Redefining Student Preparation for Engineering Leadership Using Model-Based Systems Engineering in an Undergraduate Curriculum

Abstract

US colleges and universities confer over 130,000 engineering degrees each year. However, while graduating students from top universities possess strong technical skills, there remains a wide gap between industry's expectations and graduating students' capabilities around systems engineering, complex project management, and essential business skills including team leadership, risk-based decision-making, and communication. Unfortunately, formal instruction to address these needs remains lacking at the undergraduate level, leaving students inadequately prepared to meet their employers' expectations upon moving into the workforce. This paper outlines an undergraduate curriculum aimed at addressing this problem through a systems engineering and leadership pilot course spanning two semesters. Pilot course participants were leaders from three aerospace-focused student project teams (n = 20), each designing an aircraft (two drone teams, and one electric-powered airplane). The course provided training on key systems engineering tools and process elements, as well as essential leadership and business skills, guiding teams as they developed their craft from requirements to competition. To accomplish this, the course implemented a lab sequence dedicated to Model-Based Systems Engineering (MBSE) in combination with teachings and team-based assignments revolving around critical Systems V-based engineering tools and processes, including risk management tools and process, project management, and Six Sigma-informed quality and test execution. Course pedagogy-supplemented by a number of guest lectures by distinguished industry practitioners-informed and directed project teams to ensure product excellence and program health. How effectively students applied these tools and processes was then assessed by panels of industry and faculty judges at three team design review events throughout the course. To ascertain the effectiveness of the teachings and enable continuous improvement to the curriculum, we examined student survey responses, quantitative scoring and comments by judges during team design reviews, and student teams' performance in their respective competitions. In addition, we incorporated feedback from experts in the aerospace field in response to course teachings and outcomes. Finally, this paper outlines future plans for scaling the curriculum to a full hands-on, lab-based experiential learning platform. It also captures plans for future expansion to a full course series (3 courses) and other engineering disciplines at the undergraduate level. Graduate applications are under consideration, but are beyond the scope of this effort and paper.