Professional Engineering Education Leader

Modernizing the Fundamentals of Modern Systems Engineering Course

Executive Summary

As the lead instructor and curriculum architect for Fundamentals of Modern Systems Engineering, I led a complete modernization of Georgia Tech’s foundational systems engineering course—transforming outdated material, legacy frameworks, and static lecture methods into a modern, applied, and industry-relevant learning experience. This redesign strengthened the program’s alignment with contemporary systems engineering practices, elevated instructional quality, and introduced hands-on technical rigor suitable for today’s engineering challenges.

Through an integrated approach combining curriculum innovation, technical modernization, and pedagogical improvement, I positioned the course to better prepare engineers to lead complex system-of-systems efforts, apply model-based systems engineering (MBSE) practices, and contribute meaningfully to high-consequence organizational missions.

Challenge

The existing course—originally designed many years earlier—no longer reflected the evolution of systems engineering practice or the expectations of modern engineering organizations. Outdated references, legacy case studies, static lecture-heavy delivery, and limited modeling or architecture exposure created a gap between course objectives and real-world systems engineering demands.

Key shortcomings included:

• Outdated frameworks and references misaligned with current systems engineering standards.

• Legacy case studies that did not reflect contemporary system complexity.

• Minimal MBSE exposure, despite industry-wide migration toward model-centric engineering.

• Lecture-centric instruction, resulting in low engagement and limited practical skill development.

• Limited hands-on experience designing or analyzing a real engineered system.

These limitations posed risks to student readiness and program credibility in a rapidly evolving technical landscape.

My Leadership Approach

As both the lead instructor and architect of the redesign, I led an end-to-end modernization effort grounded in systems thinking, curriculum engineering, and instructional innovation. My leadership spanned:

1. Curriculum Architecture & Standards Modernization

I redesigned the learning objectives, content flow, module structure, and assessment strategy to reflect:

• Modern systems engineering  principles from leading professional organizations (e.g., the International Council on Systems Engineering) 

• Current systems lifecycle models

• MBSE and digital engineering practices

• Contemporary research and industry applications

This required rewriting modules, updating lectures, replacing obsolete diagrams, and aligning the course with both academic outcomes and industry expectations.

2. Technical Modernization of Course Content

I replaced outdated case studies and technical examples with contemporary, mission-relevant engineering challenges. Reformatted content included:

• Updated architecture frameworks

• Modern system decomposition practices

• Modeling and simulation foundations

• Systems thinking applied to modern contexts

• Programmatic and technical integration examples from aerospace and defense

This ensured the curriculum reflected actual engineering practice, not legacy theory.

3. Integration of MBSE and Practical System Design

Recognizing the gap between traditional systems engineering  education and digital engineering expectations, I introduced:

• MBSE fundamentals

• Hands-on modeling activities

• Architecture decomposition exercises

• Requirements traceability workflows

• A team-based system design project

This allowed students to design an actual engineering system using contemporary practices—an essential skill not previously included in the course.

4. Pedagogical Innovation & AI-Enhanced Learning

To improve engagement and accelerate comprehension, I created:

• AI-generated micro-learning modules that self-adapts to student responses 

• Short, focused segments that teach key concepts asynchronously

• Blended learning sequences that combine video, applied exercises, and interactive content

• Scenario-based discussions to mimic real engineering decision-making

• Active learning structures to replace passive lectures

These techniques significantly enhanced student engagement, retention, and practical skill development.

Impact

The redesign established a new standard for systems engineering education within the broader Georgia Tech Professional Education portfolio. Key results included:

• Modernized alignment with contemporary systems engineering practices and professional organization's guidance

• Introduction of MBSE, enabling students to apply model-centric engineering methods

• Hands-on system design project, demonstrating applied systems thinking

• Improved instructional quality through active learning and digital-first content

• Greater student preparedness, particularly for roles requiring architecture, modeling, or technical leadership

• Strengthened program credibility among industry partners seeking workforce-ready engineers

The transformed course now represents a future-ready systems engineering foundation, aligned with both academic rigor and industry demand.

Leadership Reflection

This effort exemplified my ability to drive organizational improvement at the intersection of technical systems engineering, instructional strategy, and program leadership. By modernizing a legacy curriculum into a digital, model-enabled learning experience, I helped shape the next generation of systems engineers—and demonstrated the kind of executive, forward-looking leadership required to guide complex technical organizations through change.

Explore this Capability 

Course Website and Course Teaser