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: All of the Engineering Technology programs at SPSU are accredited by ABET:
"The B.S. in Mechanical Engineering Technology program is accredited by the Technology Accreditation Commission (TAC) /Accreditation Board of Engineering and Technology; 111 Market Place, Suite 1050, Baltimore, MD 21202-4012, Telephone: 410-347-7700, 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,
l. technical expertise in engineering materials, statics, dynamics, strength of materials, solid and fluid mechanics, thermodynamics, industrial electronics,
m. technical expertise with added depth in mechanical design and computer-aided design,
n. added technical depth in at least one of the following (selected by the student): analysis and design of HVAC&R systems, including economic analysis and computerized energy evaluation methods; engineering materials; or manufacturing,
o. ability to use calculus to solve applied physics problems in mechanics, thermodynamics, waves, electromagnetism, optics and modern physics.
The MET assessment effort addresses the achievement of Program Objectives and Outcomes by obtaining input from key constituencies:
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
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.
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.