- Temple University College of Engineering - http://vader.eng.temple.edu -

Department Mission Statement

Posted By admin On February 8, 2010 @ 6:57 pm In | Comments Disabled

MECHANICAL ENGINEERING DEPARTMENT

MISSION STATEMENT

The mission of the Mechanical Engineering Program is to provide an excellent educational experience for its students. This experience includes an emphasis on the technical, communication, teamwork and life-long learning skills that graduate engineers need to succeed, in both the workplace and society in general. The mechanical engineering program is structured to prepare the graduate for the professional practice of engineering and/or graduate school. The curriculum emphasizes a rigorous treatment of the mathematical and scientific approach to the solution of engineering problems. It provides a coherent set of courses in energy conversion and structures/motion in mechanical systems. The program has design across the curriculum and is capped with an integrated design experience in the form of a senior project.

Program Educational Objectives

These attributes are the knowledge, abilities and skills of the graduates who have been out several years. The ME Program should produce alumni who:

  1. Graduates will demonstrate competence and progression in the practice of modern engineering and/or graduate education.
  2. Graduates will demonstrate the necessary communication, teamwork and management and/or leadership skills to participate effectively in a team environment.
  3. Graduates will demonstrate commitment to life-long learning and continuous improvement and contribution to society through professional practice.

Relationship of the Program Educational Objectives with the Mission of the Institution

The linkage of the mission statements from the Mechanical Engineering program, to the College of Engineering and Temple University are summarized below.

TABLE 1. MISSION LINKAGES
Temple University College of Engineering ME program
1. “provide superior educational opportunities” “provide students with a high quality, innovative, and globally competitive learning experience” “provide an excellent educational experience…approach to the solution of engineering problem
2. “support the aspirations of capable students’ “graduates are to be educated professionally with the technical, problem-solving, and communication skills required to succeed in the workplace and society” “an emphasis on the technical, communication, teamwork and leadership skills…that graduate engineering need to succeed in both the workplace and society
3. “provide opportunities without regard to their status or station in life” “pursue these objectives in a learning environment that celebrates ethnic and gender diversity, respects experience, and encourages problem solving through teamwork” “emphasis on ….life-long learning skills….to succeed in both the workplace and society in general”

Program Stakeholders

Our stakeholders and constituencies are industry and government employers, the engineering profession, alumni including recent graduates, graduate schools and programs, and the department Industrial Advisory Committee.

Achievement of Program Educational Objectives

Two mechanisms are utilized to assess and evaluate the achievement of the PEO’s. One involves a survey of the alumni who graduated about 5 years ago. The other is a survey of our employers of about two years ago. Indirect and direct assessments and evaluations are given for each survey.

Student Outcomes

Student outcomes, also called program outcomes, are the knowledge and abilities of students who are in the program, most notably the senior students who are about ready to graduate.

Table 2. STUDENT OUTCOMES FOR MECHANICAL ENGINEERING
Letter Outcome
A Ability to apply current knowledge and applications of mathematics, science, engineering and technology
B Ability to design and conduct laboratory experiments as well as analyze and interpret data to improve processes
C Ability to creatively 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 effectively on multi-disciplinary teams
E Ability to identify, formulate, analyze and solve technical and engineering problems
F Understanding of professional, ethical and social responsibilities
G Ability to communicate effectively in writing, speaking and making presentations
H Broad education necessary to understand the impact of technical and 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 including diversity
K Ability to use the techniques, skills and modern technical tools necessary for technical or engineering practice
Z Understanding of the commitment to quality, timeliness and continuous improvement
   
  American Society of Mechanical Engineers [ASME] specific Program Criteria
l Knowledge of linear algebra and statistics
m Ability to apply advanced mathematics through multivariate calculusand differential equations
n Knowledge of chemistry, or biology, and calculus-based physics
o Ability to work professionally in thermal and/or mechanical systems areas including the design and realization of such systems
  Effective Fall 2009 – Term Revised 2-9-09

Relationship of Student Outcomes to Program Educational Objectives

The Student Outcomes for Mechanical Engineering are linked to the Program Educational Objectives as shown on Table 3.

Table 3. Program Educational Objectives as Supported by Student Outcomes
Program Educational Objective 1 2 3
Student Outcome:      
(A) An ability to apply knowledge of mathematics, science and engineering X    
(B) An ability to design and conduct experiments, as well as to analyze and interpret data for mechanical devices and systems X    
(C) An ability to design a mechanical system, component, or process to meet desired needs. X    
(D) An ability to function on multi-disciplinary teams   X  
(E) An ability to identify, formulate, and solve mechanical engineering problems X    
(F) An understanding of professional and ethical responsibility     X
(G) An ability to communicate effectively   X  
(H) The broad education necessary to understand the impact of engineering solutions in a global and societal context     X
(I) A recognition of the need for, and ability to engage in life-long learning     X
(J) Knowledge of contemporary issues     X
(K) An ability to use the techniques, skills, and modern engineering tools necessary for mechanical engineering practice an ability to use the techniques, skills , and modern engineering tools necessary for mechanical engineering practice X    
(l) A familiarity with linear algebra and statistics X    
(m) The student must demonstrate an ability to apply advanced mathematics through multivariate calculus and differential equations X    
(n) The student must have a knowledge of chemistry and calculus-based physics X    
(o) An ability to work professionally in both thermal and mechanical systems areas including the design and realization of such systems X X X

Relationship of Courses in the Curriculum to the Student Outcomes

The attainment of Student Outcomes is accomplished in the courses which make up the curriculum in Mechanical Engineering. The relationship between the Student Outcomes and the courses in the curriculum is shown in Table 4. In general, a specific course chosen to show attainment of Student Outcomes will have two to five SO’s assigned to it. Likewise a specific Student Outcome will have two to fourteen courses assigned to it to demonstrate attainment. With this arrangement, adequate coverage across the curriculum is accomplished.

Table 4. Curriculum Map for Mechanical Engineering
Student Outcome Course Number & Catalog Name A B C D E F G H I J K l m n o
ENGR 1101 – Intro to Engineering and Engineering Technology   X   X         X            
ENGR 1117 – Engineering Graphics     X               X        
ENGR 2331 – Engineering Statics X       X                    
ENGR 2332 – Engineering Dynamics X       X                    
ENGR 2333 – Mechanics of Solids X       X                    
ENGR 3496 – Materials Science for Engineers X           X             X  
ENGR 3096 – Economic Analysis         X   X   X            
ENGR 3553 – Mechanics of Fluids         X   X   X       X    
ENGR 3571 – Classical and Statistical Thermodynamics X   X       X X           X  
ENGR 3117 – Computer Aided Design     X       X       X        
ENGR 4169 – Engineering Seminar       X   X     X X          
ENGR 4196 – Senior Design Project I     X X   X X X   X         X
ENGR 4296 – Senior Design Project II     X X   X X X   X         X
ME 2305 – Measurements and Dynamics Laboratory   X         X       X X      
ME 3305 – Materials Laboratory   X         X       X        
ME 3506 – Fluids and Energy Laboratory   X         X       X X      
ME 4405 – Vibrations & Controls Lab lLLabLaboratory   X         X       X        
ME 4506 – Energy Conversion Laboratory   X         X       X X      
ME 3421 – Dynamic Systems         X             X X    
ME 3301 – Machine Theory & Design     X   X   X               X
ME 4571 – Advanced Thermodynamics & Combustion         X     X             X
ME 4572 – Heat & Mass Transfer     X   X   X           X   X
ME 4422 – Mechanical Vibrations         X             X X   X
EE 2112 – Electrical Devices and Systems I X X                          
  A B C D E F G H I J K l m n o

Achievement of Student Outcomes

The ME program has basically four assessment and evaluation processes that demonstrate that SO’s are being attained.

  1. Direct assessment (performance) and evaluation of SO’s assigned to a course are done by the instructor each semester. Certain assignments, test questions or projects are selected by the instructor to assess the attainment of the SO’s assigned to the course.
  2. Indirect assessment (opinion) and evaluation of SO’s assigned to a course are done by an online survey sent to each student in a course near the end of a semester. The online process is new and started in Fall 2010. Previous to that the surveys were conducted on paper and in class as part of the overall course survey.
  3. The instructor will evaluate the Indirect and Direct assessments and develop a self-evaluation of the success in achieving the SO’s assigned to the course.
  4. Indirect assessment (opinion) of all SO’s in a program are done by a Senior Exit Survey.

Actions to Improve the Program

All of our assessments and evaluations are used to improve the Mechanical Engineering program. Our Continuous Improvement Plan (CIP) consists of two loops. The process loop to update Student Outcomes occurs on a yearly basis and uses assessments and evaluations from students, faculty and the Industrial Advisory Committee. The process loop to update the Program Educational Objectives occurs on a five year basis and uses assessments and evaluations from alumni, employers, faculty and the Industrial Advisory Committee. The Figure below displays the two loops.

[1]

Article printed from Temple University College of Engineering: http://vader.eng.temple.edu

URL to article: http://vader.eng.temple.edu/academic-programs/me/department-mission-statement/

URLs in this post:

[1] Image: http://vader.eng.temple.edu/wp-content/uploads/2010/02/me-improvement-plan4.png

Copyright © 2011 Temple University College of Engineering. All rights reserved.