2011-2012 Annual Assessment Report - Mechanical Engineering Program

The curriculum goals of the unit, as currently stated in the catalog or other departmental documents, are as follows: (from the catalog)

"The educational objective of the undergraduate program in mechanical engineering is to prepare graduates so that, within three years of graduation, they will have successfully established themselves in professional careers and/or obtained a graduate degree, and will have begun to generate new knowledge or exercise leadership in their positions to the benefit of society.

 Each graduate of the mechanical engineering program is expected to:

• apply knowledge of mathematics, science, and engineering;
• identify, formulate, and solve engineering problems;
• use computers to solve engineering problems;
• use modern instrumentation;
• design and conduct experiments, including the use of probability and statistics;
• analyze and interpret data;
• design thermal systems, components, or processes to meet desired needs;
• design mechanical systems, components, or processes to meet desired needs;
• understand the processes used to manufacture products;
• understand contemporary issues in mechanical engineering;
• make effective oral presentations;
• write effectively;
• function effectively on multi-disciplinary teams;
• understand professional and ethical responsibility;
• understand the impact of engineering in a global and societal context; and
• engage in lifelong learning."

During the last review period, how has the department/program assessed how well it has accomplished its curriculum goals?

During 2012, task forces were completed for a total of six core courses.  Key findings of those assessment activities are detailed below.  Additional conversation within the Undergraduate Committee focused on the need to adapt course offerings and structure in a way that will effectively serve an increasing number of undergraduate students.       

MCEN1025: CAD & Fabrication

Recommended introducing GDT earlier in the semester so that students have more time to practice before they need to apply it to their projects. Plan to switch from three to two lectures beginning in Fall 2012.Will also start labs with 10 minute demos, rather than trying to incorporate them into the lectures.Discussed strategies for keeping advanced students engaged.Options include having them take on more of a TA type role, adding an honors lab section with more advanced topics, or having them take the CSWA certification test and allowing them to opt out of labs if they pass.

MCEN3022: Heat Transfer

Students found homework format useful, but would like more constructive feedback and a less strict grading scale.Recommended allowing students to use FE Equation Books for exams and moving away from including MATLAB as a course tool.Concept inventories appeared to be scored incorrectly, with adjustments in progress.

MCEN3032: Thermodynamics 2

Students indicated that a large percentage of the course was dedicated to reviewing material previously covered in Thermo 1.Task Force recommended changing course title and focus to “Application of Thermo Fluids Fundamentals” to allow the curriculum to differ more substantially from previous coursework.Students also indicated that they appreciated the course’s lab component and demonstrations, but that the design problems and equipment did not always function properly.Task Force recommended revisiting design problem structure and potentially investing in new lab equipment.They also recommended increasing the course’s focus on using computational tools (EES, etc.) and numerical simulations (CFD, etc.) as part of the problem solving process.

MCEN3037: Data Analysis & MCEN3043: Dynamics

No recommendations.

MCEN4026: Manufacturing

Task Force recommended starting project earlier in the term, and drawing a stronger connection between the actual processes used for the project and the processes included in the accompanying report.Discussed strategies for changing the course to focus more on critical thinking aspects of manufacturing and less on memorizing relevant tools.Did not reach any concrete conclusions, but acknowledged need for further discussion.

Survey results considered for this reporting period include the following:

• Senior Survey (data from December 2011 and May 2012 graduates) – assessment of program outcomes
• Post-Grad Survey (given to alumni about 6 months after graduation; data from May/Aug. 2011 and December 2011)
• Alumni Survey - Approximately 3 years after graduation from the ME program, alumni are asked questions that relate directly to attainment of the Program Educational Objectives.
• Employer Survey - A college-level Employer Survey was implemented for the first time in the spring of 2008 and most recently administered in the spring of 2011.  This survey was administered to employers of our graduates.

FE Exam data from Fall 2011 and Spring 2012 also included in assessment process.

What has the department/program concluded with respect to the outcomes of its undergraduate curriculum?

Assessment activities (task forces detailed above, senior survey data provided in tab labeled "ABET", and FE Results data) indicate that the outcomes of the undergraduate program are being met successfully, although there is still room for improvement.  Specifically, a large increase in the ME undergraduate student population has led to a corresponding increase in the program's average class size.  Although the department's core learning outcomes are still being met, the amount of hands-on work that can be incorporated into classes of 150+ is somewhat limited.  Efforts to address that issue are detailed below. 

What changes in the curriculum or in major requirements have occurred as a result of your assessment of your undergraduate program?

Discussions related to the format of MCEN3032: Thermodynamics 2 and MCEN4026: Manufacturing are ongoing, but have so far yielded no concrete changes.  Alterations to the lab/lecture format for MCEN1025: CAD & Fabrication have been implemented as noted above.

In addition to the specific curriculum feedback/changes noted above, the department is in the process of addressing a large increase in its average class sizes that accompanied the College's shift away from enrollment limited majors in 2010.  Specifically, the increase in enrollment is being addressed by shifting the ME course structure so that most core classes are offered during both the fall and the spring semester.  New flowcharts following a “yellow” or a “blue” plan will allow students to choose between an accelerated or a slightly slower start degree plan, while splitting each core class into two sections of 100-150 students rather than one large section of 200 students.  The change will also provide additional flexibility with regards to students who are off schedule due to a change in major, participation in a study abroad program, etc.