Proposing New CSU Degree Programs
Bachelor’s and Master’s Levels
Offered through Self-Support and State-Support Modes
1. Program Type (Please specify any from the list below that apply—delete the
others)
b. Self-Support
g. New Program
2. Program Identification
a. Campus
California State University, Long Beach
b. Full and exact degree designation and title (e.g. Master of Science in Genetic
Counseling, Bachelor of Arts with a Major in History).
Master of Science in Engineering Management
c. Date the Board of Trustees approved adding this program projection to the
campus Academic Plan.
January 18, 2014
d. Term and academic year of intended implementation (e.g. Fall 2013).
Fall 2016
e. Total number of units required for graduation. This will include all
requirements, not just major requirements.
30 semester units to be completed in 18 months
f. Name of the department(s), division, or other unit of the campus that would
offer the proposed degree major program. Please identify the unit that will
have primary responsibility.
College of Engineering (primary responsibility), College of Business
Administration
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g. Name, title, and rank of the individual(s) primarily responsible for drafting
the proposed degree major program.
Horne, David, Ph.D., Director of Graduate Programs CBA, Professor of
Marketing.
Nasr, Elhami, Ph.D., Professor of Civil Engineering, College of Engineering.
Saadeh, Shadi, Ph.D., Professor Civil Engineering, College of Engineering.
Shehab, Tariq, Ph.D., Professor Civil Engineering, College of Engineering.
h. Statement from the appropriate campus administrative authority that the
addition of this program supports the campus mission and will not impede the
successful operation and growth of existing academic programs.
Dr. Michael E. Solt, Dean of the College of Business Administration,
endorsed the proposed program. His statement is in Appendix A.
Dr. Jeet Joshee, Dean of the College of Continuing and Professional
Education, agrees to offer the program in self-support mode. His statement is
in Appendix A.
Dr. Forouzan Golshani, Dean of the College of Engineering, endorsed the
proposed program. His statement is in Appendix A.
i. Any other campus approval documents that may apply (e.g. curriculum
committee approvals).
The Pre-Proposal was approved February 2014.
j. Please specify whether this proposed program is subject to WASC Substantive
Change review. The campus is required to either attach a copy of the WASC
Sub-Change proposal or submit that document in lieu of the CSU proposal
format.
WASC substantive change proposal will be sent forward to CO with this new
degree proposal.
k.
Optional: Proposed Classification of Instructional Programs and CSU
Degree Program Code
Campuses are invited to suggest one CSU degree program code and one
corresponding CIP code. If an appropriate CSU code does not appear on the
system-wide list at: http://www.calstate.edu/app/resources.shtml, you can
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search CIP 2010 at http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55 to
identify the code that best matches the proposed degree program. The
Classification of Instructional Programs (CIP) is a National Center for
Education Statistics (NCES) publication that provides a numerical
classification and standard terminology for secondary and postsecondary
instructional programs. The CSU degree program code (based on old HEGIS
codes) and CIP code will be assigned when the program is approved by the
Chancellor.
CSU Degree program code for Engineering Management 49042
CIP: 15.1501
3. Program Overview and Rationale
a. Rationale, including a brief description of the program, its purpose and
strengths, fit with institutional mission, and a justification for offering the
program at this time. The rationale may explain the relationship among the
program philosophy, design, target population, and any distinctive
pedagogical methods.
Program Purpose and Description
The MSEM is an interdisciplinary online degree designed to develop management,
engineering, and problem solving skills as applied to the technical, financial, and
organizational requirements of engineering projects. It is a joint program between
CSULB’s College of Engineering (COE), College of Business Administration (CBA) and
College of Continuing and Professional Education (CCPE).
The curriculum for the MSEM degree will require the completion of 30 semester units of
coursework (10 required courses and a comprehensive exam). There will be four courses
from CBA (Accounting 500, Finance 501, Management 500 and Marketing 500) that will
provide a comprehensive foundation in business principles. There will be six courses
from COE (MSEM 506B, 507B, 570B, 591B and two advanced courses from either
Civil, Mechanical or Computer Engineering & Computer Science.
Together these courses will constitute the engineering-focused application of business
administration tools. A comprehensive exam will provide a culminating experience.
Students will be admitted each Fall as a cohort and take the courses in a lock-step
manner. The program will take less than two years. There will be two classes in Fall I,
two in Spring I, two in Summer I, two in Fall II and the final two in Spring II.
Engineering Management is the discipline of planning, organizing, securing, and
managing resources to achieve an organization’s specific goals. It is required when
optimizing manufacturing processes, implementing technological improvements,
undertaking construction projects, and any additional situation where efficiency and
3
effective implementation are desired. Such projects require management capabilities to
coordinate the work of all relevant stakeholders. Engineers that have the requisite
managerial perspective can transition from a purely technical role to an effective
leadership position.
Strengths
The MSEM program director(s) and faculty specialists who teach in the program will
offer pertinent advising about program content, courses, and preparation for the
comprehensive exam. In addition the College of Business Administration’s Graduate
Program Office has an established student advising system that offers individualized
service to graduate students. The COE and the CBA Graduate Program Office provide indepth career counseling in conjunction with the University’s Career Development Center.
The MSEM program has an active and engaged Advisory Board with high levels of
visibility in the regional engineering field. The Advisory Board has been formed and has
met on campus already.
The proposed program benefits from a MSEM Director with many years of experience in
working with graduate students. Also, the CBA Graduate Program Director is an
experienced Marketing professor with experience in growing graduate programs, and
CCPE has rich experience in developing relationships as part of their education, outreach
and training programs.
Program Philosophy and Justification
The global need for engineering managers has increased dramatically over the past fifteen
years. The number of professionals who earned advanced EM credentials grew 10 times
over the past decade (PMI 2011 (A)). Worldwide it is estimated that more than 1.2
million job openings will be posted over the next several years (Halfond 2011).
In the United States alone, it is estimated that the demand for EM will grow 8% by 2018
(Bureau of Labor Statistics 2011 (A)). It is also estimated that the increase in
employment of engineering managers will be faster than the average of all other
occupations (Bureau of Labor Statistics 2011 (B)). This significant number of EM job
openings will be necessary to fulfill new industry needs and replace retiring
professionals. Furthermore, EM has been ranked the third-most desired skill required by
business professionals (PMI 2011 (A)). The number of students who earned degrees in
EM has increased by 14% during the past two years (ASEE 2012). In a recent survey
published by the Project Management Institute (PMI), it was revealed that more than 30%
of its members plan to earn graduate degrees in EM (PMI 2011 (A)).
Despite the obvious worldwide need for EM professionals, there is a wide gap between
industry and academia. This gap is illustrated by the lack of enough EM programs offered
in American universities. It has been documented that only about 20% of American
engineering schools offer programs in management (PMI 2011 (A)). The worldwide the
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situation is no better, as more than 4,500 engineering schools around the globe do not
offer management programs (PMI 2011 (A)).
As more organizations seek out highly skilled engineering professionals, more
educational institutions must offer quality EM programs that meet industry needs. Due to
the market-driven need to fulfill California’s job market vacancies, development of a
CSULB online MSEM degree is proposed. The program will not only serve Southern
California’s industry needs, but its online format has the potential to attract a large pool
of regional and statewide engineers. These professionals may desire to advance their
careers, but often have difficulty managing their workload demands in a way that would
allow them to attend an on-campus, face-to-face program on a weekly basis.
This program will not only help CSULB to meet these evolving and expanding market
needs, but will also graduate leaders who competently compete in the challenging
national and international project management environments. This MSEM will assist in
building strong partnerships between industry and CSULB on a local, regional and global
scale.
Alignment with the University’s Mission
As a globally-oriented program designed to advance its graduates’ career opportunities, it
aligns with the University’s mission of being a “globally-engaged public university
committed to providing highly-valued educational opportunities”. And by offering a
curriculum that responds directly to employer skillset demands, it aligns with “CSULB’s
core academic purpose to graduate students with highly-valued degrees,” as described in
the University’s Strategic Plan.
b. Proposed catalog description, including program description, degree
requirements, and admission requirements. For master’s degrees, please also
include catalog copy describing the culminating experience requirement(s).
Degree Program Name
Master of Science in Engineering Management (MSEM)
Catalog Description
Engineering Management (EM) is the discipline of planning, organizing, securing, and
managing resources to achieve an organization’s specific goals. It is required in
circumstances such as optimizing manufacturing processes, implementing
technological improvements, construction projects of all sizes and any additional
situation where efficiency and smooth implementation are desired. These projects
require management capabilities to coordinate the work of all relevant stakeholders
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Degree requirements
The degree requirements comprise a 30-unit, lock-step sequence of courses covering
three core components: (i) developing a broad understanding of business administration
principles (ii) acquiring advanced engineering skills related to the management of
projects and (iii) acquiring advanced engineering skills in the areas of either Civil,
Mechanical or Computer Engineering & Computer Science.
The ten courses (30 semester units) are all at graduate level, and are listed as follows:
Course Code
Accounting 500
Finance 501
Management 500
Marketing 500
MSEM 506B
MSEM 507B
MSEM 570B
MSEM 591B
CE/MAE/CECS
Course Title
Financial Accounting
Financial Management Concepts
Business Policies, Operations and
Organizations
Marketing Concepts
Management of Engineering Technology
and Innovation
Engineering Project Management
Engineering Management Principles and
Applications
Engineers to Managers – A Transition
Engineering-Specific Electives
Units
3
3
3
3
3
3
3
3
6
30
Program Admission Requirements
Admission decisions are based on consideration of the applicant’s previous academic
record, statement of purpose, resume, letters of recommendation, and performance on
admission and English proficiency exams:







A bachelor’s degree in engineering or engineering technology from a regionally
accredited university
A minimum GPA of 2.7 in the last 60 semester units attempted, and good
standing at the last college attended
A statement of purpose
A recent resume
Two letters of recommendation
Admission and English proficiency exams
A satisfactory score is required on either the Graduate Management Admission
Test (GMAT) or the Graduate Record Exam (GRE) that demonstrates balance
between verbal and mathematical skills.
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
International applicants must take TOEFL and score a minimum of (i) 80 on the
online version or (ii) 550 on the paper version of this examination. A score of 4.0
or higher on the writing portion of the GMAT or GRE may be used to waive
the TOEFL requirement for international applicants. IELTS will be accepted as a
substitute to TOEFL if no individual section score is less than 6.

Although there is no prerequisite coursework, students who performed reasonably
well in math and statistics courses are more likely to succeed in this program. As
a reference point, scores at the 60th percentile or higher on the quantitative
section of the GMAT or GRE will be considered as satisfactory.
University Graduation Requirements

Applicants who are admitted to the program will be subject to the university’s
Graduation Writing Assessment Requirement (GWAR). All entering students are
required to take the GWAR Placement Exam (GPE), except students who have
previously (1) received degrees from accredited colleges and universities in the
United States; or (2) received degrees from an accredited non-US institution
located in a country where English is a primary language of communication; or
(3) achieved a score of 4.0 or higher on the writing portion of the GMAT or GRE.

Completion of 30 units of approved graduate courses with a 3.0 GPA or better

Achieve a passing score on the breadth and specific sections of the comprehensive
exam.

Satisfaction of all university graduation requirements.
Catalog Description of Culminating Experience
The MSEM’s culminating requirement will be a two-day comprehensive exam. The
exam will have three sections. One section will be devoted to an understanding of the
business administration principles. One section will be devoted to the broad engineering
concepts learned. The final section will concentrate on the specific engineering field of
study chosen by the student: Civil, Mechanical or Computer Engineering & Computer
Science.
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4. Curriculum
a. Descriptions of: 1) Institutional Learning Outcomes (ILOs), 2) Program
Learning Outcomes (PLOs), and 3) Student Learning Outcomes (SLOs).
Institutional Learning Outcomes (ILOs)
The CSULB Institutional Learning Outcomes focus on the knowledge and skills that
students will acquire upon graduation.
CSULB graduates will be:
 Well-prepared with communication, numeracy and critical thinking skills to
successfully join the workforce of California and the world or to pursue advanced
study;
 Critically and ethically engaged in global and local issues;
 Knowledgeable and respectful of the diversity of individuals, groups, and cultures;
 Accomplished at integrating the skills of a liberal education with disciplinary or
professional competency;
 Skilled in collaborative problem-solving, research, and creative activity.
Program Learning Outcomes (PLOs)
The MSEM program graduates will:
1. Demonstrate understanding of engineering management functions, ethics,
practices and related theories and be able to integrate this functional knowledge in
order to solve engineering management problems.
2. Possess quantitative, technological and critical thinking skills enabling to analyze,
interpret, and communicate engineering data effectively, improve project
performance and pursue life-long learning.
3. Possess interpersonal, leadership and team working skills
4. Demonstrate knowledge of domestic and global engineering project management
environments
5. Apply knowledge of advanced engineering management to the solution of
complex engineering projects
Student Learning Outcomes (SLOs)
The MSEM program uses the (a) through (k) Student Learning Outcomes (SLOs) that are
used by the Accreditation Board for Engineering and Technology (ABET), which meet the
ILOs and PLOs. The connections between PLOs and SLOs, in all program courses, are
shown in Table 4.1.
A. Ability to apply knowledge of mathematics, and general scientific and
engineering principles to the solution of problem. This SLO Criterion is
connected to PLOs 2 and 5. These skills will be introduced in in MSEM 506B,
developed in MSEM 570B and mastered in CE 536, CE 542, MAE 505, MAE
508, CECS 643 and CECS 543.
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B. Ability to conduct field observations and experiments, as well as to analyze and
interpret data. This SLO Criterion is connected to PLOs 1 and 2. These skills will
be introduced in in MSEM 591B, 506B, 507B, developed in MSEM 570 B and
mastered in CE 536, CE 542, MAE 505, MAE 508 and CECS 643 and CECS
543.
C. Ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability. This SLO Criterion is
connected to PLOs 4 and 5. These skills will be introduced in MSEM 591B,
506B, 507B, developed in MSEM 570B, and mastered in MAE 505, MAE 508,
CE 542, CE 536, CECS 543 and CECS 643.
D. Ability to function on multi-disciplinary teams. This SLO Criterion is connected
to PLOs 1, 3 and 4. These skills will be introduced in MSEM 506B, 591B, 507B,
570B, ACCT 500, developed in MKTG 500, MGMT 500 and mastered in FIN
501.
E. Ability to identify, formulate, and solve engineering problems. This SLO
Criterion is connected to PLOs 2 and 5. These skills will be introduced in
MSEM 506B, developed in MSEM 570B and mastered in MAE 505, MAE 508,
CE 542, CE 536, CECS 543 and CECS 643.
F. Understanding of professional and ethical responsibility. This SLO Criterion is
connected to PLOs 1 and 4. These skills will be introduced in MSEM 506B,
591B, 507B, developed in MSEM 570B and mastered in CE 536, CE 542 MAE
505, MAE 508, CECS 543 and CECS 643.
G. Ability to communicate effectively, in written, oral and graphical formats. This
SLO Criterion is connected to PLOs 1, 2 and 3. These skills will be introduced in
MSEM 591B, 506B, 507B, ACCT 500, developed in 570B, MKTG 500, MGMT
500 and mastered in CE 536, CE 542, MAE 505, MAE 508,
CECS 643, CECS 543, and FIN 501.
H. Achievement of the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal context.
This SLO Criterion is connected to PLOs 4 and 5. These skills will be introduced
in MSEM 506B, 591B, 507B, developed in MSEM 570B, MGMT 500, MKTG
500 and mastered in CE 536 or CE 542,.
I. Recognition of the need for, and the ability to engage in life-long learning. This
SLO Criterion is connected to PLOs 1, 2 and 5. These skills will be introduced in
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MSEM 591B, 507B, 506B, developed in MSEM 570B, and mastered in CE 536,
CE 542, MAE 505, MAE 508, CECS 543 and CECS 643.
J. Knowledge of contemporary issues. This SLO Criterion is connected to PLOs 4
and 5. These skills will be introduced in MSEM 591B, 506B, 507B, developed in
MSEM 570B, MKTG 500 and/or MGMT 500 and mastered in CE 536, CE 542.
K. Ability to use the techniques, skills, and modern engineering tools necessary for
engineering practices. This SLO Criterion is connected to PLOs 2 and 5. These
skills will be introduced in MSEM 506B, 507B, developed in MSEM 570B, and
mastered in CE 536, CE 542, MAE 505, MAE 508, CECS 543 and CECS 643.
b. Include plans for assessing Program Learning Outcomes or Goals
and Student Learning Outcomes.
The MSEM program implements a comprehensive quality assessment and improvement
plans, which are similar to that implemented by the College of Engineering. Standard
Course Outlines (SCOs) were developed for all MSEM program courses, which explicitly
specify the PLOs and SLOs addressed by each course. Table 4.1 demonstrates the
relationships between: 1) Program Learning Outcomes (PLOs); 2) Student Learning
Outcomes (SLOs) and 3) Assessment Plan.
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Table 4.1. Relationships between Program Outcomes, Student Learning Outcomes and Assessment Methodology
Program Learning
Outcomes (PLOs). Each
relate directly to one or
more Student Learning
Outcomes (SLOs)
Course(s)
Introducing/
Developing
SLOs
Course(s)
Assessing
SLOs
Frequency of
Assessment
Assessment
Activities
1.
Tools to
Score/
Evaluate
Assessment
Activities
Reporting
Assessment
Data
Who Will
Administer
and
Analyze
Reporting
Assessment
Data
Anticipated
Closing the Loop
Strategies
Demonstrate understanding of engineering management functions, ethics, practices and related theories and be able to integrate this functional knowledge in
order to solve engineering management problems.
B.
Ability to conduct
field observations and
experiments, as well as to
analyze and interpret data.
MSEM 506B,
MSEM 570B,
Twice in five
Exam
Exam scores,
Percentage of
Faculty,
Presentation
MSEM faculty will
D.
Ability to function
570B, 591B,
591B, 507B,
years
questions,
Rubrics
students
Directors of
to Dean and
periodically review
on multi-disciplinary teams
507B,
FIN 501
individual
scoring above
COE and
associate
and improve
F.
Understanding of
MKTG 500
assignments
designated
CBA
Deans by the
curriculum and
professional and ethical
MGMT 500
and Term
level
Graduate
Director of
individual course
responsibility
FIN 501
project
Programs
MSEM
content
G.
Ability to
communicate effectively, in
written, oral and graphical
formats
I.
Recognition of the
need for, and the ability to
engage in life-long learning
2.
Possess quantitative, technological and critical thinking skills enabling to analyze, interpret, and communicate engineering data effectively, improve project
performance and pursue life-long learning.
A.
Ability to apply
knowledge of mathematics,
and general scientific and
engineering principles to the
solution of problem
B.
Ability to conduct
ACCT 500
MSEM 570B
Twice in five
Exam
Exam
Percentage
Faculty,
Presentation
MSEM faculty will
field observations and
FIN 501
CE 542
years
questions,
scores,
of students
Directors of
to Dean and
periodically review
experiments, as well as to
MKTG 500
CE 536
individual
Rubrics
scoring
COE and
associate
and improve
analyze and interpret data.
MGMT 500
FIN 501
assignments
above
CBA
Deans by the curriculum and
E.
Ability to identify,
MSEM 570B
and
designated
Graduate
Director of
individual course
formulate, and solve
CECS 543
term project
level
Programs
MSEM
content
engineering problems
CECS 643
G.
Ability to
CE 536
communicate effectively, in
CE 542
written, oral and graphical
MAE 505
formats
MAE 508
I.
Recognition of the
need for, and the ability to
engage in life-long learning
11
Program Learning
Outcomes (PLOs). Each
relate directly to one or
more Student Learning
Outcomes (SLOs)
K.
Ability to use the
techniques, skills, and
modern engineering tools
necessary for engineering
practices
3.
Course(s)
Assessing
SLOs
Frequency of
Assessment
Assessment
Activities
Tools to
Score/
Evaluate
Assessment
Activities
Reporting
Assessment
Data
Who Will
Administer
and
Analyze
Reporting
Assessment
Data
Anticipated
Closing the Loop
Strategies
Exam
questions,
individual
assignments
and
term project
Exam scores,
Rubric
Percentage of
students
scoring above
designated
level
Faculty,
Directors of
COE and
CBA
Graduate
Programs
Presentation
to Dean and
associate
Deans by the
Director of
MSEM
MSEM faculty will
periodically review
and improve
curriculum and
individual course
content.
Exam
scores,
Rubrics
Percentage
of students
scoring
above
designated
level
Faculty,
Directors of
COE and
CBA
Graduate
Programs
Presentation
to Dean and
associate
Deans by the
Director of
MSEM
MSEM faculty will
periodically review
and improve
curriculum and
individual course
content
Possess interpersonal, leadership and team working skills
D.
Ability to function
on multi-disciplinary teams
G.
Ability to
communicate effectively, in
written, oral and graphical
formats
4.
Course(s)
Introducing/
Developing
SLOs
MSEM 591B,
570B, 506B,
507B,
ACCT 500
FIN 501
MKTG 500
MGMT 500
CECS 543
CECS 643
CE 536
CE 542
MAE 505
MAE 508
MSEM 570B
MSEM 507B
CE 536
FIN 501
Twice in five
years
Demonstrate knowledge of domestic and global engineering project environments
C.
Ability to design a
system, component, or
process to meet desired
needs within realistic
constraints such as
economic, environmental,
social, political, ethical,
health and safety,
manufacturability, and
sustainability
D.
Ability to function
on multi-disciplinary teams
F.
Understanding of
professional and ethical
responsibility
H.
Achievement of
the broad education
necessary to understand the
impact of engineering
solutions in a global,
economic, environmental,
and societal context
MSEM 591B
ACCT 500
FIN 501
MKTG 500
MGMT 500
MSEM 507B
MSEM 570B
CE 536
CE 542
MSEM 507B
MSEM 570B
CE 536
FIN 501
Twice in five
years
Exam
questions,
individual
assignments
and
term project
12
Program Learning
Outcomes (PLOs). Each
relate directly to one or
more Student Learning
Outcomes (SLOs)
Course(s)
Introducing/
Developing
SLOs
Course(s)
Assessing
SLOs
Frequency of
Assessment
Assessment
Activities
Tools to
Score/
Evaluate
Assessment
Activities
Reporting
Assessment
Data
Who Will
Administer
and
Analyze
Reporting
Assessment
Data
Anticipated
Closing the Loop
Strategies
Faculty,
Directors of
COE and
CBA
Graduate
Programs
Presentation
to Dean and
associate
Deans by the
Director of
MSEM
MSEM faculty will
periodically review
and improve
curriculum and
individual course
content
J.
Knowledge of
contemporary issues
5.
Apply knowledge of advanced engineering management to the solution of complex engineering projects
A.
Ability to apply
knowledge of mathematics,
and general scientific and
engineering principles to the
solution of problem
C.
Ability to design a
system, component, or
process to meet desired
needs within realistic
constraints such as
economic, environmental,
social, political, ethical,
health and safety,
manufacturability, and
sustainability
E.
Ability to identify,
formulate, and solve
engineering problems
H.
Achievement of
the broad education
necessary to understand the
impact of engineering
solutions in a global,
economic, environmental,
and societal context.
I.
Recognition of the
need for, and the ability to
engage in life-long learning
J.
Knowledge of
contemporary issues
K.
Ability to use the
techniques, skills, and
modern engineering tools
necessary for engineering
practices
MSEM 506B
CECS 543
CECS 643
CE 536
CE 542
MAE 505,
MAE 508
CE 536
MAE 508
CECS 643
Twice in five
years
Exam
questions,
individual
assignments
and
term project
13
Exam
scores,
Rubric
Percentage
of students
scoring
above
designated
level
Table 4.2 lists the courses in which MSEM PLOs are introduced, developed, and mastered. As shown in Table 4.1, each PLO program
Learning Outcome is covered by five courses, at least.
Table 4.2: Introduction, Development and Master of PLOs Throughout the Program*
Program
Learning
Outcome
(1-5)**
1
2
3
4
5
General
Requirement
(6 units)
Core (12 units)
Area Electives (12 units)
Management Specific
(6 units)
Engineering Specifics (6 units)
students with CE
background
CE 536
CE 542
students with MAE
background
MAE 505
MAE 508
students with CECS
background
CECS
CECS
543
643
MSEM
591B***
ACCT
500
MSEM
506B
MSEM
507B
MSEM
570B
MKTG
500
MGMT 500
FIN 501
Engineers
to
ManagersA
Transition
Managerial
and
Financial
Accounting
Management
of
Engineering
and
Technology
Engineering
Project
Management
Engineering
Management
Principles
and
Practices
Marketing
Concepts
Business
Policies,
operations
and
organizations
Financial
Management
Concepts
Urban Water
surface
Management
Geotechnical
Projects
Quantitative
Methods for
Engineering
Managers
Systems
Engineering
and
Integration
Advanced
Software
Engineering
Advanced
Software
Engineering
3 units
I
3 units
3 units
I
3 units
I
3 units
D
D
D
D
3 units
M
M
M
M
3 units
I
I
3 units
D
D
D
D
3 units
I
3 units
D
D
D
D
D
M
M
M
M
M
M
M
M
3 units
M
M
M
3 units
M
M
M
3 units
M
M
M
3 units
M
M
M
M
M
M
M
I
I
I
I
I
I
*Introduced (I), developed (D), and mastered (M).
** 1: demonstrate understanding of engineering management functions, ethics, practices and related theories and be able to integrate this
functional knowledge in order to solve engineering management problems; 2: possess quantitative, technological and critical thinking skills
enabling to analyze, interpret, and communicate engineering data effectively, improve project performance and pursue life-long learning; 3:
possess interpersonal, leadership and team working skills; 4: demonstrate knowledge of domestic and global engineering project
environment; 5: apply knowledge of advanced engineering management to the solution of complex engineering projects
*** It was listed in the CSULB Catalog up to 2007. This proposal considers MSEM 591 B to be a new course to be developed (Table 4.6).
14
According to ABET accreditation requirements, each student learning outcome SLO needs to be
covered and assessed in at least three required courses. As shown in Table 4.3, each SLO is
covered in 7 courses, at least. MSEM program faculty members will design and implement
assessment methodology, rubrics and standards to be administered in selected courses.
According to ABET, each SLO should be assessed every two years. Table 4.3 shows a proposed
assessment schedule every two years. 70% of students, or higher, who exceed and meet
expectations is targeted. If this benchmark will not be met, a plan to improve the student learning
outcome will be developed and implemented to ensure delivery of high quality program.
Furthermore, a student and employer satisfaction surveys will be administered at least twice in six
years to monitor overall program performance.
15
Table 4.3: Assessment Schedule Every Two Years
Year
Cohort
1
1
1
2
2
Course
A
MSEM 591B
MSEM 506B
MSEM 507B
X
X
MSEM 570B
X
FIN 501
CE 536 or
MAE 505 or
CECS 543*
CE 542 or
MAE 508 or
CECS 643*
MSEM 591B
MSEM 506B
MSEM 507B
b
X
X
X
X
c
X
X
X
d
X
X
X
X
e
X
X
X
f
X
X
X
X
X
g
X
X
X
X
h
j
k
X
X
X
i
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
*Two courses that correspond to the student’s background and interest
16
c. Indicate total number of units required for graduation.
The program requires completion of 30 semester units.
d. Include a justification for any baccalaureate program that requires more than 120-semester units or 180-quarter units.
Not applicable.
e. If any formal options, concentrations, or special emphases are planned under the proposed major, identify and explain fully.
Optional: You may propose a CSU degree program code and CIP code for each concentration that you would like to report
separately from the major program, if the option is approximately equivalent to a degree currently listed on the CSU
application-booklet degree program table. If an appropriate CSU code does not appear on the system-wide list at:
http://www.calstate.edu/app/resources.shtml,
you
can
search
CIP
2010
at
http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55 to identify the code that best matches the proposed degree program.
Not applicable
f. List all requirements for graduation, including electives, for the proposed degree program, specifying catalog number, title,
total units required for completion of the degree, major requirements, electives*, and prerequisites or co-requisites (ensuring
there are no “hidden prerequisites that would drive the total units required to graduate beyond the total reported in 4c
above). Include proposed catalog descriptions of all new courses.
The requirements for graduation are the same as all requirements for the award of Master of Science in Engineering fields and listed in
the CSULB catalog, including completion of 30 semester units with a minimum GPA of 3.0, successful completion of a
comprehensive exam and completion of the courses listed in Table 4.4.
The 30 units are divided into three categories: 1) General Requirements (6 units); 2) Core Courses (12 units) and 3) Engineering Area
Electives (6 units) and Business Area Electives (6 units). Figure 4.1 depicts the distribution of the 30 program units.
Table 4.5 lists course numbers, titles and catalog descriptions.
17
Table 4.4: Required Courses for Graduation
Catalog #
Course Title
MSEM 506B
Management of
Engineering and
Technology
Engineering Project
Management
Engineering
Management
Principles and
Practices
Engineers to
Managers- A
Transition
Financial
Accounting
Marketing
Concepts
Business Policies,
operations and
organizations
Financial
Management
Concepts
Geotechnical
Projects
Urban Surface
Water Management
MSEM 507B
MSEM 570B
MSEM 591B
ACCT 500
MKTG 500
MGMT 500
FIN 501
CE 542
CE 536
Civil Engineering
major
Units
G/C/E
*
CE Major
Req.?
(Y/N)
CECS Major
Req.? (Y/N)
MAE Major
Req.?
(Y/N)
3
C
Y
Y
Y
3
C
Y
Y
Y
3
C
Y
Y
Y
3
G
Y
Y
Y
3
G
Y
Y
Y
3
C
Y
Y
Y
3
E
Y
Y
Y
3
E
Y
Y
Y
3
E
Y
N
N
3
E
Y
N
N
18
ECS 543
CECS 643
Computer Science
major
MAE 505
MAE 508
Mechanical
Engineering major
Advanced Software
Engineering I
Advanced Software
Engineering II
3
E
N
Y
N
3
E
N
Y
N
Quantitative
Methods for
Engineering
Managers
Systems
Engineering and
Integration
3
E
N
N
Y
3
E
N
N
Y
* G: General Requirement; C: Core; E: Area Elective
19
Master of Science in Engineering Management (30 Units)
General Requirement
(6 units)
• MSEM 591B*: Engineers
to Managers – A
Transition
• ACCT 500: Financial
Accouting
Core
(12 units)
Area Electives
(12 units)
• MSEM 506B: Management
of Engineering and
Technology
• MSEM 507B: Engineering
Project Management
• MSEM 570B: Engineering
Management Principles and
Practices
• MKTG 500: Marketing
Concepts
Comprehensive Exam
(0 Units)
Business Specific (6 units)
• MGMT 500: Business policies,
operations and Organizations
• FIN 501: Financial Management
Concepts
• Online Comp. Exam
Engineering Specific (6 Units)**
CE
MAE
CECS
1- CE 536
1- MAE 505
1 - CECS 543
2- CE 542
2- MAE 508
2- CECS 643
* It was listed in the CSULB Catalog up to 2007. This proposal considers MSEM 591 B to be a new course to be developed (Table 4.6).
** Two courses that correspond to the student’s background and interest.
Figure 4.1: Master of Science of Engineering Management (MSEM)
20
Table 4.5: Course Catalog Descriptions
Catalog #
MSEM 506B
Course Title
Management
of Engineering
and
Technology
Catalog Description
Analysis of the principles and theory of engineering
administrative organizations, information systems,
management functions, decision making tools,
strategies and administrative policy formulations.
Letter grade only (A-F).
Theory and philosophies of project management,
principles of internal and industrial organization
planning and control systems, motion in time study,
industrial statistics, industrial research as aid to
decision making. Letter grade only (A-F).
Engineering management principles/applications.
Relationships of management functions -modern
products or service based companies. Technical
organization in global market place. Reengineering,
empowerment, concurrent engineering, and systemic
thinking. Evolutionary theories of management.
Strategic planning, goal setting, communication,
resource distribution, etc. Letter grade only (A-F).
Designed to assist and equip engineers in making a
successful transition into management. include:
Engineering mindset ; Traits of successful managers;
Corporations as an intricate system of people,
machines, and facilities; ; Role of “people skills” in
non-coercive supervision; Responsibilities of technical
managers; ; Managing changes and technology
innovation; ; Team projects involving realistic
scenarios and case studies. Letter grade only (A-F).
MSEM 507B
Engineering
Project
Management
MSEM 570B
Engineering
Management
Principles and
Practices
MSEM 591B
Engineers to
Managers - A
Transition
ACCT 500
Financial
Accounting
Develop skills required to interpret and analyze the information
contained in the financial statements, with emphasis on the
use of accounting information as an aid to business decisions.
Letter grade only (A-F).
MKTG 500
Marketing
Concepts
Overview of the decision process in marketing.
Consideration of functional areas and their interaction
with the total operations of the firm. Introduction to the
development of marketing strategy and planning.
Letter grade only (A-F).
MGMT 500
Business
Policies,
operations
and
organizations
Theory and philosophies of administrative
organizations systems, information systems,
management functions, decision making, strategy and
policy formulation, operations planning, and control
systems. Letter grade only (A-F).
21
FIN 501
Financial
Management
Concepts
CE 536**
Urban surface
Water
Management
CE 542**
Geotechnical
Projects
CECS 543**
Advanced
Software
Engineering I
CECS 643**
Advanced
Software
Engineering II
MAE 505**
Quantitative
Methods for
Engineering
Managers
MAE 508**
Systems
Engineering
and
Integration
Integration of computers, management information
systems and cases to: (1) time value of money, risk,
valuation, cost of capital, capital structure; (2) capital
budgeting; (3) long-term financing decisions; (4)
working capital policy and management; (5) financial
analysis and planning. Letter grade only (A-F).
Planning and design of facilities to control flooding,
erosion, sedimentation, and non-point source pollution
for urban storm water runoff management.
Presentation of analysis and design methodologies,
structural and non-structural measures for
management, and master planning principles. Letter
grade only (A-F).
Design and problem solving oriented geotechnical
projects utilizing soil mechanics theory and
experimental methods according to the state-of-the-art
practice.
Letter grade only (A-F).
Study of software engineering as a broad, problem–
solving discipline. Includes structured programming
and software project management.
Master's students register in CECS 543 or CECS 643;
Ph.D. students register in CECS 643. Additional
projects required for CECS 643. (Letter grade only (AF).
Study of software engineering as a broad, problem–
solving discipline. Includes structured programming
and software project management.
Letter grade only (A-F).
Concepts and methods using quantitative approaches
in engineering management decision-making.
Computer-based tools used in management decisionmaking for subjective approaches. Probabilistic
methods, forms of linear program model, network
analysis, dynamic programming, Monte Carlo
simulation and queuing models. Methods formulating
problems are emphasized.
Letter grade only (A-F).
Tools and methods employed by systems engineers in
aerospace industry. Development of system functions,
requirements, verification and validation, and
interfaces in context of integrated product teams and
the product life cycle. Trade studies and risk
management. Projects assigned, written reports and
oral presentations are required. Letter grade only (AF).
22
* ** Two courses that correspond to the student’s background and interest
g. List any new courses that are: (1) needed to initiate the program or (2) needed
during the first two years after implementation. Include proposed catalog
descriptions for new courses. For graduate program proposals, identify whether
each new course would be at the graduate-level or undergraduate-level.
Table 4.6: Reinstated course to appear in AY 2016-17 catalog
Catalog # Course Title
Level
Course Catalog Description
MSEM
Engineers
Graduate Designed to assist and equip engineers in
591B
to
making a successful transition into management.
ManagersEngineering mindset ; Traits of successful
A Transition
managers; Corporations as an intricate system of
people, machines, and facilities; Role of “people
skills” in non-coercive supervision;
Responsibilities of technical managers; Managing
changes and technology innovation; Letter grade
only (A-F).
23
h.
Table 4.7
Year
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
Attach a proposed course-offering plan for the first three years of program
implementation, indicating likely faculty teaching assignments.
Three Year Course Sequence and likely instructors
Cohort
Cohort
Term
Corse No
Instructor
1
Fall I
MSEM 591B Elhami Nasr
1
Fall I
ACT 500
Rod Smith
1
Spring I
MSEM 506B Tariq Shehab
1
Spring I
MSEM 507B Elhami Nasr
1
Summer I
MKT 500
Scott Flexo
1
Summer I
MSEM 570B Shadi Saddeh
1
2
Fall II/Fall I FIN 501/
Cindy Chen/
MSEM 591B Elhami Nasr
1
2
Fall II/Fall I CE 536 or
Antonella
Scortino or
MAE 505 or John Hsu or
CECS 543/
Burkhard
Englert/
ACT 500
Rod Smith
1
2
Spring II/
MGMT 500/ Mark
Spring I
Washburn/
MSEM 506B Tariq Shehab
1
2
Spring II/
CE 542 or
Lisa Star or
Spring I
MAE 508 or John Hsu or
CECS 643/
Burkhard
Englert/
MSEM 507B Elhami Nasr
2
Summer I
MKT 500
Scott Flexo
2
Summer I
MSEM 570B Shadi Saddeh
2
Fall II/Fall I FIN 501/
Cindy Chen/
MSEM 591B Elhami Nasr
2
Fall II/Fall I CE 536 or
Rebeka
Sultana or
MAE 505 or John Hsu or
CECS 543/
Burkhard
Englert/
ACT 500
Rod Smith
2
Spring II/
MGMT 500/ Mark
Spring I
Washburn/
MSEM 506B Tariq Shehab
2
Spring II/
CE 542 or
Lisa Star or
Spring I
MAE 508 or John Hsu or
CECS 643/
Burkhard
Englert/
MSEM 507B Elhami Nasr
Summer I
MKT 500
Scott Flexo
Summer I
MSEM 570B Shadi Saddeh
24
For master’s degree proposals, include evidence that program requirements conform
to the minimum requirements for the culminating experience, as specified in Section
40510 of Title 5 of the California Code of Regulations.
i.
The comprehensive exam demonstrates the culminating experience of the proposed MSEM
program. The rules and requirements of this exam meet the following requirements of all
CSULB rules, regulations and guidelines related to comprehensive exams:

The comprehensive examination aims to assess a student’s mastery of the subject matter.
The material for the exam will be drawn from multiple classes selected by the College of
Engineering and College of Business Administration. Passing criteria follow the
requirements of the two colleges.

The content of the comprehensive exam will be determined by the College of
Engineering and College of Business Administration. The exam may be written or oral or
both. A faculty committee shall represent the two colleges in preparing questions,
administering, and reading the examination. The exam should provide an opportunity for
students to demonstrate their analytic ability and knowledge of the discipline.

Requirements for comprehensive exam
1. Must have completed all degree coursework.
2. Must be in good standing with cumulative GPA of 3.0.
j.

For graduate degree proposals, cite the corresponding bachelor’s program and
specify whether it is (a) subject to accreditation and (b) currently accredited.
A bachelor’s degree in engineering or engineering technology from a regionally
accredited university
25
k. For graduate degree programs, specify admission criteria, including any prerequisite
coursework.
Admission is based on the following criteria:







A bachelor’s degree in engineering or engineering technology from a regionally
accredited university
A minimum GPA of 2.7 in the last 60 semester units attempted, and good standing at
the last college attended
A statement of purpose
Recent resume
Two recommendation letters
A satisfactory score, to be specified by the admission committee of the MSEM
program, is required on the Graduate Management Admission Test (GMAT) and the
Graduate Record Exam (GRE) that demonstrates balance between verbal and
mathematical skills.
International applicants must successfully complete TOEFL and score a minimum of
(i) 80 on the online version or (ii) 550 on the paper versions, respectively. A score of
4.0 or higher on the writing portion of the GMAT and GRE may be used to waive
the TOEFL requirement for international applicants.
l. For graduate degree programs, specify criteria for student continuation in the
program.
Program admitted students will follow the university’s Graduation Writing Assessment
Requirement (GWAR). All entering students are required to take the GWAR Placement Exam
(GPE), except students who have previously:
1. Received degrees from accredited colleges and universities in the United States
or
2. Received degrees from an accredited non-US institution located in a country where
English is a primary language of communication
or
3. Achieved a score of 4.0 or higher on the writing portion of the GMAT or GRE.
Students in the program must sustain a cumulative GPA of 3.0 or better.
m. For undergraduate programs, specify planned provisions for articulation of the
proposed major with community college programs.
Not applicable.
26
n. Describe advising “roadmaps” that have been developed for the major.
Advising sessions will be offered as follows:
Figure 4.2 depicts the advising roadmap of the MSEM program





Students will be scheduled to meet online with Graduate Program Director once per
semester, at least.
The program will have a comprehensive student-centered online orientation.
At the beginning of the second semester, direct advising will take place to monitor
student performance.
At the beginning of third semester, direct advising will take place to provide job search
suggestions and best practices.
At the end of the third semester, a program satisfaction survey will be sent students
27
Semester 1
• Advising Session 1: full program orientation and the importance of students connecting with faculty
on a regular basis for advising purposes will be highly emphasized.
• MSEM 591B: Engineers to Managers – A Transition
• ACCT 500: Financial Accouting
Semesters 2 and 3
• Advising Session 2 and 3: The importance of students connecting with the Program Director and
faculty on a regular basis for advising purposes will further emphasized. Job search suggestions and
best practices are discussed.
• MSEM 506B: Management of Engineering and Technology
• MSEM 507B: Engineering Project Management
• MSEM 570B: Engineering Management Principles and Practices
• MKTG 500: Marketing Concepts
Semesters 4 and 5
• Advising Session 4 and 5: Job search suggestions and best practices are discussed.
•
•
•
•
MGMT 500: Business policies, operations and Organizations
FIN 501: Financial Management Concepts
Two Elective Courses
Program Satisfaction Survey
Figure 4.2 Advising and Course Roadmap
28
o.
Describe how accreditation requirements will be met, if applicable, and anticipated
date of accreditation request (including the WASC Substantive Change process).
The MSEM program will be accredited by the Accreditation Board for Engineering and
Technology (ABET). Accreditation must meet three sets of standards: strategic planning
standards, participants standards (faculty qualifications and sufficiency), and assurance of
learning standards.
The proposed MSEM program will be subjected to a well-developed strategic planning process
and a strategic plan. The assessment activities needed to demonstrate assurance of learning are
detailed above in section 4.b. of this document.
ABET requires that for each program, sixty percent (60%) of annual teaching effort is delivered
by faculty who actively engage in teaching activities and go beyond their direct teaching
responsibilities. There are sufficient participating faculty members who meet this requirement.
Accreditation Note for Master’s degree program proposals:
If subject to accreditation, establishment of a master’s degree program should be preceded
by national professional accreditation of the corresponding bachelor’s degree major
program.
The proposed MSEM is subject to the Accreditation Board for Engineering and Technology
(ABET) accreditation. An extensive accreditation maintenance review is conducted every five
years. The College of Engineering received extension of accreditation by ABET in 2012 for their
Undergraduate degrees. The next maintenance of accreditation review will take place during AY
2017-2018.
29
5. Societal and Public Need for the Proposed Degree Major Program
a. List of other California State University campuses currently offering or projecting the
proposed degree major program; list of neighboring institutions, public and private,
currently offering the proposed degree major program.
Institution
Degree Title
Required
Credit
Hours
Modality
Term
Schedule
Program
Length Years
California
State
University,
Monterey Bay
M.S. of
Management
and I.T.
40
Online/ On
Campus
Semester
1.5 - 2
California
State
University,
East Bay
M.S. in
Engineering
Management
48
On Campus
Quarter
California
State
University,
Northridge
M.S. in
Engineering
Management
33
On Campus
Cal Poly State
University,
Pomona
M.S. in
Engineering
Management
48
Cal Poly State
University,
SLO
MBA & M.S. in
Engineering
Management
USC
Total Tuition
Cost
$21,687-$28,916
2
$19,537.5
Semester
4
$31,240
On Campus
Quarter
2
$16,236.48
90
Online/On
Campus
Quarter
2.5
$41,222
Masters of
Engineering
Management
30
Online/On
Campus
Semester
1.5 - 2
on-campus
3-4
online
$51,180
UCLA
Masters of
Engineering (w/
engineering
management
certificate)
36
Online/On
Campus
Quarter
2.25
$33,000
UC Irvine
M.S. in
Engineering
Management
54
On Campus
Quarter
1
$40,000
California
State
University,
Dominguez
Hills
M.S. in Quality
Assurance
33
Online/On
Campus
Semester
4
California
Maritime
Academy
M.S. in
Transportation
and
Engineering
Management
30
Online
Semester
2.5
Table 5.1
30
$29,444
$27,000

CSU Monterey Bay
Master of Science in Management and Information Technology – 40 units
Target Audience: Business professionals in the areas of information and technology
Format: Online; cohort-based
Core Courses: Pro-seminar and Communication, Information System Analysis & Design,
eCommerce: Design & Management, Global Marketing for Information Technology, IT
Leadership & Organizational Behavior, Technology Project Management, Business
Intelligence & Analytics, Venture Formation and Financial Strategy, Capstone & Strategic
Management.
Electives: Innovation.

CSU East Bay
M.S. in Engineering Management – 48 quarter units (certificates are offered as well)
Target Audience: Working engineers and professionals as well as engineering or science
graduates
Format: Evening classes
Core Courses: Product/Process Design, Systems Simulation, Design and Management of
Human Work Systems, Project Management, Applied Quality Assurance, Research Methods
in Engineering Management, Corporate Financial Management, Enterprise Planning and
Control.
Electives: 11 elective courses covering engineering, business, economics, computer science
and statistics.

CSU Northridge
M.S. in Engineering Management – 33 units
Target Audience: Computer scientists, industrial designers, engineers in all discipline areas
Format: Evening classes; team venture project
Core Courses: Engineering Statistics; Advanced Engineering Management; Economic
Analyses; Engineering Operations Research; Management of Technical Personnel; Financial
and Cost Analysis.
Electives: May include civil, automation, manufacturing, materials, mechanical, quality, and
electrical, and computer science.

CSU Poly Pomona
M.S. in Engineering Management – 48 quarter units
Target Audience: Engineers with work experience
Format: Traditional; part-time students
Core Courses: Advanced Engineering Economy, Adv. Human Factors in Engineering
Design, Adv. Methods in Operations Research, Total Quality Management in Engineering,
Adv. Operations Planning and Control Systems, Advanced Facilities Planning, Financial
Accounting, Managerial Accounting for Decision Making, Managerial Statistics,
Fundamental of Financial Management, Project Management, Strategic Management.
31
Electives: Research Methods, Direct Study, Essentials of Marketing Management, Legal
Environment of Business, Analysis of Key Federal Contract Elements: Price/Cost, Strategic
Human Resources Management.

Cal Poly State University, SLO
M.S. and M.B.A. in Engineering Management / dual-degree Engineering Management
Program (EMP) – 90 quarter units
Target Audience: Students with undergraduate degrees in engineering, computer science, or
equivalent technical degree
Format: Online or traditional
Core Courses: Accounting for Managers, Organizational Behavior, Managerial Economics,
Marketing Management, Managerial Finance, Aggregate Economic Analysis & Policy,
Seminar in General Management and Strategy, Technology Project Management, Graduate
Seminar, Team Project, Advanced Stats for Engineers, Manufacturing Systems.
Electives: 20 units advisor-approved engineering electives and 16 units advisor-approved
engineering electives.

USC
Master of Science in Engineering Management - 30 units
Target Audience: Students with undergraduate degrees in engineering or related sciences
and professional engineers
Format: Online or traditional
Core Courses: Engineering Management Decisions and Statistics, Economic Analysis of
Engineering Projects
Electives: 1 from accounting, 2 from engineering management, 1 from quantitative
methods, and 4 additional.

UCLA
Master of Science in Engineering with an Engineering Management Certificate – 36 quarter
units
Target Audience: Entering and current engineering management personnel
Format: Hybrid; cohort-based
Core Courses: Program Management, System Engineering, Operations and Supply Chain
Management, Optimization and Operation Management, Financial Management, Intellectual
Property and Business Law, Statistics for Engineering Management, Management
Communication, Quality and Reliability Engineering.
Electives: N/A
32

University of California Irvine
Master of Science in Engineering Management – 54 quarter units
Target Audience: Engineers, scientists and technology professionals
Format: Traditional
Core Courses: Management of Innovative Organizations, Experiential Learning,
Entrepreneurship for Scientists and Engineers, three MBA core courses, and engineering
departmental seminar based on specialization.
Electives: 2 MBA courses and 2 engineering courses chosen from primary specialization.

California State University Dominguez Hills
Master of Science in Quality Assurance – 33 units
Target Audience: Professionals in following fields: quality, manufacturing, engineering,
science, management, health care, government, utilities, retail, insurance,
telecommunications, banking, finance, education, entertainment, transportation and other
service industries.
Format: Traditional and online
Core Courses: Advanced Probability and Statistics, Quality Function Management and
Total Quality Management, Reliability, Statistical Quality Control and Sampling, Advanced
Experimental Design, Human Factors in Quality Assurance, Measurement and Testing
Techniques, Quality Project Management and Productivity, Directed Research, Project.
Electives: 3 additional units with the assistance of an advisor.

Maritime Academy
Master of Science in Transportation and Engineering Management – 30 units
Target Audience: Mid-career professionals in maritime and related fields
Format: Online; cohort-based
Core Courses: Project Management, International Transportation Economies,
Organizational Behavior and Management, Financial Management, Information Systems
Management.
Electives: Transportation, Engineering Management, Humanitarian Disaster Management
b. Differences between the proposed program and programs listed in Section 5a
above.
There are a number of differences which will make CSULB’s Master of Science in
Engineering Management stand out from other similar CSU programs.
First, the CSULB MSEM is entirely online which will make it attractive to working
professionals who do not have the ability to commute to a campus for instruction.
33
Second, the CSULB MSEM offers the flexibility of three engineering specializations (civil
engineering, mechanical engineering and computer science engineering). This focused
advanced coursework will be appealing to potential students to advance their own specific
skills and to their employers who may be directly contributing to the program costs and
expect an immediate return.
Third, the CSULB MSEM is a partnership among three vibrant colleges. The sharing of
academic and administrative roles provides for insights not bound from a single perspective.
Working together, curriculum evaluation can be focused on building the strength of the
program to offer the most current thinking on all the subjects.
Fourth, the CSULB MSEM program has the only program-specific advisory board. While
other engineering colleges (including CSULB’s College of Engineering) have advisory
boards, they serve all degrees and programs. The MSEM Advisory Board has already met
twice and is enthusiastic about the program and its approach to providing business
administration knowhow spread across four topic areas that they agreed were essential for
success as future managers. They also embraced the concept of engineering specializations
as being attractive from an employer point of view. Their involvement will be ongoing and
regular and include curriculum review, student interaction and program promotion.
Fifth, the CSULB MSEM has done very recent research on the national, regional and local
need and demand for such a program. Utilizing the services of the Education Advisory
Board and Burning Glass Technologies (all within the last two years), commissioned reports
made it evident that the MSEM market is not even close to being saturated and that there are
plenty of career opportunities waiting program graduates either within their current firms or
elsewhere. Those reports provided important input into the planning process and insured this
program was designed to be relevant and meet the needs of both industry and the potential
students. In addition, the comprehensive survey sent to working engineers clearly indicated
strong interest from the respondents. It is documented and noted before that the growing
demand for this specific graduate degree is not being met by current programs.
All these differences are intended to put the student at the center of this graduate experience.
The delivery format, the curriculum, the administrative resources, the external advice, the
recent need and demand analysis all work together to insure that from the student
perspective, the MSEM is smooth running and completely relevant for the engineer manager
they are striving to become.
34
c. List of other curricula currently offered by the campus that are closely related to
the proposed program.
Presently, the College of Business Administration has a unique degree with the College of the
Arts, an MBA/MFA in Theatre Management that has proven to be quite successful. The students
complete the coursework required for both programs in a manner where they combine business
administration courses and theatre courses each term over the length of their studies. The
working relationship between these two colleges has been very cordial with COTA students
thriving in the MBA classes. The faculty interaction has been likewise productive as CBA
faculty serve on the theses committees of the MBA/MFA students. The CBA looks forward to
working with the COE on the administration and implementation of this new program.
The program will be offered in an online format. This will help CSULB fulfill its mission which
specifically refers to the University’s image as a “globally-engaged public university” for
“people of California and the world” that is “preparing leaders for a changing world.” The
MSEM will fully support and enhance the CSULB brand as a “highly valued degree” with
widespread visibility as a model for innovative educational excellence.
d. Community participation, if any, in the planning process. This may include
prospective employers of graduates.
An Industry Advisory Board has been established to provide guidance and assistance in defining
and implementing program goals, evaluating programs and students success, strengthening our
strategic industry and professional association partnership. The Advisory Board has been
involved in reviewing the proposal.
Additionally, an online questionnaire was developed and distributed to major regional
employers. A total of 238 respondents have completed the questionnaire, with 63% responding
very interested and another 27% somewhat interested.
35
e. Applicable workforce demand projections and other relevant data.
The table below shows the salary expectations and pattern of job growth nationally, statewide
and in Southern California. The data is for the category of Architectural and Engineering
Managers. The data demonstrates continued strong demand for the positions of Engineering and
Architectural managers.
Source
US Bureau of Labor
Statistics US Data
# of Jobs
Growth Rate
193,800 (2012)
7%
California Employment
Development Department
California Data
32,300 (2014)
11.1%
3600 new positions
plus 7,900 net
replacements
CA EDD
LA County Data
6,440 (2014)
6.8%
440 new positions
plus 1,260 net
replacements
11.6%
390 new positions
plus 660 net
replacements
CA EDD
Orange County Data
3,370 (2014)
Table 5.2
36
10 Yr. Growth
13,100 new
positions
6. Student Demand
a. Provide compelling evidence of student interest in enrolling in the proposed program.
Types of evidence vary and may include national, statewide, and professional
employment forecasts and surveys; petitions; lists of related associate degree
programs at feeder community colleges; reports from community college transfer
centers; and enrollments from feeder baccalaureate programs, for example.
In this section we provide specific and compelling evidence of student interest in the proposed
program by first reporting the highly-encouraging results of a survey conducted to gauge interest
in our program. We then provide a more holistic view of student demand by presenting evidence
from the following perspectives: 1) results from a large-scale survey; 2) salary attractiveness; 3)
competition from other graduate programs. Multiple data sources are cited, including national,
regional, local and statewide data, as well as data generated by professional organizations and
associations in the field.
Survey Results
To demonstrate potential demand for the proposed MSEM program, an online questionnaire was
developed. After extensive pre-testing, the link to the survey instrument was distributed via
professional contacts at major regional employers, recent graduates and senior engineering
students. A total of 238 respondents completed the questionnaire and provide a strong case for
the demand for such a program.
Following a brief description of the proposed degree and its online nature, the survey began by
asking the respondents their “initial reaction to such a program”. 63% responded very interested
and another 27% somewhat interested. This very high level of interest is critical because the
subsequent questions only included those with those two responses to the first question. Thus
the confidence in the survey’s remaining questions is quite high as it includes 90% of the original
respondents.
The next important question centered on interest in a specific engineering concentration
(matching our proposed degree specializations) or general management. The results were split
fairly evenly (42% favored a specific concentration; 58% favored general engineering
management).
The most crucial question of the survey followed where specific details about the duration and
the cost of the program were clearly stated. The question used the “how likely would you be to
apply” scale that started at 0% and increased in 10% increments to 100%. With realistic figures
for the resources needed to complete the program, 41% of the respondents indicated they were
70% or higher likely to apply and then enroll in the proposed MSEM. This is strong evidence
that there is solid demand for the MSEM.
The survey then asked when those with a 50% or higher likelihood of applying thought they
would be applying. 68% of those respondents felt within one year and a third of those indicated
they would apply right away.
37
The survey demonstrates two important factors about this respondent base. First, they are very
forward thinking and they see the value of having management skills to complement their
engineering talents. Second, they are realistic about the time and cost commitments necessary to
achieve such a degree and willing to make the sacrifices of their time and financial resources to
achieve a long term personal goal.
Promising Job Outlook
An analysis of possible employment opportunities was done using a search tool called Burning
Glass. Burning Glass’s proprietary tool called Labor/Insight TM gives information about
employer demand for specific educational requirements, job titles, and competencies over time
and by geography. A fuller description of the tool is available at http://www.burningglass.com/products/labor.html.
We examined career postings for engineering managers. The data is presented from a national,
statewide and Southern California perspective (though the proposed program could attract
students from anywhere, the stated experience of other online MSEM programs is that their
students mostly come from the local area). The numbers reported in the bar charts below are
numbers of job postings found using the specified criteria.
38

Scenario #1 below is a full year (2014) nationwide snapshot of the number of job
postings with “engineering manager’ in the job title, and a graduate or professional
degree required, and business skills required, and at least one skill from the following:
mechanical engineering, electrical engineering, chemical engineering, computer
engineering, or computer science (our ‘specific’ course areas) (but not ‘Analyst’).
Source: Labor/Insight Jobs (Burning Glass Technologies)
http://laborinsight.burning-glass.com/jobs/us
© 2015 Burning Glass International Inc.
39

Scenario #2 is the same, narrowed to California only.
http://laborinsight.burning-glass.com/jobs/us
© 2015 Burning Glass International Inc.
40

Scenario #3 is also similar to #1, but we took out the requirement that the job title include
‘engineering manager’.
http://laborinsight.burning-glass.com/jobs/us
© 2015 Burning Glass International Inc.
41
Attractive Salaries:
The table presented below shows the salary expectations and pattern of job growth nationally,
statewide and within southern California. The following data is for the category of Architectural
and Engineering Managers.
Source
Median
Pay
$124,870
(2012)
# of Jobs
10 Yr. Growth
193,800
Growth
Rate
7%
California Employment
Development Department
California Data
$154,094
(2014)
32,300
11.1%
3600 new positions plus
7,900 net replacements
CA EDD
LA County Data
$156,189
(2014)
6,440
6.8%
440 new positions plus
1,260 net replacements
CA EDD
Orange County Data
$160,432
(2014)
3,370
11.6%
390 new positions plus 660
net replacements
US Bureau of Labor
Statistics US Data
13,100 new positions
Table 6.1
The data demonstrates continued strong demand for the positions of Engineering and
Architectural managers. The salaries are very attractive and do not include the benefit packages
that usually supplement these managerial positions. For example, 89% of the firms in Los
Angeles County that employ engineering managers provide medical and dental insurance.
Competition from Other Graduate Programs
The analysis of competitive programs revealed that there is a need in the marketplace for an
online MSEM as proposed.
Within the CSU there are not any comparable programs. Though there are other MSEM
programs at nine campuses, only four have an online component. Two of those do not involve
an engineering college (Dominguez Hills and the Maritime Academy) and the other two are in
Northern California and blend on-campus with online education (San Jose and Monterey Bay).
There are four California private and UC schools offering an online MSEM (or an equivalent).
UCLA is the public university; the three private universities are National University, USC and
Stanford.
Nationally, as of 2013, there were 37 additional online MSEM programs. These ranged from the
most recognized engineering colleges (Duke, MIT, Purdue, Stanford) to more regional
institutions (Kettering, Robert Morris, Worcester Polytechnic Institute). One important note is
that our proposed program is clearly the right mix of a 30-unit program that costs about $30,000.
42
Online Master of Science Degree Programs in Engineering Management
Institution
Degree Title
State
Required
Credit
Hours
Modality
Term
Schedule
Program
Length
Years
Total Tuition Cost
Arizona State
University
M. Eng. In
Engineering
Management
AZ
30
Online
Semesters
2.5
$13,890
Colorado State
University
Masters of
Engineering
Management (MEM)
CO
30
Online
Semesters
2.5
$19,710 resident
$28,710 nonresident
University of
Colorado
Boulder
Masters of
Engineering
Management (MEM)
CO
30
Online
Semesters
2.5 s
$23,340
University of
Colorado Springs
Masters of
Engineering
Management (MEM)
CO
30
Online
Semesters
2.5
$17,425 resident
$31,435 nonresident
University of
South Florida
Masters of
Engineering
Management (MEM)
FL
30
Online
Semesters
2.5
University of
Idaho
Masters of
Engineering
Management (MEM)
ID
33
Online
Semesters
2.5
$18,660
Purdue
University
M.S.E. in
Engineering
Management
IN
33
Online
Semesters
2.5
$36,663
Kansas State
University
Masters of
Engineering
Management (MEM)
KS
30
Online
Semesters
2.5
$20,340
Western
Kentucky
University
Masters of
Engineering
Management (MEM)
KY
33
Online
Semesters
2.5
$18,480
Louisiana Tech
University
M.S. in Engineering
and Technology
Management
LA
33
Online
Semesters
2.5
$8,129
Worcester
Polytechnic
Institute
Masters of
Engineering
Management (MEM)
MA
33
Online
Semesters
2.5
$18,585
Massachusetts
Institute of
Technology
Masters in
Engineering and
Management
MA
33
Online
Semesters
2
$55,960
43
$14,003 resident
$26,738 nonresident
Institution
Degree Title
State
Required
Credit
Hours
Modality
Term
Schedule
Program
Length
Years
Total Tuition Cost
Eastern Michigan
University
Masters of
Engineering
Management (MEM)
MI
36
Online
Semesters
2.5
$16,164 resident
$31,864 nonresident
Kettering
University
M.S. in Engineering
Management
MI
40
Online
Semesters
2.5
$29,680
Lawrence
Technological
University
Masters of
Engineering
Management (MEM)
MI
36
Online
Semesters
2.5
$34,950
University of
Michigan
Dearborn
Masters of
Engineering
Management (MEM)
MI
32
Online
Semesters
2.5
$24,696 resident
$26,784 nonresident
Duke University
Masters of
Engineering
Management (MEM)
NC
33
Low
Residency
OnCampus
Semesters
2
$42,480
University of
North Carolina at
Charlotte
M.S. Engineering
Management
NC
30
Online
Semesters
2.5
$5,790 resident
$23,850 nonresident
University of
NebraskaLincoln
Masters of
Engineering
Management (MEM)
NE
36
Online
Semesters
2.5
$14,355 resident
$36,972 nonresident
New Jersey
Institute of
Technology
Masters of
Engineering
Management (MEM)
NJ
30
Online
Semesters
2.5
$27,450 resident
$31,290 nonresident
Rowan
University
Masters of
Engineering
Management (MEM)
NJ
30
Online
Semesters
2.5
$22,350
New Mexico
Institute of
Mining and
Technology
Masters of
Engineering
Management (MEM)
NM
30
Online
Semesters
2.5
$14,205 resident
$43,305 nonresident
Ohio University
Masters of
Engineering
Management (MEM)
OH
34
Online
Semesters
2.5
$20,604 resident
$21,150 nonresident
Oklahoma State
University
Masters of
Engineering
Management (MEM)
OK
32
Online
Semesters
2.5
$5,696 resident
$22,668 nonresident
44
Institution
Degree Title
State
Required
Credit
Hours
Modality
Term
Schedule
Program
Length
Years
Total Tuition Cost
Drexel University
M.S. in Engineering
Management
PA
51
Online
Quarters
2.5
$53,295
Gannon
University
Masters of
Engineering
Management (MEM)
PA
36
Online
Semesters
2.5
Not Available
The
Pennsylvania
State University
Masters of
Engineering
Management (MEM)
PA
33
Online
Semesters
2.5
$30,960
Robert Morris
University
Masters of
Engineering
Management (MEM)
PA
30
Online
Semesters
2.5
$24,900
University of
Tennessee
Space Institute
M.S. in Engineering
Management
TN
32
Online
Semesters
2.5
$17,760 resident
$50,112 nonresident
Southern
Methodist
University
M.S. in Engineering
Management
TX
30
Online
Semesters
2.5
$38,700
Texas A&M
University
Masters of
Engineering
Systems
Management
(MENSM)
TX
36
Online
Semesters
2.5
$11,401 resident
$21,931 nonresident
Texas Tech
University
M.S. in Systems and
Engineering
Management
TX
36
Online
Semesters
2.5
$11,490 resident
$23,982 nonresident
The University of
Texas Austin
Masters of
Engineering
Management (MEM)
TX
30
Online
Semesters
2.5
$17,460 resident
$28,745 nonresident
Old Dominion
University
Masters of
Engineering
Management (MEM)
VA
31
Online
Semesters
2.5
$12,183 resident
$30,907 nonresident
Washington
State University
Masters of
Engineering and
Technology
Management
WA
33
Online
Semesters
2.5
$10,890 resident
$23,794 nonresident
University of
WisconsinMadison
M. Eng. In
Professional
Practice
WI
30
Online
Semesters
2.5
$12,988 resident
$16,742 Minnesota
$33,300 nonresident
University of
WisconsinPlatteville
Masters of
Engineering
Management (MEM)
WI
30
Online
Semesters
2.5
$18,600
Table 6.2
45
b. Identify how issues of diversity and access to the university were considered when
planning this program.
The proposed MSEM program will be offered through the University’s College of Continuing
and Professional Education (CCPE) and thus will be in line with the policies set forth by CCPE
with regard to issues of diversity and access to the university in its planning and organizational
structure, as well as in accessing resources available to aid prospective students.
The CSULB campus and CSU system as a whole serve a widely diverse population of students.
As such, policies and procedures advancing access to the University are in place across the
campus and will be employed in the proposed MSEM program. Included in such an
environment committed to diversity and accessibility is the affordability of university programs
and student financial aid opportunities.
c. For master’s degree proposals, cite the number of declared undergraduate majors
and the degree production over the preceding three years for the corresponding
baccalaureate program, if there is one.
The primary target audience for the MSEM program will be individuals with a baccalaureate
degree in engineering. Though the program will be online and may well attract a large number
of international students, the following table shows the number of engineering degrees awarded
in the US for the previous three years.*
Year
2013
2012
2011
Number of Undergraduate
Engineering Degrees
93,360
88,176
88,011
% Growth from Prior Year
6%
6%
5.6%
Table 6.3
*(Brian L. Yoder, Ph.D., Engineering by the Numbers, American Society for Engineering
Education, 2013, 2012, 2011)
As this table illustrates, the number of engineering graduates in just the US is substantial and
growing.
The following table illustrates the number of students enrolled in Master of Engineering
Management in the US for the past three years.*
Year
2013
2012
2011
Full Time Students
2,865
2,678
2,347
Part Time Students
2,908
2,934
3,137
Table 6.4
*American Society for Engineering Education, 2014
46
Total
5,773
5,612
5,484
As this table illustrates, there is an increase in the numbers of students enrolled in Engineering
Management programs.
The following table illustrates the number of Master of Engineering Management degrees
awarded in the US for the past three years.*
Year
2013
2012
2011
Master of Engineering Management Degrees
2,690
2,665
2,484
Table 6.5
*American Society for Engineering Education, 2014
The number of master’s degrees in Engineering Management continues to increase.
The data demonstrates that there is a large number of potential students for the proposed MSEM
program.
d. Describe professional uses of the proposed degree program.
Our graduates will be well-positioned for the following employment areas and positions as
engineering managers. These individuals could expect to do any or all of the following types of
work depending on the size and capabilities of the firms where they are employed:








Development of new products and services.
Management of teams involved in development projects.
Verification of the technical accuracy and rigor of methodologies used.
Proposing, securing approval and managing technical project budgets.
Coordinating technical project schedules.
Determination of staffing needs as projects progress in order to balance workloads and
staffing requirements.
Providing appropriate feedback to upper management as to the realistic progress of all
assignments.
Instituting organizational-specific personnel feedback for assessment of all tasks
completed by professionals supervised.
These engineering managers will use their engineering skills combined with management
techniques to provide technically-appropriate oversight in a variety of project-centric
assignments. From initial planning to post-project assessment, they will be involved in each
phase of turning an idea into an operating system. They will spend most of their time ensuring
that others are doing their work in a competent, professional manner while allowing those
individuals the opportunity to learn, plan and even make mistakes. These engineering managers
will not only get projects accomplished, they will build confidence in others to become the
managers of the future.
47
e. Specify the expected number of majors in the year of initiation and three years and
five years thereafter. Specify the expected number of graduates in the year of
initiation, and three years and five years thereafter.
The MSEM is intended for engineers who need to develop their management, engineering, and
problem solving skills as applied to the technical, financial, and organizational requirements of
engineering projects. It is anticipated that students will come from the following engineering
disciplines: Aerospace Engineering, Biomedical Engineering, Civil Engineering, Chemical
Engineering, Computer Engineering, Construction Engineering, Electrical Engineering,
Environmental Engineering, Industrial/Operations Engineering, Materials Science Engineering,
Mechanical Engineering, Mining Engineering, and other emerging disciplines such as
nanotechnology. It is also possible that there would be interest from professional architects in
the MSEM. Their work involves projects of various sizes that definitely demand managerial
talent. They certainly have the creative skills necessary and their training is rigorous enough to
be able to do the coursework. However, the survey did not include any architects. This
comment is only to recognize the employment category and statistics presented in section 6(a)
above.
Anticipated enrollment and graduates across time:
Year 1
Year 2
Year 3
25
30
35
Expected
Students
0
25
30
Expected
Graduates
Year 4
40
Year 5
40
Year 6
40
Year 7
40
35
38
40
40
Table 6.6
Students will take 2 classes each term including the summer between the first and second
year for a total of five terms. Those entering in Fall will graduate in May of the second
following year, 21 months later.
48
7. Existing Support Resources for the Proposed Degree Major Program
Note: Sections 7 and 8 should be prepared in consultation with the campus
administrators responsible for faculty staffing and instructional facilities allocation and
planning. A statement from the responsible administrator(s) should be attached to the
proposal assuring that such consultation has taken place.
a. List Faculty who would teach in the program, indicating rank, appointment status,
highest degree earned, date and field of highest degree, professional experience, and
affiliations with other campus programs. For master’s degrees, include faculty
publications or curriculum vitae.
b. Note: For all proposed graduate degree programs, a minimum of five full-time
faculty members with the appropriate terminal degree should be on the program staff.
(Code Memo EP&R 85-20)
Table 7.1 list: The faculty members who will teach in the proposed MSEM program.
Attachment C provides resumes of listed faculty members, including publications, professional
experience, and affiliations.
Table 7.1 Program Faculty
Name
Rank
Status
Highest Degree Field of Highest Degree
Degree Date
Elhami Nasr
Professor
Full time
Ph.D.
2006
Shadi Saadeh
Full time
Ph.D.
2005
Full time
Ph.D.
2002
Full time
Ph.D.
2002
Construction Engineering and
Management
Civil Engineering
Full time
Ph.D.
2012
Civil Engineering
Full time
Ph.D.
2011
Civil Engineering
John Hsu
Associate
Professor
Associate
Professor
Associate
Professor
Assistant
Professor
Assistant
Professor
Professor
Full-time
Ph.D.
1986
Mechanical Engineering
Burkhard Englert
Professor
Full time
Ph.D.
2000
Computer Engineering
Rodney Smith
Professor
Full time
Ph.D.
2000
Accounting
Cindy Chen
Associate
Professor
Assistant
Professor
Lecturer
Full time
Ph.D.
2006
Finance
Full time
Ph.D.
2009
Management
Full time
Ph.D.
1992
Marketing
Tariq Shehab
Antonella Scortino
Rebeka Sultana
Lisa Star
Mark Washburn
Scot Flexo
49
Construction Engineering and
Management
Civil Engineering
c. Describe facilities that would be used in support of the proposed program.
College of Continuing and Professional Education (CCPE)
The Facilities available through CCPE include:
1.
2.
3.
4.
5.
6.
7.
State-of-the-art multimedia conference room
Distance learning and multimedia development department and professionals
Three videoconference facilities for live meetings and classes
Computer lab with the latest hardware and software
Large distance learning classroom
Nine classrooms with varying levels of multi-media equipment
Three conference rooms.
d. Provide evidence that the institution provides adequate access to both electronic
and physical library and learning resources
Library Resources
Please see Attachment B
Other Library-Related Resources
The CSULB library has a very wide set of journals in related areas to the MSEM program.
Furthermore, the library has extensive borrowing options for books, journal and conference papers
to support the program.
The University Library has access to many databases that would support the MSEM program.
These include the following:














ABI Inform Complete
Business Source Premier
EconLit
IEEE Xplore
Compendex
Science Direct
Academic Search Complete
ACM Digital Library
EBSCO Ejournals
Journal Citation Reports
JSTOR
Library Information Science & Technology Abstracts (LISTA)
Web of Science
The library supports a number of statistical databases and links to datasets from
government (e.g., BLS) and commercial sources.
50
e. Describe available academic technology, equipment, and other specialized
materials.
Existing Academic Technology
Full support to staff and students in the use of technology is provided by CCPE’s Technology
Enhanced Learning Center and CSULB’s Office of Academic Technology (ACT). These offices
enhance student access, success and high quality teaching.
Academic Technology Services provided include the following:











Help services
Desktop support and system administration services
Web and application development services
Server hosting and server management services
Classroom support services
Instructional technology and multimedia services
Technology coordination, project planning and management services
Academic Technology to Enhance Learning and Discovery
Instructional Technology Support Services (ITSS)
CSU System-wide Academic Technology Services
Microsoft Office document compatibility problems
Campus Computer Labs


Spidell Technology Center, located in the Library (187 PC computers, 10 Macintosh
computers)
Horn Center, located on lower campus (139 PC computes and 52 Macintosh computers)
CCPE Resources
CCPE is a pioneer in offering online programs and an early adopter of “virtual classroom”
synchronous course delivery technology. It has the most technologically sophisticated support
structures among continuing education institutions in California. A group of five Information
Technology (IT) experts maintains a network of about 30 servers and over 100 workstations. A
Microsoft centered software infrastructure includes full implementation of an Exchange server,
and collaboration is supported internally and externally via the SharePoint platform.
To provide full and effective learning experience, the CCPE’s Technology Enhanced Learning
Center uses “BeachBoard,” branded implementation of Desire2Learn, the Elluminate virtual
classroom and several other key online learning tools. Over one hundred synchronous and
asynchronous course sections are generally underway at any time.
The CCPE uses Plexus Spectrum, which is the comprehensive student and faculty course
management system. It acts as a content management system for the CCPE website and assists
production of CCPE’s traditional print publications.
51
The in-house Marketing division creates CCPE’s catalogs and other marketing materials. Four
graphic designers contribute to development of multimedia and many other elements of online
courses.
CCPE’s Advanced Media Production (AMP) Center has full resources to create documentaries,
marketing videos, community service programs and a variety of other broadcast quality video
products.
52
8. Additional Support Resources Required
Note: If additional support resources will be needed to implement and maintain the
program, a statement by the responsible administrator(s) should be attached to the
proposal assuring that such resources will be provided.
a. Describe additional faculty or staff support positions needed to implement the
proposed program.
The College of Engineering has ample qualified faculty to offer this program. There are enough
faculty in Civil Engineering, Mechanical and Aerospace, Electrical Engineering, Chemical
Engineering, and Computer Engineering to serve a cohort of Master’s students. These
instructors are available on an overload basis to provide faculty for a self-support program. For
instance, the expressed willingness of faculty to teach courses as “overload” provides the
flexibility and availability of instructors to sufficiently staff the program’s courses.
The College of Business Administration also has qualified facility to teach the four courses in
Accounting, Finance, Management and Marketing. These courses have been developed and
offered in a hybrid format with the assumption they would eventually be available in an online
exclusive format.
As for staff support, the Graduate Programs Coordinator in the College of Engineering currently
supports its state-side and self-support programs. CCPE will have a dedicated professional staff,
a Program Manager and a program coordinator to provide program management and
administrative support. The COE will be able to support the new program through the existing
staff, the graduate program coordinator and associate dean for research. The CBA will also be
able to offer support due to a dedicated staff position already in place which supports all CBA
MS programs. Classes and instructors will be determined between CBA and COE. Admission
decisions will be determined by the COE.
b. Describe the amount of additional lecture and/or laboratory space required to
initiate and to sustain the program over the next five years. Indicate any
additional special facilities that will be required. If the space is under
construction, what is the projected occupancy date? If the space is planned,
indicate campus-wide priority of the facility, capital outlay program priority, and
projected date of occupancy.
The proposed MS program will be an online program and thus will not require additional space.
If there were occasional on-campus meetings, they would be Fridays evenings and Saturdays
when there are ample CCPE facilities available.
c. Include a report written in consultation with the campus librarian which indicates
any necessary library resources not available through the CSU library system.
Indicate the commitment of the campus to purchase these additional resources.
53
Current library resources for the proposed program are sufficient. However, to maintain the
quality of library resources, the college (with proceeds from the new program) could provide an
annual library budget augmentation when new programs are instituted to enable the library to
acquire highly recommended books requested by the program.
d. Indicate additional academic technology, equipment, or specialized materials that
will be (1) needed to implement the program and (2) needed during the first two
years after initiation. Indicate the source of funds and priority to secure these
resource needs.
The development of the online courses is a cost being provided by the CCPE. In fact, the four
CBA courses have already been developed. As additional costs for technology and software
occur, these will be paid for by program revenue. Therefore, there will be no additional cost to
the students other than the total program fee.
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9. Self-Support Programs
The MS in Engineering Management Program (MSEM) is essentially a retooling/reactivation of
an online self-support program that previously existed as a collaborative self-support venture
between California State University, Long Beach and California State University, DominguezHills. That program operated without state support from Fall 2004 through Spring 2009.
The proposed MSEM program will also be fully online and self-support, offered through
CSULB’s College of Continuing and Professional Education (CCPE). CCPE is one of the most
successful and diverse continuing education units in the state of California. CCPE partners with
its seven sister colleges to offer academic programs that include eleven Master’s degrees, two
Bachelor’s degree completion programs, Summer, May, and Winter sessions, Open University
and Study Abroad. CCPE is therefore very well versed in the provision of academic programs
and in developing collaborative partnerships with other Colleges on campus.
The proposed MSEM Program will leverage CCPE facilities and resources. CCPE is uniquely
capable of providing the technical and other support that will help make the MSEM Program
successful. The College was a pioneer in offering online courses and programs, originally relying
on a learning management system developed in-house. CCPE was also an early adopter of
“virtual classroom” synchronous course delivery technology.
CCPE enjoys one of the most technologically sophisticated support structures among continuing
education units in California. Its Technology Enhanced Learning Center (TELC) has state of the
art equipment and software able to provide the media creation support that is necessary for
sophisticated online course development. Faculty members are encouraged to come to the studio
to create content, but TELC is also equipped to go out into the field.
CCPE’s Technology Enhanced Learning Center relies on the “BeachBoard” -branded
implementation of Desire2Learn. The Blackboard Collaborate virtual classroom is integrated
into “BeachBoard” along with several other key online learning tools to provide a complete
learning experience. Over one hundred synchronous and asynchronous course sections are
generally underway at any time.
TELC provides technical help desk support for students as well as training on specific programs
within their online course environment. CCPE trains students in the effective use of digital
technology early in their study so they will be comfortable in the online learning environment.
CCPE’s Information Technology group maintains a network of more than twenty-five servers
and well over one hundred workstations. A Microsoft -centered software infrastructure includes
full implementation of Exchange server, while additional collaboration is supported internally
and externally via the SharePoint platform. Plexus Spectrum (formerly Continuity 2000) is the
comprehensive course, student and faculty management system utilized by CCPE. Spectrum
also acts as a content management system for the CCPE website along with a homegrown CMS
that provides additional online content and assists production of CCPE’s traditional print
publications.
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The in-house Marketing and Communications group develops all of CCPE’s websites and other
marketing materials. Their team of graphic artists also contributes to development of multimedia
elements of online and other technology-enhanced courses.
CCPE’s Advanced Media Production (AMP) Center utilizes a 2,200 square foot studio and
separate distance-learning classroom to create documentaries, marketing videos, community
service programs and a variety of other broadcast-quality video products. AMP also
manages CCPE’s and the university’s satellite, cable, FIOS and Educational Broadband Service
(EBS) microwave distribution systems.
The interdisciplinary nature of the MSEM program’s curriculum, which is the program’s greatest
value, relies on the talents of faculty from several departments. Staffing the program’s courses
require the ability to offer teaching assignments for “overload pay” because qualified instructors
are fully committed to their own departments’ curricula. Self-support financing is therefore
essential to obtaining regular and firm teaching commitments without diverting faculty talents
from stateside programs.
Finally, the online nature of the program makes it possible to serve working professionals who
seek advanced training to enhance their career prospects without jeopardizing their existing
employment and career progress. The proposed program will therefore offer a great opportunity
for those professionals who need to pursue their graduate program in an online environment. This
will greatly assist in resolving work and class schedule conflicts that would otherwise have been
the case.
CCPE is highly competitive and very responsive to the needs of students. The comprehensive
resources of CSULB give the college and its students an enormous advantage. CCPE is entirely
self-supporting and the revenue it generates provides invaluable support for the university’s
mission and funds the development of new programs, such as the MSEM Program, that keep
pace with the rapidly evolving workplace.
In summary, it is essential that MSEM operate as a self-support program. Doing so will allow the
program to accommodate the schedules of fully-employed professionals, ensure the availability
of a high quality and state of the art online learning experience and environment, software, and
equipment, to meet the professional development needs of students seeking career enrichment,
and to ensure the availability of a highly-qualified and interdisciplinary faculty.
a. Confirm that the proposed program will not be offered at places or times likely to
supplant or limit existing state-support programs.
There is no stateside counterpart of this program so the proposed program will not supplant or
limit any stateside program. All classes will be offered online. Further, as indicated above,
technical and other online support will be provided by CCPE.
b. Explain how the state-support funding is either unavailable or inappropriate.
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Operating the MSEM program as a stateside program would require, at a minimum, several
faculty across a variety of disciplines, stateside funding for a program director and support staff,
as well as stateside funding for specialized software, scheduling of classrooms during periods in
which stateside facilities are available, and securing classrooms within time slots that can
accommodate the working need of the students. Stateside funds and facilities to support those
requirements are simply unavailable.
c. Explain how the program is different, in one or more of the following ways, from
state-supported campus offerings operating on campus
i. Primarily designed for career enrichment or retraining
The MSEM program is designed to enrich the careers of working professionals in the field of
Engineering Management, logistics, and related fields, by equipping them with the advanced
skills and industry knowledge required for career advancement. In contrast to state-supported
campus offerings, classes are fully online and will be scheduled around students’ work schedules
so they can advance their careers without jeopardizing their existing employment and career
progress. Furthermore, the program’s learning objectives emphasize skills and knowledge
demanded by employers. While having academic foundations, those professionally oriented
objectives differ from those of state-supported programs with objectives that are predominately
academic.
ii. Program location is significantly removed from state-supported campus
facilities
iii. The program client group receives educational or other services at a cost
beyond what could be reasonably provided under state support.
The MSEM program necessarily entails costs that would be difficult or impossible to cover if run
as a state-support program. Essential program elements generating those costs include:

Year round online course conversion and support for faculty and students.
a. For self-support programs, please provide information on the per-unit cost to
students and the total cost to complete the program (in addition to the required
cost recovery budget elements listed earlier in this document.
57
The estimated cost to students is $1,000 per unit. For the 30-unit MSEM program, this implies a
baseline cost of $30,000.
Master of Science in Engineering Management (MSEM) - CCPE, COE, & CBA
Estimated Program Budget - using 2357 pay-scale
Year I
Total FY
15-16
Year 2
Total FY
16-17
Year 3
Total
FY 17-18
20
18
6
1,000
360,000
20
30
10
1,000
576,000
20
30
10
1,000
576,000
78
26
1,000
1,512,000
60,000
1,200
61,200
100,000
2,000
102,000
100,000
2,000
102,000
260,000
5,200
265,200
Operating Expenses
Academic Directors (3-wtu per semester)
Academic Director Benefits
Program Coordinator - Staff
Coordinator Benefits
Marketing *
Supplies & Services
Hospitality
Total Operating Expenses
30,000
12,600
45,000
18,900
2,000
2,000
110,500
30,000
12,600
45,000
18,900
50,000
2,000
2,000
160,500
30,000
12,600
45,000
18,900
50,000
2,000
2,000
160,500
90,000
37,800
135,000
56,700
100,000
6,000
6,000
431,500
College Return (as a % of revenue)
CSULB Assessment (EO-1000)
State Pro Rata
College and Dept Return
CCPE Administration and Management
Total Indirect & Overhead Allocations
18,000
18,000
54,000
90,000
180,000
28,800
28,800
86,400
144,000
288,000
28,800
28,800
86,400
144,000
288,000
75,600
75,600
226,800
378,000
756,000
REVENUE
Enrollment (based on 25-student cohort)
Units
Number of Sections
Fee/unit
TOTAL REVENUE
3-Year
Budget
-
EXPENSES
2.0%
42.0%
42.0%
5.0%
5.0%
15.0%
25.0%
Instructional Expenses
Academic Salaries - (2357 payscale)
Academic Benefits
Total Instructional Expenses
Contingency Reserve
-
TOTAL EXPENSES
BALANCE / PROGRAM REINVESTMENT
58
-
-
-
351,700
550,500
550,500
1,452,700
8,300
25,500
25,500
59,300
References
American Society for Engineering Education (ASEE) (2012), “Engineering Education in
Changing Economy”, available via http://www. Asee.org (accessed January 2012). (ASEE)
Bureau of Labor Statistics (2012) (A). “Occupational Outlook Handbook”, available via
http://www.bls.gov (accessed January 2012).
Bureau of Labor Statistics (2012) (B). “Career Guide to Industries”, available via
http://www.bls.gov (accessed January 2012).
Bureau of Labor Statistics (2012) (C). “Occupational Employment Statistics”, available via
http://www.bls.gov (accessed January 2012).
Education Advisory Board (EAB) “Market Viability for an Online Master’s Degree in
Engineering Management,” available online via http://www.eab.com/research-andinsights/continuing-and-online-education-forum/custom/2013/01/market-viability-for-an-onlinemasters-degree-in-engineering-management (accessed March 2015)
Halfond, J. (2011). “Projecting Project Management’s Future Within the Academic Landscape”.
Journal of New England Board of Higher Education, available via http://www.nebhe.org
(accessed January 2012).
Labor Insight/Jobs, available online via http://laborinsight.burningglass.com/jobs/us#/sharedsavedreports/sharedsaved (accessed March 2015)
Orange county Register (2009). "O.C.'s Top 5 Engineering Jobs", available via
http://www.ocjobfinder.com (accessed February 2012)"
Project Management Institute (PMI) (2011) (A). “Establishing a Project Management Degree”,
available online via http://www.pmiteach.org/ (accessed Jan 2012).
Project Management Institute (PMI) (2011) (B). “Amazing growth of Project Management”,
available online via http://www.pmiteach.org/ (accessed Jan 2012).
Project Management Institute (PMI) (2011) (C). “The Power of Project Management”, available
online via http://www.pmiteach.org/ (accessed Jan 2012).
Yoder, Brian L. Ph.D., Engineering by the Numbers, American Society for Engineering
Education, 2013, 2012, 2011. available via http://www. Asee.org (accessed January 2015).
(ASEE)
59
ATTACHMENT A
Statements of Support from College Deans:
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62
63
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ATTACHMENT B
University Library and Learning Resources Report
I.
Library Services
A. The Library in General
The CSULB University has more than one million volumes, more than one million microforms,
and extensive collections of other non-print materials, including a media collection that contains
DVDs, CDs as well as older formats such as LPs, VHS, cassette tapes, and slides along with
appropriate viewing and listening equipment. The library subscribes to close to 200 electronic
databases that provide access to millions of full text articles across a multitude of disciplines.
The CSULB University Library is open more than any other library in the CSU system. The library
schedule during regular session is as follows:
Monday – Thursday: 6:45 a.m. – 11:00 p.m.
Friday: 6:45 a.m. – 5:00 p.m.
Saturday: 10:00 a.m. – 5:00 p.m.
Sunday: 12:30 p.m. – 11:00 p.m.
For the week before and the week of finals, the library opens its doors for 24 hour service and
provides free coffee after midnight while supplies last.
B. Reference Services
The Spidell Technology Center, where Reference services are located, is the place to get started
with research. There are approximately 200 computers that are fully internet capable and offer
access to the entirety of research services the library provides, as well as Microsoft products, many
other specialized software programs, MACs, color printing, and scanners. There is a large
Reference book collection with many encyclopedias, dictionaries, and bibliographies and indexes.
Subject specialist librarians are available to explain and interpret these materials and are available
for consultation at the following hours:
Monday – Thursday: 10:00 a.m. – 7:00 p.m.
Friday: 10:00 a.m. – 4:00 p.m.
Sunday: 12:30 p.m. – 6:30 p.m.
C. Library Instruction
To foster Information Competence on the CSULB Campus, the subject librarians offer
approximately 600 individual information literacy sessions each academic year.
During these sessions, an introduction and demonstration of the online Library Catalog (COAST),
the research databases for journal article searching, proper citing of information sources, as well
as critical thinking and evaluation skills for utilizing information.
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In addition to the scheduled instruction sessions, the College of engineering and College of
Business Librarians are also available for one-on-one consultations with faculty and students on
an as-needed basis.
D. Interlibrary Loan Services (ILS)
The realities of smaller budgets, burgeoning amounts of available information, and the increasing
demands of faculty and student research have made access to other library collections in the region,
state, and nation increasingly important. The Library’s Interlibrary Loan services are an
unparalleled set of services that meet these needs. Easy online request interfaces and prompt
fulfillment of requests to thousands by participating libraries allows for seamless access to
thousands of materials the Library unfortunately cannot purchase.
Interlibrary Services offers two options to obtain materials not currently available (i.e. checked
out, temporarily unavailable, we don't own it, etc.) at CSULB: BeachReach and LINK+ (each are
described in detail below). These services are available to all current CSULB students, faculty,
and staff only.
LINK+
Link+ is a consortium that allows for a single search to be broadcast to more than fifty regional
libraries. This service is for books and selected media only and the delivery time is within 2-4
working days. The service is available to CSULB students and faculty via COAST, thereby
allowing requests to be made from any computer anywhere in the world.
BeachReach
BeachReach allows you to request any kind of material. Try Link+ first for book requests as it has
a faster service time for books.





Articles, book chapters, conference proceedings, dissertations and books can be
borrowed through BeachReach.
Average delivery time for articles and book chapters is 2-5 business days.
Average delivery time for books and media materials varies depending on
availability and how far the item has to travel. It can range from a few days up to
two weeks.
You will receive an email notification when your requests are electronically
delivered to your BeachReach Account or are ready for pick up.
Books and media that cannot be delivered to you electronically can be picked up at
the Circulation Desk (1st floor).
E. The Library Web Page
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The Library’s web page, located at http://www.csulb.edu/library/ offers one-stop shopping for
easily accessible information and research. Services available off the Library’s main page
include:
 A current list of the Library’s hours
 Access to COAST, the Library’s catalog
 Access to the Library’s research databases
 Librarian listings by name or by subject area that includes their phone numbers,
office locations, office hours, and email addresses
 Request forms for instruction sessions, consultations with a Librarian, and
Interlibrary Services
 The Library’s 24/7 chat with a Librarian online service
The Librarians have created in-depth research guides utilizing state of the art web 2.0 tools.
Areas of interest on these pages include:
 Detailed information on searching for books/media information on a business topic.
 Detailed information on searching for article information on a business topic.
 Contact information for the Business Librarian and the Economics Librarian
including links to email and a form to schedule an appointment with a librarian.
 Information on doing research off campus.
 General Library Information for ease of use.
II.
Library Collections
A. Philosophy
Development and maintenance of a strong, well-used and curriculum-centered collection is a
joint faculty/Library venture. The faculty members in the departments work closely with the
subject specialist librarians, recommending new materials to be added to the collection and
helping to evaluate new and existing publications. The Library relies on and values this
participation and attempts to maintain continuous communication with the department on other
matters as well, such as addressing any concern’s faculty may have regarding any aspect of the
library’s collections or services.
B. Description
The Library utilizes the Library of Congress classification scheme for the organization of its
materials thereby approximating the academic departments. It is hard to narrow down the library
materials on this subject since it is a subject that encompasses many different areas. The areas
that more specifically relate to supply chain management, but are not necessarily limited to them,
can be found in the following classification stems of this scheme:


HC, HD and HF
TE and TS
Like other academic libraries nationwide, CSULB has seen a decline in resources available for
library materials at a time when inflation and publisher price increases have driven up
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subscription prices. This makes maintaining the current collection difficult and subscribing to
new titles challenging.
The Library currently subscribes to more than 200 electronic databases, which are the primary
research tool for finding journal, magazine and newspaper articles. There are several of these
databases that are used specifically for research in global supply chain management. The Library
subscribes to ABI Inform Complete, Business Source Premier, EconLit, IEEE Xplore,
Compendex and Science Direct which would cover business and economics related material as
well as more technical material.
C. Budget
While the library’s core collection is robust it must also be noted that the Library is not able to
augment the allocated funds for additional books and journal subscriptions for this program. In
other words, while the library has been able to retain access to a healthy selection of expensive
electronic databases available funds for books have been reduced drastically; and at this time the
available amount does not meet the full book needs for the college as currently constituted.
Needless to say the creation of a new program will strain that budget even further. One solution
is for colleges to provide an annual library budget augmentation, when new programs are
instituted to enable the library to acquire highly recommended books requested by the program.
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ATTACHMENT C
Resumes of Potential Instructors
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