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ISAE‑Supméca Engineering Program

Mechanical Engineering

ISAE‑Supméca engineers are recognised for their skills in mechanical and digital engineering, both in the design and modelling or simulation of complex mechanical and mechatronic systems. They possess equally sought-after skills related to materials and the management of production systems.


Immersion in the business world with an international outlook

They are experienced engineers who have acquired at least 12 months of industrial experience during their curriculum. This is materialised by three internships, one of which at least is conducted abroad. ISAE‑Supméca offers students the opportunity to build their curriculum, choosing from a broad range of teachings from the second year onwards, and four specialisation pathways in the final year. Student exchange and double-degree programs in France and abroad represent even more possibilities for students to adapt their profile to their career plans.


Project-oriented teaching method

From as soon as the first year, students have the opportunity to develop mechanical engineering projects and to use an international collaborative-engineering platform. In the second year, they experience what it is to work for a real design office. And in third year, they carry out a Summary Project related to their chosen course pathway.

Throughout their training, students have access to educational equipment that is in line with the most recent industrial practices. 

Last generation CAD programs are available on the entire computer equipment, and the School’s workshops are equipped with 3D scanning and building tools. These assets guarantee an excellent level of professional integration to ISAE‑Supméca engineers, especially in the aeronautics, energy, transportation and luxury industries.

All teaching is in French.

First Year of the Engineering Programme


Structure of the academic year

The first year of the ISAE-Supméca Engineering Programme is divided in two semesters of core teachings. It also includes a one-month internship.


1st Year of the Engineering Programme: Core Teaching Units.

Structure of the core teachings:

  • Scientific education covering: applied mathematics, IT, industrial automation and IT, mechanical and structural engineering, materials, fluids and energy engineering.
  • Technology-oriented education: industrial engineering, product and process design, dimensioning of systems, mechanical engineering project. They enable engineering students to mobilise and retain the acquired knowledge in order to use them in summary assignments.
  • Education in foreign languages, economics and communication aimed at making students more open to the outside world, while showing them a concrete approach of the business world. This enables them to become familiar with communication techniques. (learning French as a foreign language is available to international students)

Courses for semester S5 Courses for semester S6


The Operator Internship: the foundations of students’ business experience

Becoming an engineer or a manager requires a solid knowledge of the business world and its various lines of work, as well as sharing the missions assigned to operators or equivalent positions, and understanding the issues and concerns they have to address. The Operator Internship enables students to discover the business world, how it is organised and how it works. The type of work that is assigned to engineering students is similar to that of a staff or production position.


The PRIM project (90 hours)

PRIM is a project-based education unit. In the CATIA digital environment, based on functional specifications and occasional knowledge inputs, students will have to design, dimension, define and industrialise a mechanical system in full or in part, throughout the semester.

Second Year of the Engineering Programme


The 2nd year of the ISAE-Supméca Engineering Programme is divided in two semesters: one that is dedicated to internships and the other to studying.

The year begins with a 5-month internship.

In the second year, core teachings are supplemented with 6 elective courses students choose from a total of 33. 


2nd year of the Engineering Programme: Core Teachings

  • Methods for Systems Engineering (80 hours)
  • Business Sciences and Management:
    Project Management – Accounting and financial management (65 hours)
  • Modern languages:
    English (40 hours)

Second Language or French as a foreign language for international students (40 hours)

Courses for semester S7  Courses for semester S8


The Design Office project

Based on a product’s building specifications that are typically provided by a manufacturer, students are led to searching for complementary information, to writing the product’s functional specifications, as well as design, organise and schedule its development phase, including the study and evaluation of potential technical solutions.


The elective courses

For their 2nd year at ISAE-Supméca, students have to choose 6 elective courses from a total of 33.


The Engineering Assistant Internship: an opportunity for students to confirm their career plans

This is a practical internship where students have to fit within a team and perform activities similar to those of the department’s technicians or engineers, with more or less autonomy. This is an opportunity to validate their theoretical knowledge in the scientific and technology areas.

Third Year of the Engineering Programme


Structure of the academic year

The 3rd year of the ISAE-Supméca Engineering Programme is divided in two semesters: one that is dedicated to internships and the other to studying. It also includes a Summary Project.


In third year, core teachings are supplemented with courses from a pathway system

In the 3rd year of the Engineering Programme, ISAE-Supméca offers students to focus their curriculum around a specific theme and profession by choosing a precise learning pathway. Pathways are built at the end of the 2nd year for more consistency between a student’s curriculum and their plans for the future.


3rd Year of the Engineering Programme: Core Teachings

  • Systems Engineering (34 hours)
  • Industrial Management Control: Business game (60 hours)
  • Modern Language: English (36 hours)

Courses for semester S9


Pathway Course-Units

In 3rd year, ISAE-Supméca offers different learning pathways that enable students to broaden their engineering skills in areas that cover the entire spectrum of systems, materials and industrial systems engineering. Each of the 4 pathways represents 650 hours of training.


  • Pathway 1: Materials, Processes and Simulation

Choosing materials consistently with provided functional specifications by taking their manufacturing method and the socio-economic environment into account. Technological, physical and digital aspects of materials as their properties, behaviours, manufacturing processes, and their integration into the production unit.

Prospects: Design, research & development, methods, product and component manufacturing.

Areas: aeronautics, energy, transportation, research and consultancy.

Courses for pathway MPS


  • Pathway 2: Mechanical Design & Simulation

Design, model, simulate and optimise a mechanical system interacting with its environment, as well as carrying out experimental methods to validate this overall approach. The themes studied in this pathway are broad and they cover the dimensioning of components, structural dynamics, wave propagation, digital simulation and modelling and more.  They address the current issues encountered in these disciplines such as the reduction of noise and vibrations, non-linear structure behaviours, the downsizing of digital models, and taking composite, smart or functionalised materials into account.

Prospects: research & development or design office position 

Areas: aeronautics, automobile, railway, energy, space…

Courses for pathway SCM


  • Pathway 3: Mechatronics, Complex Systems

With a view to achieving optimal and agile designs, mechatronic and complex systems will be studied and designed following a systems engineering approach. Their validation, inspection and dependability will be achieved through multiphysical optimisation, in a context of knowledge acquisition and reuse performed in collaborative engineering, in order to guarantee their sturdiness. Practical application will cover CAN automobile networks, automated and robotised systems (telescope, Segway, etc.), electromechanical actuators in aeronautics, 3D printing of mechatronised and connected components, as well as cyber-physical production systems.

Prospects: Any area requiring mechatronic-related skills, ranging from cosmetics to space engineering, including positions in research & development and design offices.

Courses for pathway MSC


  • Pathway 4: Production Systems and Logistics

To design, organise, drive and optimise a production system and its logistics. Case studies, role-play simulations and business games will be used to cover the main concepts, methods, tools and techniques that are involved in the logistics chain: operational research, optimisation, planning, information systems (SAP specifically), strategic purchases, lean manufacturing and lean development, quality, Six Sigma, management of advanced projects.

Prospects: Engineers who have chosen this pathway will be able to take on responsibilities in a business environment in compliance with the principles of sustainability, and by using their skills to ensure the highest level of performance, quality and safety. Their expertise will be applied to the facilities, products, relationships and information at stake, and to a company’s organisation and environment.

Courses for pathway SPL


The Summary Project

The Summary Project is carried out before students begin their Engineering Internship. It is aimed at the practical application of the knowledge and expertise students have acquired in the pathway courses.


The Engineering Internship: the first step to becoming an engineer

The Engineering Internship is at least 6 months in duration and is a genuine period of professional integration for students. In an industrial environment, engineering students put the knowledge they have acquired during their three-year curriculum into practice. It enables students to be as operational as possible.