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Mechanical Engineering
Program Mission Statement
The mission of the School of Engineering is to provide diverse learning opportunities in the technical and professional aspects of engineering that prepare all participants to thrive in an evolving world.
The mechanical engineering program education objectives are to produce graduates with:
- sound engineering fundamentals,
- strong team and leadership skills,
- strong problem solving skill,
- an ability to learn and advance, and
- effective communication skills.
Mechanical Engineering Faculty currently produce scholarship in the following areas:
- Additive Manufacturing
- Biomechanics
- Controls
- Energy
- Materials
- Strength of Materials
- Machine Design
As part of the mechanical engineering degree, all students are required to complete a capstone design course. This course requires students to work with a local engineering company on a real-world design problem (The Osprey Design Experience). Additionally undergraduate research projects and technical electives have worked with community partners. Industry partners include:
- Mercedes Benz USA
- Johnson & Johnson Vision Care
- Johnson & Johnson 3D Printing Center
- SAFT Batteries
- Inspired Energy
- Gerdau Ameristeel
- Medtronic
- Stenner Pumps
- GEM Products
- ICS
- Mayo Clinic
- Jacksonville Zoo and Gardens
- Brooks Rehabilitation
- Clay County Sheriffs Office
- Polyhistor International
- Bacardi
- Crowley Maritime
- Grace Aerospace
- Revlon
- Solar and Palau
- SippTech
Student Learning Outcomes
Students will acquire:
Content/Discipline-Specific Knowledge/Skills
- an ability to apply knowledge of mathematics, science, and engineering
- an understanding of professional and ethical responsibility
- the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
- a recognition of the need for, and an ability to engage in life-long learning
- an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
- a knowledge of contemporary issues
- an ability to use the techniques, skills and modern engineering tools necessary for engineering practice.
- an ability to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations)
- an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
- an ability to communicate effectively with a range of audiences
- an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
- an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
- an ability to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations)
- an ability to model, analyze, design, and realize physical systems, components or processes
- an ability to work professionally in either thermal or mechanical systems while requiring topics in each area
Communication Skills
- an ability to function on multidisciplinary teams
Critical Thinking Skills
- an ability to design and conduct experiments, as well as to analyze and interpret data
- an ability to 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
- an ability to identify, formulate, and solve engineering problems
- an ability to model, analyze, design, and realize physical systems, components or processes
Assessment Approaches
The mechanical engineering program utilizes a number of direct and indirect assessment measures, in agreement with our accreditation agency ABET, to assess proficiency of course outcomes and student outcomes. Direct assessment tools include course design projects, senior capstone design projects, and assessment of course learning outcomes in each course, using assessment rubrics as appropriate. Indirect assessment tools include graduating senior surveys, alumni surveys, and employer surveys.
The mechanical engineering program assesses Critical Thinking, Content, and Communication for assessment purposes.
Critical Thinking:
Critical Thinking is assessed using both Direct and Indirect Methods. The School of Engineering (SoE) has determined that for engineering students, critical thinking is best assessed using an engineering design definition of critical thinking. Throughout the curriculum, students perform engineering design, which is a decision making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet stated needs. Direct assessment of critical thinking occurs through the use of Course Learning Outcomes that are assigned to each required mechanical engineering course and are assessed each fall and spring by the faculty member teaching the course. The results of individual course learning outcomes are mapped to ABET Student Outcomes. For Critical Thinking, the following ABET Student Outcome is used for assessment:
ABET SO 2 - an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
Indirect assessment of content occurs through the use of the graduating senior exit survey administered to seniors enrolled in EML4552 (Senior Capstone Design II) each spring semester, using the same ABET SO as direct assessment.
Content:
Content is assessed using both direct and indirect methods. Direct assessment occurs through the assessment of course learning outcomes (CLOs) assigned to each required undergraduate mechanical engineering course. Each individual CLO is then mapped to an ABET Student Outcome. For direct assessment of content, the following Student Outcomes are used:
ABET SO 1 - an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
ABET SO 2 - an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
ABET SO 7 - an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
Indirect assessment of content occurs through the use of the graduating senior exit survey administered to seniors enrolled in EML4552 (Senior Capstone Design II) each spring semester, using the same ABET SOs as direct assessment.
Communication:
Communication is assessed using both direct and indirect methods. Direct assessment occurs through the assessment of course learning outcomes (CLOs) assigned to each required undergraduate mechanical engineering course. Each individual CLO is then mapped to an ABET Student Outcome. For direct assessment of content, the following Student Outcome is used:
ABET SO 1 - an ability to communicate effectively with a range of audiences
Indirect assessment of content occurs through the use of the graduating senior exit survey administered to seniors enrolled in EML4552 (Senior Capstone Design II) each spring semester, using the same ABET SO as direct assessment.