The Mechanical Engineering Technology Program at Southern Polytechnic State University
prepares graduates with the necessary knowledge and skills to perform in professional
positions in mechanical engineering. Positions include careers in the design, development,
implementation, analysis, manufacturing, testing, evaluation, sales, or maintenance
of mechanical systems. Graduates will possess knowledge in math, basic sciences, the
traditional engineering sciences, engineering graphics, manufacturing processes, and
principals of automation. Students will develop skills in problem solving; written
and oral communications; and the use of computer tools. Graduates will apply this
knowledge in the design and analysis, development, selection, implementation and control
of mechanical systems.
Important note: The Mechanical Engineering Technology program is accredited by the Engineering Technology Accreditation Commission of ABET, http://www.abet.org.
Program Educational Objectives
Graduates of the mechanical engineering technology program will:
1. Be prepared for applied mechanical engineering positions that require specialized
knowledge and skills in a particular area of mechanical engineering, such as mechanical
design; manufacturing and automation; plant engineering; or heating, ventilation,
air conditioning, and refrigeration (HVAC-R).
2. Be aware of the impacts of their decisions on the health and safety of workers and on the environment, and of ethical and societal concerns.
3. Solve problems that require critical thinking, use of teamwork, research, and communication skills.
4. Understand the need for lifelong learning and continued professional development,
including Professional Engineer registration.
Graduates of the Mechanical Engineering Technology program will demonstrate:
a. an ability to apply knowledge of engineering materials, applied mechanics, thermal sciences, fundamentals of electricity, manufacturing processes, mechanical design, computer-aided engineering graphics, and electro-mechanical devices and controls.
b. an ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering and technology,
c. an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes,
d. an ability to apply creativity in the design of systems, components, and processes,
e. an ability to function effectively on teams,
f. an ability to identify, analyze and solve technical problems,
g. an ability to communicate effectively,
h. a recognition of the need for, and an ability to engage in lifelong learning,
i. an ability to understand professional, ethical and social responsibilities,
j. a respect for diversity and a knowledge of contemporary professional, societal and global issues,
k. a commitment to quality, timeliness, and continuous improvement,
Enrollment and graduation information:
To check the enrollment and graduation numbers in the past years, please click here.
The MET assessment effort addresses the achievement of Program Objectives and Outcomes by obtaining input from key constituencies:
- Current students,
- Mechanical Engineering Technology faculty
The input of these constituencies is evaluated to determine the extent to which the
MET Program is fulfilling the goals described in Objectives and Outcomes. MET Curriculum
Committees play a key role in this evaluation, as well as ad hoc committees as needed.
Recommendations from committees to address concerns or opportunities are reviewed
by the MET faculty for understanding and approval. When appropriate, recommendations
are also reviewed with other groups, e.g. MET Industry Advisory Board or Campus Curriculum
Committee. Implementation becomes the responsibility of specific MET faculty members.
A variety of assessment tools are used to gather input useful in identifying concerns or opportunities for Program improvement. The following Table shows the tools and the frequency of each.
|Alumni survey||Every 3 years||Alumni (3 to 5 years out)|
|Employer survey||Every 3 years||Employers (Full-time and co-op)|
|Industry Advisory Board meetings||Once a year||Industry representatives, employers, and alumni|
|Curriculum Committees||Twice a year||Faculty|
|Exit Interviews||Each Semester||Graduating Seniors|
|Fundamentals of Engineering tests||Twice per year||MET students & graduates|
|Faculty Course Assessment Report||Each semester||Current Students|
Alumni are asked to rate how well the MET Program prepared them for their chosen career.
Assessing their achievement of the MET Program Outcomes is a key part of the Survey.
Alumni are selected for the survey if they graduated in the period of three to ten
years before the ABET Accreditation visit. Click here to see the webpage.
As part of the Alumni Survey, alumni are asked their employers to participate in the
Employer survey. Employers are asked to rate the performance of MET graduates, including
how well graduates display the knowledge and skills described in the MET Program Objectives
and Outcomes. Click here to see the webpage.
Graduating seniors are surveyed as to their opinions on how well they have been prepared
for a career in the mechanical engineering field. They have an opportunity to rate
their achievement of the Program Outcomes.
Faculty Course Assessment Report
At the end of each semester, faculty members complete an assessment of how well Course
Outcomes are achieved. The sum of all Course Outcomes encompasses all of the Program
Outcomes. This assessment is used to determine if course modifications are needed
to address concerns or opportunities.
Fundamentals of Engineering test
MET students and graduates take the FE tests as a first step to Professional Engineer
certification. Their performance in technical areas is compared with national averages.
This type of ratio is an indication of the comparative strengths of the MET program.
For each of the fifteen Program Outcomes, one or two upper level courses in which students demonstrate their learning relative to that outcome are identified. Within each of those courses, the faculty member identifies items, such as specific projects or test problems, that are used to assess the extent to which students have attained that outcome. The performance of the students is compared to a performance standard for each item. If it is found that an unacceptably low percentage of students can demonstrate a particular competence, adjustments are made. The adjustments may be in the course where the assessment was made or any other course where that competence is learned or practiced.