIEG TEE”
General Chemistry
Descriptive Geometry
Composition
analytical Geometry
Foundry
military Science

Aquatics

SECOHD YEAR

FIRST TERM
Surveying
Calculus
hechanics & Heat
Accounting for Engrs.

Military Science

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Sp. 101

Math 205
Physics 220,221
Econ 2103

fill. 205

Sp. 102

math 206
Physics 230,231
Econ 210b

Mil. 206

0.2. 3043
E.E. 5063 E ab
2.2. 2113
Been. 318

History 101

SECDND YEAR

VII ‘2'“ i .32

Fund. of Speech
Calculus

Heat, Elec., a Mega.

General Econ.

Eilitary Science

82312} TERM
Advanced 2peech
Calculus

Light & Sound
General Econ.

military Science

TEIED YEaR

FALL TERM

Hech. of Engr.

D. C. machinery
Eetallurgy

honey, Credit, Banking

History

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History 102

Econ. 507

0.E. 3040
Eath 518
Hist. 103
Econ 316

Econ 217

E.E. 4053
Psych. 201
Econ 41%
Acct. 3253
Econ. 4453

0.3. 431

THIRD YEAR
WIETER TEEH
Hechanice of Engr.

Hydraulics
$.0. Machinery
History

Personnel Hgt.

SERIEG»TEEM
Resist. of Materials
Statistics
History
Corp. Einehce

Bus. Org. & Eat.

lndustrisl Tgt.
General Peychology
Labor Problems
Cost Accounting
Business Law

Seminar

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V
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isyoh. 505

?ka\ . 31‘
Beenr—ésss

Econ. 442

E.E. 3130

Econ 53
Journ. 302

soon 452

FOURTH YEAR

simian mm
Thermodynamics
Seminar
Sand, Cement & Concrete

Industrial Psych.

Tm; burgh;

Public Utility Econ.

Eaterials Testing Lab.

SERIEG TERM
Industrial Egt.
Thesis
Investment Banning
Business Writing

Business Cycles

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#4030303

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59

40

CATALOG
Chem 101a. General Chemistry 3(2 ~6) Similar to Course

101, but assuming a knowledge of certain fundamentals.

Chem 102a. General Chemistry 3(2-6) Qualitative analysis.
GEEK 103a. General Chemistry 5(2—0) Carbon Compounds.

A course in which the student becomes familiar with the
chemistry of the carbon compounds, particularly those of
the aliphatic series. in the laborstcries the student pre-
pares a number of typical Ulawhlc campounds and makes acme

determinations of their physical constants

EECHANICAL DRAWIHG 104a. 3(0-9) Lettering and the use and
care of instruments. Orthographic projection. working draws

ings, machine sketching, and isometric dresing.

D.&D. 1053. DESCRIPTIVE GEOMETLY 3(2-4) Solution by
graphical methods of problems involvong the relations of

points. lines and planes.

D.&D. 105b. DESCRIBEIVS GBOEETRY 3(l-6) A continuation
of course 1053, including the intersection of planes and

curved surfaces and the deveIOpment of cones and cylinders.

Eng. lOBe. COMPOSITIOB 5(3-0) Careful training in
composition through the study of models and frequent writ-
ing of themes.

Eng. 102f. COXEOSITIOR 5(5—0) A continuation of 1026.

41

Eng. 102g. 00m? OSITICN 3(3—0). a continuation of 102f.
hath. 101. ALGEsRA 3(3—0).

Math. 103. unhLYric szc.iiir 5(3_o).

Hath. 102. Tsisononsrsr 3(5-0).

hath. 204. CALCULUS 5(5-OJ.

math. 205. CALCULUS 5(b-0). Continuation of Course 204 .
Math. 206. CALCULUS 5(5-0). Continuation of Course 205.

math. 518. 311? IS‘ICS 5(3-0). a course in the elementary
principles of the scientific interpretation of statistical

(18.1321.

M.E. 151. PATTERE WORK 2(1-3). Instruction and practice
in the use of wood-working tools, followed by exercises

in Joinery, wood-turning, and simple pattern-making.

M.E. 101. SLV’T‘"2 C? CElIEEERlLG E0 Credit. This course
is designed to give the student a general view of the field

of engineering achievement and to interest him in his work.

M.E. 141. METAL WChfiIEG 2(1-3). instruction and practice
in fnrging and welding iron and steel, tempering steel for

hand and machine tools.

M.E. 151. EOUWDRY 2(1-3}. Instruction and practice in
hand and machine molding; in melting, cleaning, and trim-

ming castings in iron, brass. and bronze.

42

E.E. Ella. EKGIEEEBIEG HATLhIaLS 2(2-0). An elementary
study of the methods of manufacture and properties of the
materials used in engineering, with Special emphasis on

iron and steel.

E.E. 4053. IHDUSTRIAL HAEAGEEEET 3(5-0). a study of the
methods of corelation and control of materials, methods,
money and men, in a modern industrial organization. Prob-
‘lems dealing with power, scientific determination of lot-

sizes,erpensc burden sizes, etc.

r.s. 4osc. Issuersili niticnnssr sis—5}. The selection
of a factory site, type of factory construction, heating,
ventilation, sanitation, processing of work, selection and

arrangement of equipment and predetermining cost of product.

E.E. 3093. THELMODYKAKICS 5(3-0). a study of heat and power
transformations through the media of perfect gases, real

gases, and vapors followed by application of prime movers.

n11. 1019*103. FIRST Yin: 73310 13(3-0}. The first year

of instruction in all units is a course in military fund-
amentals embracing the national Defense Act, obligations

of citizenship, military history and policy, military disc-
ipline, map reading, military organization, and dismounted
drill. In addition to these subjects common to all arms,

each unit gives instruction in its particular technique.

Mil. 204-206. SECOED YEnR nnSlC l§(5-0). Dismounted drill,

anti-aircraft weapons and materiel, fire-control and position-

45

finding for seacoast and anti-aircraft, and characteristics

of naval targets.

iHYE SICaL EDUCATIOE 1(0-3).a111 students. unless excused

by the Health Service, must taxe three of the four groupings;

Games, Aquatics, Stunts, Combatives.

00E. 2 2. SUZ‘ZJ EYI$;‘ J leD lerinLLIs—s’} 3(5“O)o Eleulentary Sur—
veying, covering the use of the tape, compass, level, and

transit, with practice in mahing simple maps.

0.3. coea.i CLALI 3 OP EHGIInlEIEo 5(5- 0). Elementary
statics and dynamics, theory of center of gravity, friction

and moment of inertia comprise the first term’s work.

C.E. 304b. anCJiET“ OE EEQlNEERIEG 5{5~O). A continuation
of Course 304a, using the same textbook in class. Kinetics,
kinematics, work and impulse are some of the divisions of

this study.

0.3. 304c. RES STAECE E QATESIaLS 5(5-0). Among other consider
ations dealt with are simple tension, compression and
shear; moment and shear in flexure of beams, with diagrams;

long columns.

0.3. 305. HYDRAULICS 3(3-0). The fundamentals of the science
of hydaulics are given, including: hydrostatics, discharge
from orifices and over weirs, and the flow through pipes

and Open channels.

44

C.E. 431. SEKIEAR 1(0-5). A course in reading and dis-

cussion of current engineering magazines and literature.
C.E. 432. SEMIHAR 1(0-3). Continuation of Course 451.

C. 3. 516a. SAND? CEIEET? &COECRETB 3(2—3). A study of
the proyerties of concrete aggregates and concrete, in-
cluding their manipulation in construction together with
laboratory exercises in maxing the standard acceptance

tests and others.

0.3. 411. TECHNICAL 93031353 inn REPORTS 6(0-18}.
Original investigations end analysis are made by the

students, for which a definite assignment of hours is made.

Physics 210; 220, 2:50 mantles, MT, manner, mecca”
some & HGHT store). This course, together with 211, 220,
23 , 250, 231, constitutes a year of thorough work in the
field of General Ehyeice, emphasizing that, as one of the
basic sciences, its facts and methods of combining math.
and experimental data are a necessary part of the mental
equipment of either a technically trained or a liberally

educatea person.

Econ. 332. ACCOUHTIRG 90h EEGIHELES 3(5—0). A survey
course planned for students in Engineering Administration.
Emphasis is placed on the construction and analysis of
accounting statements, the problems of valuation, and the

prepriety accounts.

45

-, 1-rw - \

Econ. 210a. Gannnil ECOHOHICS 5(5-0). Designed as a

general introduction to economics. in examination is made
of the basic characteristics of the modern industrial and
credit economy, with special attention to production, ex-

change, money, banking, and business cycles.

Econ. ZlOb. GBHERAL ECOKOxICS 5(3-0). Continuation of
210a, with Special attention to price determination and
control, international trade, and distribution of national

income.

Econ. 318. sonar? CREDIT a assure “4.0). a survey of
the financial organization of society. Consideration of
monetary systems, foreign exchange, credit instruments,

and the principal types of modern financial institutions.

Econ. 307. Personnel Management 5(5-0). A course in

the principles and practices of industrial and personnel
work. Among the subjects treated are personnel department
organization, selection training health and safety as well

as wage incentives and profit sharing.

Econ. 316. COhEORATIOE FIEAECE 5(3~0). a study of the
corporate form of business organization with reference to
its financial adminietartion. It treats of promotion,

types of stocks and bonds, management of income, etc.

Econ. 414. LABOR PROBIEKS 3(3-0). This course proposes
to examine the more important labor problems in modern

industry.

46

Econ. 217. BUSIEESS OE}JR144TIOE ahD MAKAGSKENT 4(4-0).

This course is designed to be an introduction to the
field of business. It examines the fundamentals of manag-
ement underlying thesolution of problems of organization

and Operation in all business enterprise.

Econ. 325a. 0333 astULrih} 3(3-0). Ihis course applies
the principles of accounting to the roblcma of scientific
accumulation of manufacturing costs to determine unit costs

and job costs.

Econ. 445a. BUSIEEPS LAW 3(3-0). This course attempts
to give an understandingof the pert which law and legal

institutions play in the economic organization.

Econ. 442. public utility economics 5(5-0). Deals with
public utilities other than railroads from the double

standpoint of management and public policy.

Econ. 3:50. Inner-92.513139 BANKER 3(3-0). Organization and
Operation of investment banking and underwriting instit-

utions, security exchanges, bromers, etc.

Econ. 452. BUSIHESS CYCLES 5(5-0). Historical and
descriptive analysis of booms, depressions, crises and

panics.

3.3. 506a & ab. DIRECT CUhLZET CIRCUITS AED APPAEATUS.5{3-O).
Electric circuits, details of dynamo construction,

generator and motor Operating characteristics.

47

B.E. ZOGb & be. ALTEFIABIEG CUhEZLT CIhOUITS & APPiRnTUS 4(4-0)
Single and polyphase circuits, generators, motors,

and converters.

Hist. 101, 102, 103 EISTOEY 5(3-0), This series of
courses presents the origin, evolution, and interrelation of
social ideas and institutions which have contributed in

the course of time to the complexities of modern civili—

cation.

‘sych. 201. 33333; eercnoioor 4(4-0). This course
provides an introduction to the scientific study o£~
humen activities. The psycholoeicsl attitude will be con-
trasted with certain other attitudes toward the human

organism.

Psych. 505. IKDUSTEUAL PSYCHULDGY 3(3-0). The appliCetion
of psycholosical principles to the problems of modern

italittl'g’.

Phil. 321. ETZanfifilfil L5 1:1{330FHY 3(3-0). in
examination of the different philosophical views with
emphasis on the writings of certain philOSOphers and the

reasons underlying the positions taken.

Journ. "2. BUSIKESS WRITth 3(5-0). This course presents
the general principles of business corrosiondence, with
thorough training in the composition of effective business

letters.

 

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