Mechanical Engineering Technology
- Mission Statment
The mission of the Mechanical Engineering Technology Program, by adherence to the mission objectives of Weber State University and the College of Applied Science and Technology, is to provide students a high quality undergraduate education in Mechanical Engineering Technology. This education, which emphasizes mechanical engineering fundamentals bolstered by practical experiences, prepares students for engineering and technology related professions, advanced education, and lifelong learning. The program stresses applied mechanical engineering principles, laboratory testing and experimentation, computer applications of design and analysis, and the application of mathematics and the physical sciences to the solution of technological problems. A general education component enables students to deepen their awareness and understanding of the world around them, communicate effectively, become contributing members of society, and prepare for future personal and professional growth.
- Student Learning Outcomes
- Certificate (Not Applicable)
- Associate Degree
Students completing the Associate of Applied Science in Mechanical Engineering Technology will have:
1. A foundational ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve fundamental problems related to Mechanical Engineering Technology.
2. An ability to understand and design portions of systems, components, or processes meeting specific needs related to Mechanical Engineering Technology.
3. An ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments;
4. An ability to understand and interpret standard tests, measurements, and experiments and to analyze the results to improve processes; and
5. An ability to function effectively as a member on technical teams.
- Bachelor Degree
MET Program Educational Objectives
- 1. Graduates will be recognized as having mastered both theory and application of the body of knowledge in the discipline as stated by the Society of Mechanical Engineers (supported by outcomes a and b).
- 2. Graduates will demonstrate the ability to effectively, creatively, and methodically solve manufacturing problems through experimentation, analysis, synthesis, and evaluation of data (Supported by outcomes c, d, and f).
- 3. Graduates will be recognized as being personally effective as individuals, team members, and team leaders through oral, written, and graphical communications (supported by the outcomes e and g).
- 4. Graduates will demonstrate a commitment to quality, ethics, service, and continuous improvement in personal and professional situations (supported by the outcomes h, i, j, and k).
Program Student Outcomes for the Bachelor of Science in Mechanical Engineering Technology
- a. Demonstrate appropriate mastery of knowledge, skills, and modern tools in the discipline, including technologies of materials, manufacuring processes, tooling, automation, production operations, maintenance, quality, industrial organization and management, thermal fluid science and statistics.
- b. Apply current knowledge of managing engineering and technology, including technologies of materials, manufacturing processes, tooling, automation, production operations and management, thermal fluid science and statistics.
- c. Conduct, analyze, and interpret experiments and apply experimental results to improve processes.
- d. Apply creativity to design systems, components, and processes.
- e. Function effectively on teams.
- f. Students will demonstrate creativity in designing solutions to problems through analysis and experimentation leading to modification of systems, components, and processes.
- g. Communicate effectively.
- h. Recognizethe need for and possess the ability to pursue lifelong learning.
- i. Understand professional, ethical, and social responsibilities.
- j. Respect diversity and recognize quality, timliness, and continuous improvement.
- k. Have a commitment to quality, timliness, and continuous improvement.
- Certificate (Not Applicable)
- Curriculum Grid
- Program and Contact Information
Mechanical Engineering Technology is a program offered under the Mechanical Engineering Department. Mechanical engineering technology is the practical application of mechanical engineering. Mechanical engineering technologists play an integral role in product design and manufacturing process cycles which include planning, design, analysis, testing and documentation. They utilize skills in materials science, engineering mechanics, thermal science, design, instrumentation and technical writing.
The curriculum includes problem-solving courses such as statics, strength of materials, dynamics, machine design, thermodynamics, fluid mechanics and heat transfer that are based on engineering science and mathematics. Integrated into many of the courses are laboratory and project oriented experiences that teach the practical, hands-on aspects of mechanical engineering technology. A balanced blend of engineering science and practical applications provides the mechanical engineering technologist the knowledge and skills needed to be successful in today's technical workplace. Mechanical engineering technology has lead to numerous opportunities for exciting, creative and rewarding careers in a wide range of industries including aerospace, automotive, electronics, manufacturing, medical equipment, mining and power generation.
Prof. Daniel J. Magda, Ph.D
Weber State University
Mechanical Engineering Dept. Chair
1802 University Circle
Ogden, UT 84408-1802
Link to department home page.
- Assessment Plan
- Program educational outcomes are assessed primarily through five measures; student exit surveys, student evaluations of classes, faculty ongoing improvement through our Closed Loop Action process, evaluation of student work and Mechanical Engineering Technology Assessment exam starting 2012.
- Employer surveys are sent out annually during May. Graduates are sent surveys approximately two months after their graduation. These surveys help with educational objectives. Undergraduate student evaluations of classes are done each semester for select classes. These evaluations are summarized by the Department and presented to the Advisory Committee, where they are officially documented in the meeting minutes.
- Each tenured faculty must have one class evaluated every semester using the Aleamoni Course/ Instructor Evaluation Questionnaire (CIEQ) and non-tenured or tenure-track faculty are required to have all courses evaluated every semester. This is a student rating form and statistical analysis package designed for assessing both course and faculty teaching performance. The form is designed to provide diagnostic information for professional enrichment and faculty development and provides statistically aggregated data based on appropriate norms. Written comments from the evaluations are summarized by the Department secretary and provided to the appropriate teaching faculty within three months of the survey. The statistical analysis is provided to the appropriate faculty during the following semester. The statistical analysis is also filed in the instructors’ professional file kept by the dean of the college.
- The Closed Loop Action process is intended to capture and document improvements based on informal assessment of ongoing courses. The assessment driving a particular action may be generated by student feedback, instructor generated, peer generated, etc. Problems are noted on the form and improvement actions documented.
- Select student work is used by all faculty to assess program outcomes and is documented though the curriculum grid provided previously. Select student work has been collected according to outcome and placed in binders for review.
- We plan on modifying the assessment plan in 2014. Each year several outcomes will be formally assessed with all outcomes routinely assessed over a five year period. Specific classes will be targeted which faculty will assess on a routine basis. A modified closed loop action form will be introduced to standardize improvement tracking in the department. Educational objectives remain the same; they were recently reviewed and accepted by the industrial advisory board in 2012.
- Assessment Report Submissions
1) First year student success is critical to WSU’s retention and graduation efforts. We are interested in finding out how departments support their first-year students. Do you have mechanisms and processes in place to identify, meet with, and support first-year students? Please provide a brief narrative focusing on your program’s support of new students:
2) Any first-year students taking courses in your program(s) Yes
EAST advisors and program coordinators meet with students that need support.
a. Students declared in your program(s), whether or not they are taking courses in your program(s) Yes
3) A key component of sound assessment practice is the process of ‘closing the loop’ – that is, following up on changes implemented as a response to your assessment findings, to determine the impact of those changes/innovations. It is also an aspect of assessment on which we need to improve, as suggested in our NWCCU mid-cycle report. Please describe the processes your program has in place to ‘close the loop’.
This is addressed in Section E assessment plan for closing the loop in continuous improvement.
See the full report here.
No report submitted.
No report submitted.
No report submitted.
The Mechanical Engineering Technology program conducted a five year program review with full self-study during the spring of 2015. Those results are presented in place of the Annual Assessment Report. Please reference those documents for information that includes data for the 2013/14 academic year.
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The MET program have implemented a triggering mechanism within the ABET closed loop action forms for assessment. This triggering mechanism feeds back to the professor weather future action needs to be taken in the course for improvement. All courses will reflect the new form by 2015.
2) With whom did you share the results of the year’s assessment efforts?
- Industrial advisory committee, department chair and the dean of the college.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- The MET program continued its accreditation by ABET in 2012. The interim report submitted to ABET in 2012 addressed the weakness. We are following the recommendations from ABET. Additionally we will modify the assessment plan to enable an assessment of all learning outcomes over a five year period, annually summarizing select outcomes according to a set schedule.
- An additional requirement imposed by ABET is that the program must publish the number of graduates and the number of students in the program each year. The department will comply in spring 2014. The final ABET report has been attached.
To see the full report, select this link: Mechanical Engineering Technology 2012/13 Annual Assessment Report
- Program Review