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ME Courses with No Master Syllabus

ME Courses with No Master Syllabus. ME 4233, Vibration Engineering Laboratory (draft submitted) ME 5115, Air Quality and Air Pollution Control ME 5211, Human Factors & Work Analysis ME 5348, Heat Transfer in Electronic Equipment (draft fragments submitted)

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ME Courses with No Master Syllabus

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  1. ME Courses with No Master Syllabus • ME 4233, Vibration Engineering Laboratory (draft submitted) • ME 5115, Air Quality and Air Pollution Control • ME 5211, Human Factors & Work Analysis • ME 5348, Heat Transfer in Electronic Equipment (draft fragments submitted) • ME 5381, Biological Transport Processes (draft fragment submitted) • ME 5666, Modern Thermodynamics (last offered Fall 2011, 22 students, partial draft submitted)

  2. ME 5115, Air Quality and Air Pollution Control Air pollution sources, atmospheric transport, transformations, fate, and emissions control. Air pollution meteorology, dispersion, chemistry of second pollutant formation, standards and regulation. Control devices and techniques for gaseous and particulate emissions. Cyclones, electrostatic precipitators, and dry scrubbers, combustion modification. • Not offered in > 10 years • No champion

  3. ME 5211, Human Factors and Work Analysis Human factors engineering (ergonomics), methods engineering, work measurement. Displays, controls, instrument layout, supervisory control. Anthropometry, work physiology, biomechanics. Noise, illumination, toxicology. Operations analysis, motion study, time standards. • Cross listed as IE 5511 (no action suggested for IE 5511) • Champion: Prof. Hayes (no longer in Dept) • Fall 2012 instructor: Prof. Kathleen Harder, Director, Center for Design in Health, Cdes Research & Outreach • Fall 2012 enrollments: • ME 5211: 36 students • IE 5511: 13 students

  4. ME 5348, Heat Transfer in Electronic Equipment Technology trends and packaging needs of microelectronic components. Thermal characteristics, heat transfer mechanisms, thermal failure modes of electronic / microelectronic equipment. Reliability prediction. Thermal stress / strain in layered structures and solder joints. • Offered once in last 10 years (Adj. Prof. Geisler, Fall 2007) • Syllabus fragments submitted by Prof. Sparrow & Adj. Prof. Geisler (through T. Simon)

  5. ME 5381, Biological Transport Processes Fluid, mass, and heat transport in biological systems. Mass transfer across membranes, fluid flow in capillaries, interstitium, veins and arteries. Biotransport issues in single cells and tissues, artificial organs, membrane oxygenators, and drug delivery applications. • Not offered in > 10 years • Course description very similar to BMEN 5311 (co-developed by Prof. Bischof) • Apparently cross-listed with BMEN 5311 at one time • Syllabus fragment submitted by Prof. Sparrow (content differs from current course description)

  6. 2013 ABET Review:An Introduction October 9, 2012 All faculty must be familiar with the review process!

  7. Review Calendar • Institutional report due: July 1, 2013 • Site visit: Fall 2013 External calendar: Internal calendar: • Core course data collection**: Jan 2012 – Dec 2012 • Elective course syllabus updates*: Fall 2012 • Assess student performance in core courses*: Spring 2013 • Self-Study Report writing: Fall 2012 – Spring 2013 *All faculty **Select faculty

  8. Required Contents of Self-Study Report(Body) • Students • Program Educational Objectives • Student Outcomes • Continuous Improvement • Curriculum • Faculty • Facilities • Institutional Support

  9. Required Contents of Self-Study Report(Appendices) Course Syllabi Faculty Vitae Equipment Institutional Summary

  10. Criterion 1: Students Student admissions Evaluating student performance(includes enforcement of prerequisites) Transfer students Advising and career guidance Work in lieu of courses Graduation requirements Sample transcripts of recent graduates

  11. Criterion 2: Program Educational Objectives • Institutional mission statement • Program Educational Objectives* (PEOs) • How PEOs support the Mission • Program Constituencies • Process for Revising PEOs *All faculty

  12. ME PEOs, 5/23/11 The mechanical engineering program provides education in engineering design and analysis, the basic sciences, and the liberal arts in accordance with national standards and thereby provides the necessary tools for our graduates to pursue successful careers as mechanical engineers or to seek continued graduate education. Graduates are able to apply engineering fundamentals to societal problems. They are educated in experimental and computational techniques. They are able to work in multidisciplinary teams to meet the needs of the modern work place. The undergraduate program is enriched by our research activities and maintains strong ties with industry. Graduates have the ability to communicate technical information effectively. They understand professional and ethical responsibilities of a mechanical engineer. They are able to adapt to emerging technologies through life-long learning.

  13. Criterion 3: Student Outcomes • Apply knowledge of math, science & engineering • Design & conduct experiments; analyze & interpret data • Design system, component or process to meet constraints • Function on a multidisciplinary team • Identify, formulate & solve engineering problems • Understand professional & ethical responsibility • Communicate effectively • Understand engineering solutions in a global, economic, environmental & societal context • Recognize need to engage in life-long learning • Understand contemporary issues • Use techniques, skills, & modern tools necessary for engineering practice How do outcomes prepare graduates to attain the PEOs?

  14. Criterion 4. Continuous Improvement • Assessment of PEOs • Assessment of student outcomes • Description of how assessment results have been used as input to improve the program • Additional info (e.g., meeting minutes) *All faculty

  15. Criterion 5: Curriculum Alignment with PEOs Support of student outcomes Depth: math & basic sciences; engineering; general education Capstone design Cooperative education Materials available at site visit + Course Syllabi* (Appendix A) *All faculty

  16. Criterion 6: Faculty Faculty qualifications Faculty workload Faculty size Professional development Role played by faculty in program guidance + Faculty Vitae* (Appendix B) *All faculty

  17. Criterion 7: Facilities • Offices, classrooms & laboratories** • Computing resources** • Guidance to students for utilizing facilities** • Maintenance & upgrading of facilities** • Library resources** • Ensuring safety** **Select faculty

  18. Criterion 8: Institutional Support • Program leadership • Program budget & financial support(including TA support) • Adequacy of staff • Faculty hiring & retention • Support of professional development of the faculty

  19. Summary: ABET Accreditation Requires Input from All Faculty • Students • PEOs* • Student Outcomes • Continuous Improvement* • Curriculum* • Faculty* • Facilities** • Institutional Support Course Syllabi* Faculty Vitae* Equipment** Institutional Summary *All faculty **Select faculty

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