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I: ~ . . _- ’v . »- _s - -_ - , - ‘ ~— “ , I . ~. ‘ - -~~. ._ -. . . f s '. -‘ . -' . '~. . ‘ ‘ . . x. I ‘ .4 . "L - . ' . ‘ .‘.' \ .. ~ _ .‘ ‘. . . ‘ ~. \ ‘ ..\. . v . . s , .. u ~ '5 t I ‘V ~""—- \ u . _ t__ Q ' . . ¥ - ‘ I I . . ‘ . . H - . - . \. . I - . o . v ‘ L “<.:‘.‘. “‘0‘“. h V V— —V m 'f o 0" . O .‘ .‘L '5- ”/I\ I- ”Administrative Engineering" for Michigan State College A Thesis Submitted to The Faculty of MICHIGAN STATE COLLEGE of AGRICULTRE and APPLIED SCIENCE BY Victor $339133 Candidate for the Degree of Bachelor of Science June 1933 'x‘HiZQ‘?" I Al‘v LUPJ Sources of Information and Data 1. 3. 3. 4. 5. 6. Engineering Office Dean of Engineering Members of Faculty Students Proceedings of Society for Promotion of Engineering Education, 1917 to 1932 Catalogues, Bulletins and Correspondence from the following Universities and Colleges: Stanford University Northwestern University Marquette University Cornell University Columbia University Yale University Harvard University Princeton University Purdue University New York University Massachusetts Institute of Technology Armour Institute of Technology Carnegie Institute of Technology University of Maine University of Southern California University of Illinois University of Michigan Renseelaer Polytechnic Institute Alabama.Polytechnic Institute Georgia School of Technology Clarkson College Michigan State College Iowa State College Pennsylvania State College Rutgers College Lehigh University plannei sinceri ' "I i t. gizeet lill r ataila & Ibr‘ The essential purpose of this thesis is to present to the Faculty of Michigan State College a carefully planned curriculum for a course in Administrative In- gineering especially adapted for this institution. A course which can, at the discretion of the Board of Agriculture, be introduced into the college of En— gineering. A definite and well devised program of study will be laid out consisting only of subjects already available in the various departments of the college as a whole. The procedure followed in this thesis will be: 1. The purpose of a course as proposed. 11. The demand for such a course. 111. History and Trend. 1V. The develOpment, layout and analysis of the curriculum. V. The conclusion. 90:: PURPOSE The purpose of this course is to educate young men in the fundamentals which underlie the administration of technical enterprises. Successful administration in in- dustry demands technical aptitude, business acumen and natural ability for leadership. These attributes are en- hanced by training which provides a background of science and engineering, and at the same time develops a facility in the analysis and solution of business problems. A definite technique of administration now in.process of development is proving unusually effective in the hands of those who are fitted to apply the scientific method to business management. From the beginning of the factory system, scienti- fically trained men have served industry in planning, building, equipping and operating physical plants. In recent years there has been a growing appreciation of the value of their services in purchasing, selling, ac- counting, and financing. It has been found that care- ful analysis, rigid logic and painstaking adjustment of means to ends are almost indispensable in every phase of business management under modern conditions of large production, keen competition, and narrow margins of profit. Since both scientific training and instruction in economics and business technique are essential to the 4 all-round development of the business executive, it seems the part of wisdom to combine them in one course. Between the mere conception of a community need and the actual engineering service supplying the need there comes the following sequence of activities: re- search, design, construction, and operation. Engineering problems arising in this sequence are of two sorts; namely, material and human, giving rise to engineering technology and engineering administration, respectively. The technical problems of one branch of engineering are in part characteristic of that branch and in each field there are the technical problems which are charac- teristic of that field. On the contrary, the adminis- trative problems are essentially similar in all branches and fields, therefore they should be embodied in a more general course. Engineering education may be regarded from two points of view: It is an education in a progession up- on which the demands are constantly increasing; it is, also, a.preparation for business and for professions other than engineering. A course of study which combines with abstract science a study of its applications is valuable, even though divested of all professional idea and selected simply for the training given. An increasing thumber of young men find the study of engineering an 'excellent preparation for business responsibilities. A: zeaaure, ofa hr) :ecessar_ Sauld, tct only sciences but ilec kncwlei; Pose of Principl necessa; azd to 1 are clea Cdtfilog schccl . [Clio Ca broades has find {ulneSQ ?T0gres T1 leaterr °u2h tr Nth a train 6 111311 in the An engineer to achieve success in satisfying measure, needs both technical ability and the attainments of a broadly educated man. The study of engineering is necessarily concentrated and highly specialized. It should, therefore, be preceded by preparation designed not only to train the student in mathematics and the sciences specifically required for technical instruction, but also to give him an adequate background of general knowledge. Even further than this, the underlying pur- pose of the engineering course is to teach fundamental principles with Just so much of the technique as may be necessary to show the applications of these principles and to illustrate engineering methods. These principles are clearly brought out at Northwestern University. The catalog of this university states that the motto of the school of Engineering is "Culture for Usefulness". This motto calls for an effort to obtain for the student the broadest culture attainable in order to equip him, as a man and as an engineer, for the greatest possible use- fulness in the world in the united struggle of man for progress. The purpose of the School of Engineering of North- western University is to furnish to each student a thor- ough training for the profession of engineering, combined 'with a general training of the man. The School aims to ‘train engineers for the greatest average effectiveness in a lifetime rather than for the greatest effectiveness 143 the first few years after graduation. It aims to icvelcp is lea: in a [at zetsurat4 1:91 and; nctting 4 “$1818: to meet ' develop a capacity for unlimited growth. Hence strong emphasis is laid on those studies which tend to develop the man as well as on those which furnish training in engineering. *‘Through the accumulated eXperience of a century, the administration at Rensselaer Polytechnic Institute has learned that a student who has enjoyed a wide training in a.major field is more likely to find an Opening com- mensurate with his ability than is one who has special- ized unduly. Since an undergraduate knows little or nothing about the Opportunities which will exist when he completes his work, a background that will enable him to meet the demands of many positions is always the most practical as well as the most satisfying from a purely cultural point of view. Since the foundation of the Institute, students have come to it from all parts of the world and have left it to become pioneers in the scientific thought and physical development of many countries. Its grad- uates have been successful not only as investigators and teachers in many branches of pure science and de- signers and constructors of many notable engineering works but also as organizers and executives of many great industrial enterprises as well as leaders in the other learned professions. When the catalogue of 1926 was issued, one hundred Years after the first class was graduated, the number 246 were engineer gcsiticnl iii ctr}. {SEW-t! tcsiticr ’57-! n‘. 11! CI tfe ‘ of graduates was 3,351. At that time, or at the time of their deaths, 195 were presidents of corporations; 148 were vice presidents, secretaries, or treasurers; 246 were managers or superintendents, and 111 were chief engineers,--in all seven hundred holding high executive positions. Consulting engineers numbered 110; architects and contractors, seventy-seven; and sales engineers, forty-two. Many other graduates also held important positions in engineering, industry, or business. Among the ninety-six who were officers in the army and Navy of the United States, two were brigadier-generals and four, rear-admirals. Of the 177 connected with insti- tutions of higher learning, ninety-one were professors and eighty-six, instructors. The number of physicials, -’ lawyers, and clergyman was ninety-two. Not included in these groups were four state geologists; two members of state boards of regents; two state supreme court justices; a state surveyor, and a United States senator. Of the 2,201 alumni graduated before 1916, a striking number have achieved distinction in their chosen fields. Al- though the 1,150 alumni graduated during the next ten years are still young, over one hundred had attained to high executive positions by 19:2:6.‘I The course in Administrative Engineering is designed :ror students who wish to combine a knowledge of engineer— ing principles with business studies. There is a great “ Rensselaer Polytechnic Institute, Bulletin 1933 (Zatalogue. e""'-'*-‘*‘s .6...4v£ k the: cf 5 hte‘sris Ht”; , lie-nuke D “ |Q g'etuce’ aid :38: Mn 0 need for technically trained executives. As the survey of the activities of graduates shows a large number of engineers have today become administrators and execu- tives of industrial, public service, and similar business enterprises. This indicates that in many men technical aptitude and inclination are associated with commercial aptitude, natural ability for leadership, personal force, and other recognized qualities of the administrator. But while modern industry is calling for the special managerial ability that comes from habits of thought developed by training in the field of engineering, there is also a constantly increasing appreciation of the im- portance of definite technique in business administration. The older courses are chiefly concerned with the physical and natural sciences and their application. They contribute to the discovery and use of new forms of wealth and new methods of production. But with this in- crease in productive power new problems in the conduct of business have arisen. The internal organization of both large and small business establishments has become more complex, often unwieldy and inefficient. Production has outrun efficient administration. Some colleges have recognized these new problems and have established de- ;partments of business education; but in only a few institutions has there been an attempt to combine a ‘tradning in business economics with engineering instruc- tion. The object of this course is to prepare for those executive and managerial positions which require a knowledge of engineering principles and methods. The course is not intended for students who expect to be- come 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 re- quired equivalent to that ordinarily gained in any one of the other engineering courses. The course prepares the student to enter industrial organization in positions leading to superintendence, financing,scientific management, and business administra- tion. It prepares the graduate for the competent hand- ling of such subjects as departmental management in factories, determination of costs, costs engineering, depreciation, appraising; manufacturing statistics, pro- per distribution of eXpense, economic production, personnel, production planning, efficiency, transportation, marketing, sales administration, etc.--and allied work, leading ultimately to superintendence, works management, and gen- eral management. Engineering includes the science not only of utiliZ- ing the forces and materials of nature, but also of or- ganizing and directing human efforts to that end. Executives ‘Whose work involves both administrative and technical :functions far outnumber those who are in purely technical Work. The administrative engineering course aims to pre- pare the student for this executive work. Engineering courses are not designed to cover the whole field of technical thought and achievement. At best they can impress upon the student only basic prin- ciples. Students who pursue successfully the course in Administrative Engineering, or any other engineering course, can not hope to be experts in all its varied and useful fields, but on joining the great army of work- ers in the commercial world, they will inevitably drift into some particular line of work in which the produc- tive period of their lives will be passed. A normal career in engineering administration will carry the young graduate to an executive position in industry, either on the technical or business side. Be- fore attaining to such a position, however, he will or- dinarily have gained eXperience in a number of special- ized activities which will have been both of technical and commercial characger. It follows that training in engineering administration must provide both a satis- factory technical education and a background of economic and business principles thus laying the foundation for engineering and business judgment which are needed in later years growth into the larger executive responsibil- ities. DEMAND "Since the aim of all engineering is intelligent production, the function of the engineering school is to develop men for intelligent production. The factors of production at the present time are men, materials, and organization; and each of these factors has to be considered in every engineering project from the point of view of science, of practice, and of costs. That is, we must first consider whether a structure is scientif- ically possible; second, if it is scientifically correct, can it be built; and third, is the value to be obtained from the structure worth the cost? In solving an engineering problem science is ab- solutely essential. A structure cannot be properly designed without knowledge of science. An understanding of shop practice is also absolutely essential. A scien- tifically correct structure that cannot be built is useless. But the controlling factor in production is the question of the appraisement of values and costs. Somebody must decide that the value to be obtained from a structure warrants the cost of producing it. Somebody has to be willing to pay the price, or the structure will not be built. Hence, the controlling element in produc- tion,--the act that determines whether science and ap— plication shall serve men,--is the appraisement of values and costs." ’1917 proceedings S. P. E. E. Page 204. In engineering schools at present, the question of materials is treated very fully from the points of view of science and of practice. The student learns the pro- perties of materials, and the laws of science with a reasonable degree of success. But the appraisement of values and costs, which is the controlling element, is treated slightly. Some schools ignore it altogether, while in others it is recognized to a certain extent, but nowhere does it receive anything like the emphasis and importance which it has in real life. It is the controlling element in engineering, and it is not treated so in the schools. To make the school true to life, the appraisement of values and costs must be included in all of the instruction much more fully than is done at the present time. Two thoughts are frequently expressed by the an- gineers; One the belief, apparently based on general grounds, that a‘broad training is the best preparation for the present day needs of the engineer; and the other that the college students are seldom able to predict the lines which their future endeavors will take and con- sequently should not be obliged to follow a.program de- signed to fit them for some particular field. Until recently the field of the engineer was a comparatively narrow one, comprising a little more than design, construction, and operation. As industry has developed, however, many technically trained men have 1.1 :b. but entered the field of manufacturing, selling, and adminis- tration. This is a natural and increasing tendency, since industrial development rests mainly upon a scientific basis. There are few lines of human activity today that are not connected in some way with applied science, and this is particularly true of those lines known by the general term of engineering. The success of the engineer in times past in meeting these commercial requirements, for which he had received no special training, was probably due to the method of attack characteristic of the engineer and to superior knowledge of the technical side of the work. But the commercial demands upon the engineer are now becoming so great that special training is necessary to equip him more completely for this larger field. This becomes more evident when it is considered that a large number of the graduates of engineering colleges go into the commer- cial side of engineering. "Considering the fact that in most engineering schools some two-thirds of the graduates gravitate into executive and commercial rather than into strictly hashes mioal pursuits, it would seem that these subjects should be given fully as serious attention as the technical and scientific subjects." ‘Page 541, 1931 proceedings S. P. E. E. I”! It is a well established fact that the majority of the graduates of engineering colleges eventually find their way into administrative positions in engineering and manufacturing enterprises. Several reasons for this tendency has been advanced. Industry is becoming in- creasingly scientific in its background and practices, in many cases so much so as to require technical train- ing for an understanding of its problems. Scientific and engineering methods of thought have invaded the fields of plant location, design and operation reaching now into the personnel problems of management. But engineers as a rule are lacking in certain qualities and accomplishments which often prevent them from attaining as high a place in industry as their opportunities afford. Many graduates who have been suc- cessful in administrative positions have complained that their college course did not contain certain non-tech- nical subjects that would have been of marked value to them in industry. The recent investigation of engineering college curricula by the society for the Promotion of Engineering Education revealed the fact that from the view point of many alumni the courses are lacking in economic and historic content. 0n the other hand, there is an increas- ing demand for more thorough scientific training for the smaller group of graduates who are to engage in engineering design and construction; and there is, there- fore, greater need for retaining the present engineering degrees and making them even more significant technically, so far at least, as some options are concerned. If, there- fore, a more liberal course is offered, the degree to which it leads should be differentiated from the present 5983938 0f 01V11 Engineer} mechanical engineer, or chem. engr. The problem can, of course, be solved in a fairly satisfactory manner by five and six year courses such as are now offered by many of the leading colleges and universities as optional program to the regular four year courses in which there is little room for liberal studies. Experience indicates that such lengthy courses do not attract students. If for no other than economic reasons, a compulsory five or six year course in engineering seems to be expedient at this time. The solution of the problem and the usual answer to this demand, as offered by most colleges, is a four year course in engineering with a senior option in industrial engineering, or with the system of the op- tional administrative course in conjunction with the regular courses in Civil, Mechanical, Electrical, and Chemical engineering, as employed here at the Michigan State College. These courses are librealized with English, Economics, etc., as far as the faculties of engineering are willing to go, and yet confer an engineer- ing degree. However these are weak and inharmonious efforts to solve this problem and will not meet this demand. Of late, however, a few colleges elsewhere, have intro- duced broader courses, such as the one here proposed and no doubt the tendency is in this direction. To justify the need for such a course herewith is an account from the catalog of the Massachusetts Institute of Technology in which they defend their engineering administrative course. The article reads as follows: "The establishment of the Course was due to an inquiry made in 1913 by a committee of Institute alumni at the request of the Alumni Council. It was recognized that a considerable number of students did not, after graduation, follow an engineering or techl nical profession, but were drafted into commercial or managerial positions in industry. This committee first made a survey of instruction given at that time in American colleges in business administration, commerce, finance, accounting, and kindred subjects, but found no curriculum already in force which combined these studies with.engineering and applied science. As a result of this investigation it was recommended that a new course be established whose aim shall be to furnish a broad foundation for ultimate administrative positions in commerce and industry by combining with a general engineering training instruction in business methods, business economics, and business law.” In accordance with this report, the Faculty, at the request of the Corporation, established the course, then called ,s. 4....A\w1wtr ‘ Engineering Administration, which graduated its first class in 1917. The conviction of this committee that such a com- bination of studies would meet a genuine demand has been more than justified. Within a few years this course develOped into one of the largest at the Institute. Between 1917 and June 1931, 1,076 men havs‘been graduatai by the Institute in all courses in the same period. That the curriculum is meeting a need is evidenced by the fact that over eighty-five per cent of the graduates of the first class undertaking Engineering Administration (1917) are now holding executive positions in induatrial establishments. HISTORY AND TREND The designer and builder of fortifications or of roads and bridges that facilitated the movement of trOOps, many centuries ago, was called a ”military engineer". By contrast, the designer and builder of civil works, such as highways, railroads, and canals, lighthouses, and harbor works, and bridges and buildings to be used in the peaceful development of a country, was called a "civil engineer". The training of civilian engineers, as distinct from military engineers is of comparatively recent origin. Until 1886 the only institutions in the United States where students could prepare for engineering of any kind were the United States Military Academy at West Point and Rensselaer Polytechnic Institute at Troy. The first degree in civil engineering conferred in any English- speaking country was given during 1835 by the last-named institution; in England, the degree of civil engineer was not conferred until several years later. On April 21, 1885, the Board of Agriculture of Michigan State College announced the establishment of a Department of Mechanic Arts. This was the beginning of the present Division of Engineering in this college whaod was created November 13, 1909. In 1922 under the influence of Doctor Friday, who was then President of the college, the optional course in administrative engineering was introduced into the {4 ....lfl. .‘Jf....nE/J Infill ‘ college in the form as it is today. The purpose of this course, as taken from the catalog, is*"to meet the re- quirements of students who, in addition to a natural aptitude and liking for engineering careers, feel that the business side of the engineering industries has a stronger appeal than the technical side, and who sense in themselves the business, executive, or administrative ability which could be developed by a college course,dif- fering from the usual type of engineering course." "To this end the course offered in Engineering Administration is constructed by ommtting from the tech- nical engineering courses some of the advanced technical and professional subjects, and by substituting therefor a series of subjects in economics as related to the engineering industries, viz: general economics, account- ing, banking, statistics, industrial management, corpor- ation finance, contracms and specifications, labor prob- lems and public utility economics." The first senior class graduated from this course in the spring of 1984. The course as originally intro— duced under the influence of Dr. Friday contained thirty- one credits in economics, accounting, and statistics, which were, as mentioned before, substituted for some of the more advanced technical subjects. However, these optional credits were later reduced to twenty—one in number and so the course has remained to the present time. ’MiohiganState College Catalog. The trend at this institution, then, has been toward a greater restriction of these economic subjects which seems to be in direct opposition to the policies of some of the best engineering institutions. The present trend of engineering education seems to be toward a cultural, administrative, and business training including, of course, fundamentals of professional subjects, as Opposed to the purely narrow technical training. There are three important develOpments Which have taken place in the best engineering education: the establishment of sound scientific training as a foun- dation, the requirements of a broader general education for engineers and the enlargement of the scope of in- struction. On the following chart is listed the enrollment in the engineering division of Michigan State College for both the technical and administrative courses since the inauguration of the administrative option to 1931. From this data the graphs "A" and "B" have been constructed to determine, if possible, the reaction of the students to this type of training. The conclusion drawn is logical but, of course, a personal view point of the conditions. Per cent Senior Junior SOPh of Adm. to Year Year Ygar Year Totg; Tgtgl 1924 Tech. 33 49 54 135 49% Adm. 44 39 42 125 1925 Tech. 47 54 34 135 49% . Adm. 35 42 54 131 1925 Tech. 51 36 42 129 50% Adm. 37 38 55 130 1927 Tech. 33 54 71 159 44% Adm. 35 42 50 127 1928 Tech. 45 59 as 191 39% Adm. 41 39 36 119 1929 Tech. 55 74 99 219 33.5% Adm. 33 37 40 110 1930 Tech. 74 77 95 247 32% Adm. 3e 39 42 117 1931 Tech. 55 81 115 250 31.5% Adm. 4o 33 43 115 Average Tech. 50.8 60.5 73.4 Average Adm. 37.8 38.6 45.3 l «J. is: ‘u .Y§ ... K- . Curt/E :4" \I 3 Q- Adm. [am/lmmt' *3 *5 (914 r 193/) c h N 1 § w‘ A \ ‘x‘ Q 13, v A 1,. t3 5 I914 192: I916 I92 7 /928 I929 1.930 493/ Year: C urve '8 " flat/‘47: tiara/Irv”)? G i (50 {PS/'3] \s Q ‘4 R; g §\Mffiws A “ + \1 \\ s §§ N ”/7341 F? E! 1 fiopfi . ,j/Aéor‘ 7 ei’p/df' From this curve, curve A, it is clearly seen that the popularity of the administrative course has waned from 1926 to 1931, the drop being from 50% to 31.5% during this period. Bearing in mind that the number of credits in economics has decreased from 31 to 21 it can be construed that the'value of the course was greatly decreased by this action. also that an increase in economics courses would be more favorable in the eyes of the student and, therefore, more popular. It is noted in this curve, curbe B, that the drop in enrolhneflt in the technical course is very sharp from the sOphomore to the senior year, this drop being from 73.4 to 60.5 in the sophomore to the junior year and then to 50.8 in the senior year. On the other hand in the administrative course the -> p- 3 . 3 units 3 units ...I chJ ta m: c» .p .a a -59- Sophomore Year First Semester Calculus. . . . . . . . . . . . . . . . . . . . 3 units MSChanicB o o o o o o o o o o o o o O o c o o o " Kinematics O c o o o o o c o o o o o o o o o c 0 ' Empirical resign . . . . . . . . . . . . . . . Principals of Economics. . . . . . . . . . . . Accounting . . . . . . . . . . . . . . . . . . Electrical. Engineering . . . . . . . . . . . . Physical Education . . . . . . . . . . . . . . Total 0 O O O O O O O O O O C O O O O O O ...) (O'Hrbmut—‘Nm 2 Second Semester Calculus o o o o o o o o o o o c o o o o o o o 3 uni t8 ’58 Cha mo 8 o o o o o o o o o o o o o o o o o o Thermodynamics . . . . . . . . . . . . . . . . Kinematics . . . . . . . . . . . . . . . . . . Business Finance . . . . . . . . . . . . . . . Accounting . . .... . . . . . . . . . . . . . Physical Education . . . . . . . . . . . . . Total . 0 O 0 O O O O O O O O 0 . O 0 O “I (DH 1: (A N 01 (A a Junior Year First Semester MGOhaniCS 0 0 c o o o o o o o o o o I o O c O O 3 units Thermodynamics. . . . . . . . . . . . . . . . . 3 ” Electrical Engineering . . . . . . . . . . . 3 " Marketing . . . . . . . . . . . . . . . . . . . 3 " Statistics. . . . . . . . . . . . . . . . . . . 3 " Manufacturing Industries. . . . . . . . . . . ._§ ” Total . . . . . . . . . . . . . . . . . . 17 Second Semester IEBChanics o o o o o o o o o o o o o o o o o o 0 units 3 Thermodynamics. . . . . . . . . . . . . . . .v. 2 “ Electrical Engineering . . . . . . . . . . . . 3 3 Market ing 0 O O O O O 0 O O O O O O O O 0 O 0 Statistics 0 o o o o o o u o o o o o e o c o o 3 Manufacturing Industries . . . . . . . . . . . _§ " Total . . . . . . . . . . . . . . . . . . 18 Senior Year First Semester Engineering Laboratory . . . . . . . . . . . . 1 unit Power Plants . . . . . . . . . . . . . . . . . Labor Problems . . . . . . . . . . . . . . . . Cost Accounting . . . . . . . . . . . . . . . Industrial Management . . . . . . . . . . . . Bus ins 88 Law 0 O O O O O O O O O O O O O O O O Surveying . . . . . . . . . . . . . . . . . . 2 3 2 3 2 Electrical Engineering . . . . . . . . . . . . 3 " Total . . . . . . . . . . . . . . . . . I% Second Semester Engineering Laboratory . . . . . . . ... . . 2 units Power Plants . . . . . . . . . . . . . . . . Personnel . . . . . . . . . . . . . . . . Cost Accounting . . . . . . . . . . . . . . Industrial Management . . . . . . . . . . . . EleCtives O O O O O I O O O O O O O O O O O O 3 3 2 3 iBusiness Law . . . . . . . . . . . . . . . . 2 " Total . . . . . . . . . . . . . . . . .‘T; Massachusetts Institute of Technology Commercial Engineering Freshman Year First Semester Mathematics . . . . . . . . . . . . . . . . . . . 3 units English . . . . . . . . . . . . . . . . . . . . . 3 Industrial History . . . . . . . . . . . . . . 3 Drawing and Descriptive Geometry . . . . . . . . 3 ” Hygiene . . . . . . . . . . . . . . . . . . . . . l PhysicalEducation............... 2/3 General Chemistry . . . . . . . . . . . . . . . . 4 ” Shop I I I I I I I I I I I I I I I I I I I I I I 2 ” Reserve Officers' Training Corps . . . . . . . . _§ " Total . . . . . . . . . . . . . . . . . . .21 2/3 Second Semester Mathematics . . . . . . . . . . . . . . . . . . 3 units Engl 18h I I I I I I I I I I I I I I I I I I I Industrial History. . . . . . . . . . . . . . Engineering, Drawing and Descriptive Geometry Physical Education . . . . . . . . . . . . . . General ChemistrS’ I I I I I I I I I I I I I I Sh op I I I I I I I I I I I I I I I I I I I I I Reserve Officers' Training Corps . . . . . . . Total I I I I I I I I I I I I I I I I I I H'N N P H (A (A 01 a Sophomore Year First Semester Mathematics . . . . . . . . . . . . . . . . . 3 units Psychology . . . . . . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . Economic Districts. . . . . . . . . . . . . . Physical Education . . . . . . . . . . . . . Physics . . . . . . . .. . . . . . . . . . . . Specifications and Letters . . . . . . . . . new: co .s P‘ 0: cs cs 8 Reserve Officers' Training Corps . . . . . . TOtaul o o o o o o o o o o o o o o o 0 ml Second Semester Mathematics . . . . . . . . . . . . . . . . . units Economics . . . . . . . . . . . . . . . . . . Modern Industrial Economics . . . . . . . . . Physical Education . . . . . . . . . . . . . Mechanics . . . . . . . . . . . . . . . . . . Physics . .. . . .. . . . .. . . . .. .-. Typwriting . . .... . . . . . . . . . . . . Reserve Officers' Training Corps . . . . . . TOtal I I I I I I I I I I I I I I I I I N O'N H th (A H (A (:4 OJ 3 Junior Year First Semester Mathematics . - - - - ° ° ° 3 “hits Medhanics . . . . . . . . . . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . Materials . . . . . . . . . . . . . . . . . . . Advertising and Selling . . . . . . . . . . . . Power Plants . . . . . . . . . . . . . . . . . Metallurgy . . . . . . . . . . . . . . . . . Reserve Officers' Training Corps (advanced). . T0133]. I o o o o o o o o o o o o o o o o c H . (pk) ID a: cu a: u> c» 8 Second Semester Statistics . . . . . . . . . . . . . . . . . . 2 units (:1 : Mechanics . . . . . . . . . . . . . . . . . . . Accounting. . . . . . . . . . . . . . . . . . . 5 " Power Plants. . . . . . . . . . . . . . . . . . 3 ' Machine Design. . . . . . . . . . . . . . . . . 4 " Reserve Cfficers' Training Corps. . . . . . . . O T0173]. 0 o c o o o o o o o o o o o o o o 0 i7 Senior Year First Semester Markets and Marketing. . . . . . . . Hydraulics. . . . . . . . . . . . . . Production and Distribution . . . . . Industrial Management. . . . . . . . Cost Accounting. . . . . . . . . . . Electrical Engineering. . . . . . . . HI OI TI CI I I I I I I I I I I I I I Total . . . . . . . . . . . . . Commercial Law. . . . . . . . . . . . Banking and Credit. . . . . . . . . Production and Distribution . . . . . Transportation. . . . . . . . . . . Commercial Engineering Reports. . . . Electrical Engineering. . . . . . . . R. 00 To C. o o o o o c o o o o o o 0 Total . . . . . . . . . . . . . .3 units k) cs (w 0: ca cs H m units I .v . .,.. 2 H... ilahl. 4.- El . ill! ‘I' Rensselaer Polytechnic Institute Industrial Engineering Freshman Year First Semester (Credits assigned by author) Accounting. . . . . . . . . . . . . . . . 3 units Chemistry . . . . . . . . . . . . 4 " English . . . . . . . . . . .. . . 3 " Geology . . . . . . . . . . . . . 3 " Mathematics . . . . . . . . . . . 4 ” Physical Education. . . . . . . ._l " Total . . . . . . 18 Semester Economics. . . . . . . . . 3 units Chemistry. . . . . . . . . 4 " Physics . . . . . . . . . . . . .5 " Inathematics . . . . . . . . . .4 " Physical Education . . . . . . . . . . ._;_ " TOtal o o o o c o o o o o o c o o 0 Summer Session Shop and Thesis Sophomore Year First Semester Drawing . . . . . . . . . . . . . . . Economic Geography. . . . . . . . . . English . . . . . . . . . . . . . . . Economic History. . . . . . . . . . . Mathematics . . . . . . . . . . . . Projections . . . . . . . . . . . . . Total I I I I I I I I I I I I I Second Semester Electricity . . . . . . . . . . . . . Industrial History. . . . . . . . . . Metallurgy. . . . . . . . . . . . . . Industrial Architecture . . . . . . . Mathematics . . . . . . . . . . . . . Physics. . . . . . . . . . . . . . . Tot al I I I I I I I I I I I I Summer Session Shop and Thesis 3 units H o ODIN P 01 N (A ...: «Js~ as z» a: ca .s units Junior Year First Semester Qualitative Chemistry . . . . . . . . . . . . . 3 units Business Economics . . . . . . . . . . . . . . 3 ” Electrical Engineering, A. C. . . . . . . . . 3 " Mechanics . . . . . . . . . . . . . . . . . . . 4 " Kinematics . . . . . . . . . . . . . . . . . . .2 ' Mechanical and Hydraulic Laboratory. . . . 1 ” Organic Chemistry. . . . . . . . . . . . . . .._§ " Total . . . . . . . . . . . . . . . . . 19 Second Semester muitat 1‘78 Chemistry 0 o o o o o I 0 o o o o o 3 units liarketing o o o e o o o o e e e o o o o o e 0 c 3 H ThermOGYDami OS I I I I I I I I I I I I I I I I " MechanicsI I I I I I I I I I I I I I I I I I I " Industrial Management. . . . . . . . . . . . . 3 4 3 Structures. . . . . . . . . . . . . . . . . . ._3, " Total . . . . . . . . . . . . . . . . . . 19 Summer Session Thesis Banking and Finance . Statistics . Senior Year First Semester Chemistry Technology . Electrical Engineering Laboratory. English (letters). . . . . . . . . Industrial Accounting . Transportation . Total Second Semester Banking and Finance . Productive Engineering. Thesis. . Hydraulics. English (speech). . . . Industrial Management . Law. Total ° 3 units 3 a 3 u 1 n 3 n 3 n :3: n 19 3‘units 3 n 3 u 3 n 3 u _3 n 18 X indicates course contained in the curriculum. CHART C 0 indicates course optional in the curriculum. -71- .3 .c3 .3 m o m . E—i Pi .p H 0 Q (D H o . m 0 g H +2 H 0 a) .13 Q Q ’ (3 n3 (6 H U3 'H (I O C’ H 'C: r4 (4 :2; +3 d) "m w o m ,4 U2 ‘H 'H G) a +3 '5': o '3) U) Q) in»: 0 c C! .0 :>~. 73 m B (Q a L. d o o :3 2 '23 H g 9-4 33 ' % :3 :3 0 <1: on C: 2 0 C1: 8 D H Chemistry X X X X X X X X X X Drawing X X X X X X X X X X Des. Geom. X X X X X X X Math. X X X X X X X X X X English X , X X X X X X X X Phys. Ed. X X X X X X X X X X Nil. Sci. X X X X X Eng '8 1 Lecturss X X X X X_n Foreign Language 0 O 0 0 0 Physics X X X X X X X X X X Mechanics X X X X X X X X X X Economics X X X X X X X X X X Shop X X X X X X X s irveyi ng x 3 x x m; X X_ Elec. Eng'g F. C. X X X X X X X X X X y Machine Lab. X X X Structural Theory X X X Elec. Eng'g A. C. X X X X X X X X X X Thermodynamic X X X ”X CHART c (CCET'D) -73- .3. A .3 d o m U Q) I: o 0 - B H +3 H . 5:: 0 F1 . . m o :3 -H p r4 0 o .C s G - f6 d d +4 03 vi me) 0 six: r4 r4 :3 .p a) gas m o e as a: 'H ‘H (D (13 P M o 0) m (D 'H o o a rue. :4 me« m s o m $4 mr4 cd m a H B - ° 00‘ H O H a, (M C) 0 - O :3 D C d CL 0 :2 0 O: O D H Hydraulics X X X X X X X X Electives X X X X X X X X I Metallurgy x x x x x x Steam Lab. X Law X X X X X X X X X X Materials X X X X Geology X X X Peshanical Laboratory X x Introd. to Engineering X X Psychology X X X X X Accounting X X X X X X X X X ‘ Graphics X X [...Eistorv iX_ X X x, X 1X. Heat ; IX, X, x Public » X, X X X X x Industrial Management X X X X X X, X n X Seminar X X X X X X X X X; leH Business Whiting X XX X X X Typing X X CHART c (CONT'E) ~73— v U. of Ill of So. Cal. U. Carnegie Tech. Alabama Polytech. Clerkson Inst. Inst. Mass. of Tech. Rensselaer Cornell U. U. of Maine Iowa State Machine resign >4 >4 >4 N Thesis >4 >4 >4 >4 Industrial Architecture Production Eng'g- Eng'g Lab Empirical resign En ineering Va‘uetion American vaernment Biology Credits converted into CHART D equivalent Mich. State credits. ° ' ° 55.4.: .. H £1 +3 g 8 2.2 . o .331 m m f: y E-' H49 34 - s: 0 an 414: '0 H . o u) 0 :3 «'1 +9 0 :5 H 0 g H c or: neg; 6383 44300133310 H m ng gHfl 3 H X m Mm “9 ‘ m X». a) 4—" .14 ~02 to a) 'H 0:3 0:3 .3 O o ‘30:» (05* In t: 0 a3 - «4 m ~E~339“3.sasgu€ 5 5 898 820 g o b H an <0 3 Chemistry :2 :2. 2.12. :2 [Z 30 :2. 27 I7 m /5.8 1; Drawing 6 6 4.5 6 4.5 4.! 45 6 4 m 4.: 4.5 Pea. Geom. 5 4. z 4.5 4.5 3 2 7 3.8 4.5 l‘ath- 25.5 24 2/ I? 22.5 2/ 24 2/ 27 2.9 m 23.3 2!- English 9 .9 9 9 9 /Z .9 // /fl .95 9 Physics /5 /8 /8’ l2 /2 /£’ a: .9 1.5 I! /fl /4.5 /.5‘ Mechanics as 3.5/2 /2 24 /6,5 /-5' /5’ I! .9 M I43 /5 Economics 3/.5 42 fl 4/ .36 45 3‘ 44 24.5 42 M 3.9.7 —- Shop 4.5 75 6 5 A’ 7.5 7 6-4 6 Surveying 4.5 4.5 4 /.J 4.5 4.! .3 7 3.8 4.5 Elec. Eng'g/2 9 12 20 9 /z 6 /z /5 /o ”'6 IZ Hydraulics“ 4.; . 45 4.5 6 3 4.5 4 ,0 4.4 45 Metallurgy 45 3 3 3 3 45 6 3:! 3 Law 4.5 {5 43/45 6 45 45 6 9 2 /o .56 4.5 Accounting 4.5 6 /2 /F x; M 9 /2 4.5 9 /0 /o./ /2 History 3 9 9 .9 9 6 6 7.5 .9 fulfil?" 3 g 4.: 4.! 45 3 6 4.; 4.5 Industrial Management 45 4-5745} 9 4-5 9 9 // 3 9'7 9 Business .JLriflns 3 3 R 3 2 6 2.3 3 Statistics 45 .3 45 9 3 4,5’ 4,5 3 ‘2 4.5 4.5 Psychology 4545’ 4.5 4.5 .5 I 4'1 4.5 -75.... As previously stated, Chart "C" was developed from the ten case curricula for the purpose of showing the relative importance of the individual subjects. Chart "D" was developed from Chart “C" by listing the subjects of greater importance and the number of credit hours (converted into equivalent Michigan State College credits) assigned to these, thereby affording a method of determining the amount of time that should preperly be assigned to each of these subjects. These two charts can now be used as a basis for the development of the objective curriculunu From a close observation of charts "C" and "D" it is at once apparent that the most important and outstanding subjects are: chemistry, drawing, and descriptive geometry, mathematics, english, physics, mechanics, economics, principals of electrical engineer- ing, commercial law, accounting, physical education, and military science. These subjects being present, in most cases,in all ten of the case curricula, it is apparent that they must be included in the proposed course. Chemistry being one of the fundamental sciences 'upon.which engineering has been built is, of course, essential. Seven of the example courses allot twelve credit hours to this subject. This seems to fit in ‘very well with the system as applied in this college 1:1 that all of the present engineering -75- departments, in their freshman year, require the courses in general chemistry for the entire year which amount to nine or twelve hours depending on whether the student has had chemistry in high school or not. It is proper therefore that chemistry 101, 102, and 103 be assigned for the freshman.year in the course. Drawing is another of the fundamental requisites of the engineers' education. In most cases one semester has been alloted to this subject. Where more time has been given it appears to have been taken at the eXpense of descriptive geometry. The choice most nearly in keeping with chart "D" is mechanical drawing D&D 104a. This course coupled.with Descriptive Geometry DaD 1052 ard 105b allocates nine credit hours to this department which is sufficient in such a general course. Mathematics beginning with trigonometry and followed through calculus is the present day method of preparing the engineering student for this most important branch of study upon which the entire engineering profession hinges. The regular series of mathematics courses for all engineering students of this school; i.e. mathematics 101, 102, 103, 204, 205, and 806, totaling 24 credits, furnish this requirement and therefore have been selectai. This choice is entirely in keeping with chart "D” which ‘brings out the fact that the average time alloted is twenty-three and a fraction credit hours as compared to the twenty—four credit hours of this series. The most universal practice in regards to english for engineering courses is to devote three hours a week throughout the entire freshman year. In accordance with this plan, english lOZe and 102f and 102g have been chosen. These three courses total nine credit hours which agrees with the model figure on the chart. Physics being another of the fundamental sciences upon which engineering is based is, of course, of prime importance. The average number of credits assigned by the ten example curricula is fourteen and one half. The regular engineering physics section composed of Physics 202d, 202f and 802s taken throughout the sopho- more year would allot fifteen.credits to this subject which compares favorably with theiaverage. This series will afford a thorough grounding in physics which serves as the prerequisite and basis for so many of the ad- vanced technical courses. Mechanics is the course which truly trains the student to attack the problem from a scientific and engineering point of view. Mechanics is engineering. It is the course which teaches the student to apply the fundamental laws of science to the practical problem. In natural sequence following the sophomore year of gphysics it is most fitting that the junior year be de- voted to a thorough course in mechanics. With this in ‘view the courses in mechanics CE304a, 304b, and 304C -78... are chosen to be taken throughout the junior year. This series in mechanics totals fifteen credits which agrees nicely with chart "D". The importance of economics in such a course as this has been fully eXplained. The selection of the proper and most beneficial subjects in economics for a course of this nature requires the eXperience of an edu- cator. The responsibility of such a selection must be with a person of far more knowledge of educational pro- blems than mine. Therefore, I have consulted with Professor William Haber of the economics department on this matter. His choice of subjects is as follows: Economics 210a, 210b, 217, 305a, 307, 316, 318, 330, 320, 419, 442, 452 and accounting 203a, and 325a. With the exception of Economics 320, the above mentioned have been embodied in the curriculum. The inclusion of this series of subjects will afford a knowledge of the prin- ciples of economics, of organization and management of business, of labor and its problem to society, of ‘banking and finance, of tranSportation, of investments, and cm forecasting. It is the purpose of this instruc- tion not only to deal withcommercial, financial, and industrial problems, but also to stimulate the spirit of inquiry into the many social problems, the solution of which is so urgently needed. /. I . To supplant the theory of electricity gained from physics it is necessary that a more practical course in the elements of electrical engineering be included in the curriculum. A knowledge of direct and alter- nating current apparatus and installation is necessary to every engineer. From chart "D" it is to be noted that an average of eleven and a fraction credit hours have been assigned to electrical engineering which also includes laboratory instruction. Electrical engineering courses E. E. 306a, 3065b, 306b, and 306bc have been chosen to fill this requirement. This series affords a complete survey of direct and alternating current theory plus laboratory practive in both despite the fact that it falls short of the comparison chart in regards to credit hours. "The field of practice of engineering and archi- tecture is no longer confined to designing and super- vising the construction of works; engineers and archi- tects have become counselors and advisers in the in— vestigation and promotion of enterprises, and the main reliance of the building owner for the knowledge he must have as to the requirements demanded by law relating to his project. It follows that the professional man, engaged in building and construction, is constantly being confronted with legal problems relating thereto. *Preface-Simpson and Dillavou-Law for En ineers and Architec s. In increasing numbers universities and colleges are responding to this need by installing courses designed to teach certain of the legal principles applicable to the engineering profession. Since the time alloted to this study is in most cases relatively short, clearly such a course cannot enable one to become his own attorney; rather it should be designed to give such knowledge of the fundamental legal principles as will assist him in avoiding unpleasant and eXpensive pitfalls and to aid him in protecting his employers and his own rights and interests.“ To this end the courses in business law: economics 445a and 445b, have been selected. From chart "D" it is seen that an average of five and a fraction credit hours have been allocated to this pro- paration. The courses selected total six credit hours which compares favorably with the chart. Military science and physical education require- ments are fixed at this college and therefor no devi- ations from the present layout can be made. In accordance with these requirements military science 101, 102, 103, 204, 205, and 206 are prescribed for the freshman and sephomore years and physical education must be taken 'throughout the freshman year. Now that the most essential courses have been alloted their respective places and weights in the <3urriculum, it is time to concentrate on these subjects which are of lesser importance but still vital to the well rounded curriculum that is to be developed. The problem still to be solved is which of these lesser subjects shall be added and which can be overlooked and still retain a course having those qualities for which this study has been devoted. Bearing in mind that this curriculum is definitely limited to four years, the proceedure now is to choose those subjects which are most essential. With the aid of charts "C“ and ”D" and a careful application of means to an end the subjects considered as most essential have been chosen to complete this curriculum. These subjects selected are: business letter writing, thesis.WritiDS psychology, seminar, industrial management, statistics, hydraulics, history, sand, cement, and concrete, metallurgy, public speaking, surveying, engineering lectures, and shop work. A.preparation for positions in business certainly requires that training be given in business letter writing. Correspondence is the most important means of transacting business. Its pepular position in this type of course is evidenced in chart "D”. Journalism 303 has been selected as the course in business writing to fill this requirement. It appears that the thesis for the bachelor's degree is required in most cases. In analyzing the'balue of the thesis as an instrument for student training it can be shown that there are some distinctive benefits to be derived from such a requirement. It is the one oppor- tunity the student has to show some individuality and initiative. Some advantages of such a requirement are as follows: (1) student becomes familiar with liter- ature of some Special field (Q) reveals latent capacity of student for research and develops this capacity (3) provedds good practice for important eXpository writing (4) acquaints instructing staff with students' ability to attack the problem. It is considered the best policy to include thesis work in the curriculum at least to the extent of six credit hours. As previously stated, the engineering course must also serve the purpose of a general education. It is a great wrong on the part of the institution that the individual should graduate from the college or university 'without having had some contact with the cultural courses. The college graduate must have more than a superficial knowledge of the history and current problems of the sigmificant countries and races.‘ It is also desirable that he take at least an introductory course in psychol- ogy'for subsequent value in making contacts with asso— ciates. These aspects of a student's preparation cannot be neglected if he is to be adequately prepared for a position of leadership in his profession and is to avoid the danger of becoming a narrow technician. It is probably attributed to these facts that history and psychology stand out so prominently popular on the charts and in accordance with this fact history 101a, 101b, lOlc, and psychology 201 have been selected. Some time toward the end of the student's four year struggle to attain the elements of a.profession it becomes desirable that he come in contact with the class for the purpose of discussing current topics of the profession. Further than this a seminar class can become of inestimable value in speech training in expressing oneself effectively. For these reasons it is probable that seminar classes are present in the senior year of most courses and so it seems wise to in- clude such training in this curriculum. The industrial management course is the one oppor- tunity of the student to obtain practice in actual prob- lems in plant management. In fact it is almost the only course in the entire curriculum devoted to practical training. This entire phase of engineering is based on industrial management. To discuss the advantages of such a course would be merely repetition of what has been said before in regards to the purpose of the entire curriculum. Industrial management 405a, 405b, and 4050 have been selected to be pursued throughout the entire senior year. -54. Hydraulics, like mechanics, is of fundamental importance to the profession. In fact, one branch of engineering is based wholly on hydraulics. Its popu- larity is evident from an inspection of chart ”D” it seems proper, at this point, to include at least one course in hydraulics; to this end the course CE305 has been selected. Both engineering problems, scientific research, and financial analyses require a knowledge of statistical methods to enhance their solution. Compliation of data for statistical analysis is the most effective method of attaining facts. It is indispensable for a training of this nature. In most of the example cases one semester has been devoted to statistics, therefore the selection has been limited to one course, i.e. Mathe- matics 318. The engineer must be acquainted with the properties of materials used for construction. In most cases a course in materials has been introduced to provide this knowledge, however at this institution there is no course of this nature in existence. To fill this re- quirement, then, there has been selected the course in metallurgy M. E. 211a and the course in sand, cement, and concrete C. E. 316a. It is felt that these two courses plus the course in strength of materials, which ‘has already been included, will satisfactorily fill this requirement. Surveying stands out rather prominently in the charts. Evidently it is considered as a necessity in a course of this nature. Practical application of engineer- ing technique, at least, to this extent seems to be ad- visable. In accordance with this surveying C. E. ZOlb has been selected. In many schools it is considered necessary that the student Just coming from high school be exposed to a series of lectures for the purpose of orienting the student to the new surroundings, new methods of doing things, and the peculiar characteristics of the course which he has chosen to follow for at least another four years. To this end it is highly desirable that atten- dance be required of freshman students to the engineering lecture course as is now the case in the present engineer- ing courses. It is essential to the man who is to promote any- thing of consequence to acquire the ability to express himself in correct and effective English. The ability to Speak forcibly and persuasively is decidedly advan- tageous, in fact, essentially necessary to the man climbing the ladder 86 success. Public speaking has been included in six of the example courses. The average time alloted to this training being four and a fraction credit hours, nthis in most cases is suffi- cient. In view of the conditions here, that is, the -55- type of speech as exemplified by the senior engineering students on this campus this does not seem to be suf- ficient training. It has been suggested by instructors that more time be put on speech training, therefore, two courses speech 803a and 315d have been selected for this curriculum. In the technical schools shop work occupies a rather uncertain position. There is no agreement as to the real purpose of it. At any rate, shop work re- quirements are rapidly declining. In view of the fact that seven of the schools are still clinging to this course, it is probable that there is some value to be gained from such a course, therefore shop courses M. E. 131, 151, and 161 have been introduced into the freshman year. This series totals six credits which coincides exactly with chart "D'. An interesting feature which I ran across in study- ing the various catalogs is the personnel service at Purdue. Although this is not of direct bearing on the subject, it is not entirely irrelevant and I quote it from the catalog-- "The Personnel Service assists the engineering students in developing their personalities; provides occupational information; helps the seniors to secure employment after graduation; aids the Juniors and under- classmen in obtaining summer work; keeps cumulative Ipersonnel records up to date for all students; assists graduates in personnel matters and employment problems; #1933 catalog of Purdue University. -87... performs personnel research; and is responsible for in- struction in Personnel Administration. The Personnel Service endeavors to assist the student in imprcting his personality. This is accom— plished by means of ratings, interviews, special coun- seling, lectures, and individual analysis. Every effort is made to improve the student's address and manner, attitude, disposition, industriousness, leadership, and the other personal traits which are necessary for success in the engineering profession." All subjects which are to be embodied in the pro- posed curriculum have now been discussed generally. Of course there are many more subjects which because of the limited schedule have been omitted from the currioup lum. However the choice has, in every case, been guided by the Charts and with this guide it is felt that the best selection, under the circumstances, has been made. On the following pages is given the curriculum as proposed for this college. Following this is given a description of the various subjects as taken from the catalog. (let yr.’Identical for all engineering courses) FEES BEAN YEAR FALL TERM Chem. 101a or 101 Gen. Chemistry . . . . . . . . D. & D. 104a Mech. Drawing. . . ... . . . . Eng. Comp. 102e Composition. . . . . . . . . . Math. 102 or 102 Algebra or Trigonometry. . . . kg. E0 131,151,01‘ 161 ShOp‘W0rko o o o e o o o o o o M. E. 101 Engineering Lectures . . . . . Nil. Sci. 101 Military Science . . . . . . . Phys 0 Ed 0 102 0 O O O 0 O O O O O O O O O O 0 WINTER TERM Chem. 102a or 102 General Chemistry. . . . . . . D. & D. 105a Descriptive Geometry . . . . . Engl Comp. 102f Composition. . . . . . . . . . Math. 101 or 103 Algebra or Ahalytic Geom.. . . M. E. 131,151,0r 161 Shop-work. . . . . . . . . . . Mil. Sci. 102 Military Science . . . . . . . Phys. Ed. 101 . . . . . . . . . . . . . . . SPRING TERM Chem. 103a or 103 General Chemistry. . . . . . . D. & D. 105b Descriptive Geometry . . . . . Eng Comp. 102g Composition. . . . . . . . . . Math. 103 or 204 Analytic Geometry or Calculus. M. E. 131,151,or 161 Shop-work. . . . . . . . . . . Mil. Sci. 103 Military Science . . . . . . Phys. Ed. 103a or 103b . . . . . . . . . . . . . . . C. E. 201b Math. 204 202D 332 Phys. Econ. Mil. Sci. 204 Speech 203a Math. 205 Phys. 202f Econ 210a 205 Mil. Sci. Speech 215d Math. 206 Phys. 202s Econ. ZlOb Mil. Sci. 206 SOPHOMORE YEAR Fall term Surveying. Calculus . Mechanics and Heat . Accounting for engineers Military Science . Winter term Fundamentals of Speech . Calculus. Heat, Elec., & Magnetism. General Economics .‘. Military Science. Spring term Advanced speech. Calculus. Light and Sound. General Economics. Military Science. .3 .5 .5 .3 .1; 01010101 0100101 ...: i C. E. 304a E. E. 306a & ab M. E. 211a Econ. 308 Hist. 101a C. E.304b C. E. 305 E. E. 306b & bc Hist. lOlb Econ. 30? C. E. 3040 Math . 318 Hist. 1010 Econ. 316 Econ. 217 JUNIOR‘YEAR Fall term Mechanics of Engineering. D. 0. Machinery. . . Metallurgy. . . . . . . . Money, Credit, & Banking. History. . . . . . . . . . Winter term Mechanics of Engineering. Hydraulics. . . . . . . . A. 0. Machinery . . . . . History. . . . . . . . . Personnel Management . . Spring term Resistance of Materials. Statistics. . . . . . . History. . . . . . . . . Corporation Finance. . . Business Org. and Mgmt.. mom-bum +¢* 0: cs on (n M. E. Econ. Econ. Acct. Econ. M. E. C. E. C. E. 405a 419 305a 325a 445a 430a 316a Psych. 201 Econ. Econ. C. E. Econ. Journ. Econ. 445b 442 405c 411 330 302 452 SENIOR YEAR Fall term Industrial Management... Econ. of TranSportation. . Labor Economics. . . . . . . Cost Accounting. . . . . . . Business Law. . . . . . Winter term Industrial Management. . . . Seminar. . . . . . . . . . . Sand, Cement, & Concrete . . General Psychology. . . n . Business Law. . h . . . . . Public Utility Economics. . Spring term Industrial Management. . . . Thesis. . . . . . . . . . . Investments. . . . . . . . . Business Writing. . . . . . Business Cycles. . . . . . . 03 (A 09 U] 03 01 (fl 9- 01 00 ID -91- CATALOG 101..Genera1 Chemdstry. (Nonemetallic elements.) 4(3-6) The lectures are illustrated by appropriate experi- ments and embrace the history of chemistry, the laws of chemical combination, elementary substances, their geo- graphical distribution, properties, combinations, and technical uses. The practical relations of chemistry are made prominent. 1913. General Chemistry. (Non-metallic elements.) 3(2—6) Prerquisite: One year of high school chemistry. Similar to Course 101, but assuming a knowledge of certain fundamentals. 102. General Chemistry. (Metals). 4(3—6) Prerequisite: 101. A continuation of Course 101. The lectures are devoted to further discussion.of fundamental theories of chemistry, and the laboratory work to a study of the chemistry of the mltallic elements. . 192;. General Chemistry (Metals). 3(3-6) Prerequisite: 101a. Similar to Course 102. 103. General Chemistry. (Carbon compounds.) 4(3—6) Prerequisite: 102. A course in which the student becomes familiar With the chemistry of the carbon compounds, particularly those of the aliphatic series. In the laboratory the student Aprepares a number of typical organic compounds and ‘makes some determinations of their physical constants. . . A i 9‘4,» Ma “In“ -‘ :'.‘-A ".3; 103a. General Chemistry. (Carbon compounds.) 3(2-6) Prerequisite: 102a. Similar to course 103. C. E. 201b. Surveying and Leveling. 3(2-3) Prerequisite: Math. 102 or 102a. A course in elementary surveying, covering the use of the tape, compass, level, and transit with practice in making simple maps. C. E. 304a. Mechanics of Engineering. 5(5—0) Prerequisite: Math. 206. Elementary statics and dynamics, theory of center of gravity, friction and moment of inertia comprise principally the first term's work. Analytic methods are more generally employed, supplemented by graphic constructions and numbrous examples of practical ap- plication. C. E. 304b. Mechanics of Engineering. 5(5—0) Prerequisite: 304a. A continuation of the study as outlined under Course 304a, using the same textbook in class. Kinetics, kinematics, work and impulse are some of the divisions of this study. -94- 0. E. 304C. Resistance of Materials. 5(5-0) Prerequisite 304a. Among other considerations dealt with are simple tension, compression and shear; moment and shear in flexure of beams, with diagrams, long columns and rein- forced concrete beams. C. E. 305. Hydraulics. 3(3-0) Prerequisites: 304a, and 304b taken concurrently. This course is studied as an application of our courses in mechanics of engineering. Subdivision of the course includes hydrostatics, hydrodynamics, water supply, water power, water sheels, and turbines. Special atten~ tion is given to the flow of water in.pipes as prepara- tory to the economic design of a distributing system of a municipal water supply. C. E. 316a. Sand, Cement, and Concrete. 3(2-3) Prerequisite: Junior classification. A study of the properties of concrete aggregates and concrete, including their manipulation in construc- tion together with laboratory exercises in making the standard acceptance tests and others. C. E. 430a. Seminar. 2(2-0) Prerequisite: Senior classification. A course in reading and discussion of current engineering magazines and literature. D. & D. 104a. Mechanical Trawing. 3(0-9) Lettering and the making of name plates. Theory of orthographic projection and its application in work- ing drawings. Textbook used. D. & D. 105a. Descriptive Geometry. 3(2-4) Prerequisite: 104a. Problems in point, line, and plane and practical (”J'JSLa'xJ? --' .E’..MA.' 'i' .2 applications of same. Textbook used. D. & D. 105b. Descriptive Geometry. 3(1-6) Prerequisite: 105a. A continuation of Course 105a, including surfaces of revolution with.practica1 applications of the same. Econ. 210a. General Economics. 3(3-0) This course is designed as a general introduction to Economics for students in the divisions of Engineer- ing, Agriculture, and Home Economics. Beginning with a brief description of present-day industrial organiza- tion, it deals with the fundamental principles of the production, exchange and distribution of economic wealth and the relation of these principles to current indus— trial and financial problems. Econ. 210b. General Economics. 3(0—0) Continuation of Course 210a with special attention to application of principles to current economic ylroblcms Econ. 307. Personnel Management. 3(3—0) Personnel management is a study of the employer's methods in administering human relations in industry. This course is concerned with two aspects of the prob- lem. First, with an examination of the symptoms of inefficient organization such as labor turnover, absen— teeism and restriction of output; and second, the organ- ization of the personnel department to supervise such matters as labor supply, selection and placement, train— ing, discharge, safety and health, wages, welfare activi- ( —M ties and joint relations with employees. The course is designed both for students specializing in.personnel work and those who wish only to secure a better grasp of human relations problems in industry. Econ. 318. Money, Credit and Banking. 5(5-0) Prerequisite: 209b or 210b. A survey course of the financial organization of society. After consideration of monetary standards, foreign exchange and the social uses of credit, a study is made in turn of the principal types of modern finan— cial and credit institutions and of their relations to each other. Special attention is given to commercial banking, and to relation of national and state banks to Federal Reserve System. Econ. 316. Corporation Finance. 3(3—0) Prerequisites: 209b or 210b, 203a or 332. This course is a study of corporate form of business organization with reference to its financial administra- tion. It treats of promotion, types of stocks and bonds and conditions under which each type is issued, management of income, receivership and reorganization. Econ. 21?. Business Organization and Management. 4(4-0) Prerequisites: 209b or 210b, 203b. Study of organization and management of business enterprise from point of view of executive control. The course stresses the managerial functions of production, finance, credit, sales and traffic. Case problems are studied. Econ. 305. Labor Economics. 3(3—0) Prerequisite: 209b or 210b. As an introduction to the field of labor and industry this course examines the economic, legal and social posi- tion of the wage earner and of the wage earning groups in modern society. It surveys the evolution and charac- ter of present-day labor problems; the causes of indus- trial unrest, wages, hours of work, unemployment, indus- trial accidents, standards of living and similar problems. It analyzes the aims, policies and tactics adopted by various economic groups such as trade unions, cooperative societies and employers' associations. Econ. 330. Investment Banking and Security Markets. 3(320) Prerequisite: 318. Examines organization and operations of investment banks, underwriting syndicates, bond houses, trust com- panies and investment trusts, security exchanges and brokers, etc. Includes study of principles of invest- ment and investment characteristics of various types of corporate securities. Econ. 419. Economics of Transportation. 5(5—0) Prerequisite: 209b or 210b. This course is a study of the technical organization and services of railroads, highways, waterways and airways. The problems of integration and coordination of the several branches of transportation and of governmental regulation are considered. Business practices and prin- ciples, as an outgrowth of the interdependency of carriers and shippers, are stressed. Econ. 442. Public Utility Economics. 3(3-0) Prerequisite: 209b or 210b. This course deals with public utilities other than railroads from the double standpoint of management and public policy. The relations of public utility holding and Operating companies, franchises and problems of financing, valuation, rate-making and service regulation are given special consideration. Econ. 445a. Business Law. 3(3-0) This course attempts to give an understanding of the part which law and legal institutions play in the economic organization; and a working knowledge of essen- tial legal concepts and instruments. Attention is then given to the law of contracts, and agency, sales, and negotiable paper. Econ. 445b. Business Law. 3(3-0) Prerequisite: 445a. This course covers the ownershipand transfer of real property; and the law of business associations and incorporations, with special attention to Michigan laws governing corporations and sale of securities. Consider- ation is also given to ccnrercial arbitration. Econ. 452. Business Cycles and Forecasting. 3(3-0) Prerequisites: 318, 320. The characteristics of the periods of good and bad business with their episodes of "Tight money", crises and possibly, panics are described. Various explanations for these cycles are examined. Study is made of the problem of interpreting current business conditions. The methods of forecasting general business and of de- velopments in particular lines are examined. The prin- cipal forecasting services (Babson, Harvard, Brookmire, etc.) and some typical current forecasts are discussed. Finally the problems of business stabilization and control are given attention. Econ. 332. Accounting for Engineers. 3(3-0) A survey course in accounting emphasizing inter- i pretation of financial statements, valuation of pro- perty assets and ownership problems. Econ. 325a. Cost Accounting. 3(3—0) . Prerequisite: 203C. . .....- “Mt-w v. This course applies the principles of accounting to the problems of scientific accumulation of manufac- turing costs to determine unit and Job costs. The con- 1—gr-‘2'Fr'f‘t— - ‘. struction and interpretation of manufacturing state- ments is emphasized. Practice work will be required. E. E. 306a. Direct Current Circuits and Apparatus. 2(2-0) Prerequisites: Physics 202f, Math. 206. Laws of direct current circuits and magnetic cir- cuits. Theory of operation and characteristics of direct current motors and generators, control systems and pro- tective equipment. E. E. 306ab. Direct Current Circuits and Appmatus Lab. 1(0-3) Prerequisites: Physics 202f, Math. 206. A laboratory course for Course 306a. E. E. 306b. Alternating Current Circuits and Apparatus. 3(3—0) Prerequisites: 306a and 306hb. Theory of operation and characteristics of alternating current apparatus and transmission lines . Ilinilll‘l’ ' E. E. 306bc. Alternating Current Circuits and Apparatus Laboratory. 1(0-3) Prerequisites: 306a and 306ab. A laboratory course for Course 306b. Eng. lOZe. Composition. 3(3-0) This course gives, through study of models and fre- v, #l‘..—.._-.‘_r-._— 1. . K- .1 ‘ quent writing of themes, careful training in composition. Eng. 102f. Composition. 3(3-0) i Prerequisite: lO2e. A continuation of the work of the fall term, to- gether with practice in the use of the library and the preparation of long papers. Eng. 102g. Composition. 3(3-0). Prerequisite: 102f. Continuation of Course 102f. Speech 203a. Elementary Public Speaking. 3(3-0) Prerequisite: Eng. Comp. 1026. An elementary course combining theory and practice. It is designed for students who pursue but one course in pulblic Speaking. Efiaeech. 215d. Advanced Public Speaking. 3(3-0) Prerequi site: 215b. A course in speech psychology, advanced study of speech composition, and platform technique. One section will be reserved for advanced students in engineering, and for these 203a serves as prerequisite. % Hist. 101a. General History of Europe from the Peace of Westphalia (1648) through the French Revolution. 3(3-0) Hist. lOlb. General History of Europe from the Napoleonic Era through 1871. 3(3-o) Hist. lOlc. General History of Europe from 1871 to the “J‘- " Present Time. 3(3—0). " Math. 102. Trigonometry. 3(3-0) Prerequisites: Two and one-half entrance units in Algebra and Plans Geometry of two entrance units in Algebrlsand Geometry and Mathematics 100a. (Students in Engineering must furnish one and one-half units each of Algebra and Geometry.) Math. 103. Analytic Geometry. 3(3-0) Prerequisites: 101 or 100a, and 102. Math. 204. Calculus. 5(5-0) Prerequisite: 103 or 103b. Math. 205. Calculus. 5(5-0) Prerequisites: 204. Math. 206. Calculus. 5(5-0) PrereQuisite: 205. This course is a continuation of Course 205. Math. Statistics. 3(3-0) Prerequisite: 206. This is a course in the elementary principles of the scientific methods of interpretation of statistical data. The course will include as many of the following 1 topics in the order named as the time allotted will per— i mit: Sources of statistical data, graphical methods, ! statistical terms and units, frequency of distribution, averages, dispersion, correlation, error, curve fitting, Applications of the various tOpics to industrial statis- tics will be made in connection with the discussion of these topics. M. E. 101. Elements of Engineering. 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. 131. Pattern 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. w. E. 151. Foundry. 2(1-3) Instruction and practice in hand and machine mould- V“ ing; melting, cleaning, and trimming castings in iron, brass, bronze, and aluminum; and in core making. M. E. 161. Machine Shop. 2(1—3) Machine tool construction and operation, tool shapes cutting speeds and feeds, bench work, and pipe cutting. M. E. 211a. Metallurgy. 2(2-0) Prerequisite: Physics 202d. "ham..‘.'§ ’uLL .7 A study of the methods of manufacture of iron and “‘3 steel. The following subjects are covered: Iron and carbon; the manufacture and purification of pig iron; the manu- facture of wrought iron and crucible steel; the Bessemer process; the open hearth process; defects in ingots and castings; mechanical treatment of steel; constitution of steel and cast iron; malleable iron. M. E. 405a. Industrial Management. 3(3—0) Prerequisite: Senior classification. A study of the methods of correlation and control of materials, methods, money, and men, in a modern indus- trial organization. The effect of improvements, of product, method, and working conditions, is viewed from standpoints of all concerned. Problems dealing with.power, scientific determination of lot sizes, expense burden, etc., are especially emphasized. . ..Idul...‘ . M. E. 405s. Industrial Management. 2(1-3) Prerequisite: 405a. i Individual problems repeatedly met in industry and calling for an exact solution are segregated and studied in the environment under which they occur. Some examples are the design, operation, and cost finding of tooling a . specific piece, time and motion study, problem of installing t special, automatic or semi—automatic machinery with the re— I sultant cost and saving. M. E. 405c. Industrial Nanagement. 3(2—3) Prerequisite: 405b. A course designed to show the procedure adopted by an industrial engineer in making a survey as to location of a plant and selection of factory site, type of factory construction, heating, ventilation and sanitation, pro- cessing of work, selection and arrangement of equipment development of organization chart, introducing a factory cost system and predetermining cost of product. Mil. Sci. 101-103. Freshman Training l§(3—O) Infantry, cavalry or artillery close and extended order drills to include the school of the company, troop or battery; physical drill, ceremonies, rifle marksmanship, military courtesy and discipline, unlitary hygiene and first aid, and the National Defense Act. In addition to the above infantry sections receive instruction in scouting and patrolling; the cavalry instruction in scouting, patrolling " 3 I; I'll. ”glib; I»! l I and equitation; and the artillery sections receive second class gunner's instruction. Mil. Sci. 204-806. Sephomore Training. l§(3—O) Drill and command to qualify the student to perform the duties of corporal in the drills listed under the freshman training. In addition to the above the infantry sections receive training in musketry, automatic rifle, scouting, and patrolling and combat principles; cavalry sections instruction in musketry, cavalry weapons, employ— : ment of cavalry and equitation; and artillery sections “ first class gunner's instruction. Phys. 202d. Medhanics and Heat. 5(5—4) This course together with Courses 2026 and BOBf constitute a physics series which covers the whole field of general physics, introducing the student to the method and practice of comgining mathematics and experimental data in the solution of elementary problems in engineering and applied science. Phys. 2026. Sound and Light. 5(5-4) Prerequisite: 808d, and 202f. A continuation of Course 208d, and 202f. Phys. zogf. Heat, Magnetism, and Electricity. 5(5—4) Prerequisite: 202d. A continuation of Course 203d. . I...:'. H .. Phys. Ed. 101. Swimming. 1(1-2) Phys. Ed. 102. Calisthenics, Apparatus and Games. 1(1-2) Phys. Ed. 103a. Boxing. 1(1-2) Psych. 201. General Psychology. 4(4-0) An introductory course providing the student an opportunity to study the mental processes. Principles of instinct, emotion, feeling, sensation, perception, memory, thought, conditioned response, motivation, and r the nature of intelligence will receive careful consider- ;. ation. As the project method will be used to a large extent the class sections will be limited. C. E. ‘11 Technical Problems and Reports. 6(0-18) Original investigations and analyses are carried on by the students, for which a definite assignment of hours is made in the spring term. Two typewritten copies of each report must be deposited with the department. Journ. 302. Business Writing. 3(3-0) A course in the general principles of business correspondence with training in the composition of effec- tive business letters. Some time is devoted to other forms of business writing and the principles involved. — -[1~m1-' As to graduation requirements the following chart is produced to show the term credit hours required by the case schools for graduation. The cred its have been transferred. to equivalent credits at Michigan State Colle e. g TOTAL TERM HOURS COLLEGES REQD. FOR GRADUATION University of Illinois . . . . . , , , ”2/6 University of Southern California- ..2/0 Carnegie Institute of Technology . . . ..223 Alabama Polytechnic Institute. . . . . "205 Clarkson Institute of Technology . . - ..20”7 Massachusetts Institute of Technology . .22/ Rensselaer Polytechnic Institute . . . ..325 Cornell University. . . . . . . . . . . .2/7 University of Maine . . . . . . . . . . .305 Iowa State College . . . . . . . . . . .203 Average..............,,,,Z/Z The results bring out the fact that a normal gradu- ation requirements for this course should be 2/2. It has been designed requiring 2/2 hours. . 1 m-.vu'fla‘:1wuji.p 4J3"? ._.,..,_., ——fl Olli|illl|| .Ill CONCLUSION It should be noted that no attempt is made to pro- vide Specialized training in any of the major phases of management or engineering, and the student should bear in mind that this course is but an introduction to the period of practical experience with supplementary study which is necessary even for those who possess the highest potential capacity for leadership. The successful com- pletion of this course should, however, materially shorten this training period and produce better ultimate _,_,.. ______._._____ - -.- _ ‘1 . - I . . results. For many students the attainment of the Bachelor of Science degree marks a proper stopping place in their formal engineering education. From this course they will have received a sound general education and a train- ing in the fundamentals of the engineering profession and may enter practice equipped to undertake the work usually open to the young engineer. Indeed, many employ- ers prefer to engage young men who have completed only such a program of studies and to have them secure, through a period of apprenticeship in actual practice, the more advanced and professional applications of their training. At the Massachusetts Institute of Technology it was found that the graduates of this course, who are naturally interested in the business aspects of industry rather than technical engineering, enter upon a great variety of industrial activities. The majority engage in manu- facturing; but many are employed in merchandising and marketing analysis, and a considerable number are associated with financial establishments and investment houses, particularly in the field of investigation and analysis. A survey of graduates of the Course in Engineering‘ Administration at Massachusetts Institute showed that t":~.l"~ ‘ifiFS- 5.)? .c .1st 3—' - u outstanding later success resulted from business and engineering training. ear-2x2: . ’ ‘"Not all engineering teachers are progressive. '“ Too often older deans and department heads are excessive- ly conservative, feeling that the processes that have seemed to work for many years should be amply satisfac- tory and should not be disturbed. Thus we find that radical experimentation in engineering education is exceedingly rare. But the world moves on at a fast pace. Net only are rapid changes in material things occurring, but in these times, deep underlying foundations of the social structure are being subjected to severe scrutiny. Is engineering education keeping pace? Is it training for the best citizenship? Is it training for leadership in industry? Is it even training for the most effective service to society? These are all q uestions of tremen- dous import to America. They are so vital that if an unequivocal "yes!" could be given as the answer to each of them, it would afford boundless gratification to every *Page 561 1931 Proceeding S. P- E- E. conscientious engineering teacher." Engineering is a diversified profession, with con- stantly widening boundaries. There are many places in its field for young men of fair ability and limited training, a smaller number of commanding positions for men whose inherent superior ability has been developed through an educational process of the highest order. It has been the aim in.presenting this course that it be a source of supply for the potential leaders in engineer- ing and business. THE END. ' 1‘ V 1 ”n i .m‘. :- Ik"h%".ii “1““; .4“ 'f .. 4:0,... Ht." I..!¢17§ 5M$ ’1. Call Una-u. ' H ..L-.~v...i .. i, It V hit... .x.clo ‘.Vu.wt.lan. .l..m.c. . .l- iv‘gkrr‘f . . . n .s “.1 . i . . I e 1 till “I“.‘||.i‘i II _.. j/«f. ‘f 'H'E \INIVLP\" Y' 1‘95 H”! ”H M NH 293 03146 3627