Mechanical Engineering Technology
Program Outcomes Validation
July 15, 2010
_______________________________
Dick Bickerstaff, Department Chairperson
_______________________________
Shane Bendele
_______________________________
Jeffery Woodson
_______________________________
Adele Wright
Executive Summary
In order to determine if the current Mechanical Engineering Technology program outcomes are
valid and adequate to meet the needs of the industries we serve, we employed three methods.
1. Advisory Committee Input: Meeting Held June 9, 2010
2. External: Survey of Like-Colleges’ Outcomes and Programs of Study
3. Internal: Departmental Review
We found that our current outcomes are valid and require no changes. We will, however, use
information gathered to guide us in our S2S process.
Current Outcomes
1. Apply basic knowledge of manufacturing and engineering technology, procedures, symbols,
and graphics skills to the reading and production of sketches, drawings, blueprints and
specifications, assist in establishing tolerances related to production, by utilizing manual
and/or computerized methods.
2. Make significant contributions to the production of manufactured goods by utilizing skills
and knowledge of: drafting, computers and automation technology, sound manufacturing
practices, quality measures, machine capabilities/limitations, and assist in the selection of
product equipment.
3. Contribute to the solution of engineering and design problems involving mechanical systems,
by utilizing knowledge and skills in electrical and mechanical principles, material
performance and selection, basic machine elements, sound design and engineering practices.
Apply computers and computer language to the solution of engineering problems.
4. Utilize various quality tools and techniques such as SPC and TQM to support production in
manufacturing areas and other applicable work situations to improve any and all quality
measures.
Program Profile
Degree Offered: Associate of Applied Science in Mechanical Engineering Technology
Certificates Offered:
Engineering Assembly Technician
Engineering Technician
Manufacturing Maintenance Technician
Computer Aided Drafting Technician
Description:
From the US Bureau of Labor Statistics, Mechanical Engineering Technicians:
“Apply theory and principles of mechanical engineering to modify, develop, and
test machinery and equipment under direction of engineering staff or physical
scientists.” (www.bls.gov/oes, June 28, 2010)
From Knowledge, Resources and Planning:
Program Related Student Profile
WI 2009
Sex
F
M
AI
AS
1
1
BL
1
23
HS
1
2
NR
BL
2
16
HS
1
1
NR
2
AS
1
3
AI
AS
HS
NR
UK
1
2
BL
2
15
1
1
3
AI
AS
HS
NR
UK
1
5
BL
3
16
5
1
3
1
UK
7
WH
5
91
SP 2009
Sex
F
M
AI
UK
7
WH
5
86
SU 2009
Sex
F
M
WH
2
54
AU 2009
Sex
F
M
WH
6
102
Retention
Total majors AU 2008: 113
Number Retained Following Autumn: 58
Percent Retained: 51.33%
FTE
WI 2009 44.93
SP 2009 56.47
SU 2009 28.67
AU 2009 51.73
Distance FTE
WI 2009 Not received
SP 2009 22.33
SU 2009 2.67 AU 2009 16.20
Degrees Awarded AU 2008 to SP 2009
AU 2008: 2
WI 2009: 3
SP 2009: 5
Advisory Committee Input
The joint EMECH/MECH advisory Committee met on June 9, 2010. Minutes from the meeting,
including a list of attendees, can be found in Appendix A. Prior to the meeting, all members
were sent a ‘survey’ which included a list of the outcomes for them to consider and asked if they
agreed or disagreed with the outcome and if they had any recommendations to modify the
outcome. During the meeting each outcome was discussed and feedback was collected. One
member who could not attend the meeting emailed his survey responses.
Results:
Outcome 1: All participants agreed with this outcome. One suggestion was made to include
relevant standards that the students would encounter when utilizing those skills. One member
commented that reading and interpreting drawings and specifications are a must in his industry.
Outcome 2: All participants agreed with this outcome, except one who said it didn’t apply to his
company’s needs. A suggestion was made to include time studies and lean manufacturing. In
addition, a comment was made regarding the importance of the distinction between design and
engineering – for example developing the requirements for a motor vs. selecting a motor that
meets those requirements.
Outcome 3: All participants agreed with this outcome. Significant discussion took place
regarding the need for students to get hands on, practical experience with these skills, not just
computer skills. This would not necessitate changing the outcome, but would instead impact
instructional approaches.
Outcome 4: All participants agreed with this outcome, except one who said it didn’t apply to his
company’s needs. One member wanted us to stress the combination of SPC and TQM as is done
in quality systems such as Six Sigma, and wondered if more advanced topics in this area could
be included as an elective. One member commented that these skills are used regularly in his
industry.
Survey of Like Colleges
Outcome Comparison
Method: An investigation of the outcomes for programs already on the semester system in OH
was undertaken. According to the Ohio Board of Regents semester conversion website
(regents.ohio.gov/calendar-conversion, June 6, 2010), the following schools are currently on
semesters. Also listed are the closest relevant degrees, if applicable:
1. Bowling Green State University – B.S. Engineering Technology, Mechanical Design
Specialization
2. Central State University – B.S. Manufacturing Engineering
3. Cleveland State University – B.S. Mechanical Engineering Technology (2nd part of a 2+2
program only)
4. *Cuyahoga County Community College – A.A.S. Manufacturing Industrial Engineering
Technology
5. *Eastern Gateway Community College – A.A.S. Mechanical Engineering Technology
6. *Edison Community College – A.A.S. Mechanical Engineering Technology
7. Kent State University – B.S. Industrial Technology, Manufacturing Systems
Concentration
8. *Lakeland Community College – A.A.S. Mechanical Engineering Technology
9. *Lorain County Community College – A.A.S. Manufacturing Engineering Technology
10. *Miami University – A.A.S. Mechanical Engineering Technology
11. *Northwest State Community College – A.A.S. Mechanical Engineering Technology
12. Owens State Community College
13. *Rio Grande Community College – A.A.S. Manufacturing Technology
14. Shawnee State University
15. *Stark State College of Technology – A.A.S. Mechanical Engineering Technology
16. *Terra Community College – A.A.S. Mechanical Engineering Technology
17. *University of Akron – A.A.S. Mechanical Engineering Technology
18. University of Toledo - B.S. Mechanical Engineering Technology
19. *Youngstown State University – A.A.S. Mechanical Engineering Technology
The programs with a similar A.A.S. degree to ours are indicated by an asterisk *. A search of the
web sites of the schools listed yielded program outcomes for 9 of these programs. The outcomes
from each of these programs were compared to the 4 Mechanical Engineering Technology
outcomes and matches were indicated (criteria, 80% match). Some of the other school’s
outcomes were written in such a specific manner that they were matched with an individual
CSCC course instead of a CSCC outcome. If the outcome was a match for one of our Gen Eds,
the specific Gen Ed was listed by number (as per the CSCC catalog, page 64). The comparison
grids can be found in Appendix B.
Results: In general, our outcomes match well with those in similarly titled programs. The
following gaps were noted:

Time management & teamwork (Cuyahoga County CC) – while both are incorporated
into our program, they are not formally referenced in an outcome

Occupational safety (Cuyahoga County CC, Rio Grande CC) – not included in our
outcomes; in the program of study as a technical elective.

Basic electric principles (Eastern Gateway CC) – a course on this used to be in the
program of study, but is no longer

Ethics (Edison CC)

Performing, analyzing and reporting laboratory experiments (Lakeland CC, Youngstown
State U)

Currency and advocacy for field through membership in professional organizations (Rio
Grande CC, Stark State College of Technology, Youngstown State U)
POS Comparison
Method: Using the same list of programs as for the outcome comparison, the Plans of Studies
were compared to our proposed semester plan of study, which of course hasn’t been finalized
(we are about 80% there). Courses were organized by type. Appendix C contains the course
listings (with credit hours) for each program.
Results:
College Success: 3/11 schools offer some type of 1 credit course. It looks like we will be
required to do so, so it doesn’t really matter what others do.
Intro to Engineering Technology: 9/11 schools have something like this, in a 1 or 2 credit
course format. We plan on doing 2 credits in 8 weeks.
Computer Skills: 4/11 schools require an introductory software course. We have in the past,
and plan to keep it, but only 2 credits over 8 weeks. As the computer skills of incoming students
increase, this may become obsolete, but the content on how computers work (such as DOS) is
new to most students.
Drafting/CAD: All programs require this, with most still requiring blueprint reading and
drafting before CAD. We will continue to do so as well, but this (hand drafting) is something
that may be eliminated in the future.
Math: We are planning on requiring one semester of Tech Math, at 5 credits. This seems to be
less than what others are doing; generally 2 semesters of math are required, with total credits
varying from 4 to 10. Also, some schools require algebra/trigonometry, while others require
Calculus. Clearly this is an area without consensus. In addition, we have a course on
Engineering Statistics, which isn’t housed in the math department. Three other programs include
a course on quality which is similar to our statistics course.
Materials Science, Manufacturing Processes, and Machine Tools: We have merged
Materials Science and Manufacturing Processes into one. 9/11 programs include a course on
Materials, as do 9/11 on Manufacturing Processes. About half of the programs merged
Manufacturing Processes with Machine Tools instead. Clearly, all 3 topics need to be included
in some way, and our way seems as good as any.
Statics & Strength of Materials: All programs offer these 2 courses, generally at 3 credits
each. This is a TAG sequence and we will leave ours alone!
Dynamics: We offer Mechanisms and Drives, which is an alternative to the traditional
Dynamics course – more applied and fitting to our student population. 5/11 programs include
Dynamics or Kinematics.
Fluid Power/Hydraulics: 10/11 programs include one of these two courses. We used to require
this course, but it is now a technical elective. Perhaps we should re-think that.
GD & T (Gage, Dimension, & Tolerances): 3/11 programs include this topic. We feel that it
doesn’t work well as a standalone course, and will integrate it into the curriculum in courses
which include drafting and machining activities.
CNC (Computer Numerical Control): 5/11 Programs include this topic – one as a two course
sequence. We are still trying to decide what to do with this and our Robotics course. No other
program includes Robotics.
Machine Design/CAM (Computer Automated Manufacturing): We have merged these 2
courses. All programs require some sort of Machine Design, often as a capstone course. Some
programs have it as a 2 course sequence. Three programs have separate CAM courses.
Electronics: 3/11 programs include an electronics course. We used to, but do not any longer.
Students going on to the 2+2 program with Miami of Ohio need to take several as bridge
courses. One program includes an Electro-mechanical course. We have one as a technical
elective.
Thermodynamics: 3/11 programs include this topic. All three programs also require Calculus,
as it is necessary to cover this topic. Our program doesn’t require Calculus, nor are we
considering adding it. It used to be included in the Miami program of study, but is no longer.
Miscellaneous: Courses in only one program of study include Pipe/Map Drafting, Problem
Solving, and Safety. Occupational Safety is one of our technical electives.
Physics: All programs require at least 4 credits of Physics. 7/11 programs require 2 courses,
from 3 to 5 credits each. We plan on requiring one course, and are waiting to hear from/work
with the Physics department to see how many credits it will be. Students going on to the 2+2
program with Miami of Ohio can take their second (required by MUOH) Physics course as a
technical elective.
Composition: All programs require at least one 3 credit course, which matches the OBOR rules.
5/11 programs require a second course. We will include the composition course provided by the
English department.
Technical Writing & Oral Communication: 6/11 programs include Technical Writing, 5/11
require speech, and 2/11 have a course that appears to be a combination of the two. We are
hoping to work with the Communication Skills Department on a combination course (Technical
Communication?), but no discussions have taken place yet.
HUM/SSCI: Many programs just require 3 credits of each, without specifying any courses.
One required Ethics, which is something we are considering based on the outcomes comparison.
Another course that is sometimes specified is Microeconomics, which is something we are
considering as well.
Departmental Review
The three full time department faculty members (Shane Bendele, Jeff Woodson, and Adele
Wright) met weekly throughout SP 2010. The purpose of these meetings was to evaluate the
program outcomes/curriculum and commence S2S conversion.
During these meetings, we considered several options for the program. One option was to redevelop program courses to fit into 8 week mini terms. Another thing we considered/did was to
break down the program of study into units and try to re-think the paradigm of how/when these
units were brought together into courses. In the end, we did neither, but instead took advantage
of recent changes made to the curriculum to streamline the program.
Conclusions/Implications
After reviewing the data, the department faculty have concluded that no changes to the outcomes
are needed at this time – they are valid and complete. Instead, we are focusing our efforts of the
S2S process.
A revised F&S chart was not prepared, as a completely new chart will be developed as part of
the S2S process.
The current version of the semester plan of study is included in Appendix D. Parts of this POS
which have not been finalized include the HUM and SOC requirements as well as Robotics and
CAM. For a humanities requirement, we are considering offering a selection of courses from
which to choose. Current ideas include Economics and History of Architecture. We are also
considering a selection of Social and Behavioral Science courses. Current ideas include Ethics
and Psychology.
Appendix A – Advisory Committee Meeting Minutes
COLUMBUS STATE COMMUNITY COLLEGE
EMEC/MECH
Advisory Board Committee
Meeting Minutes
June 9, 2010
Present:
Dick Bickerstaff, Chairman; Adele Wright, Chris Haggy, Rodger Rhinehart, Hague
Quality; Tim Van Voorhis, PK Controls; Jeff Smith, Liebert Corp.; Dan Carson,
Kennametal Inc.; Mark Braniger, Wothington Cylinders; Scot McLemore, Honda of
America; Jeff Woodson, Shane Bendele, Diane Dean
I.
Introductions
The meeting started off with a welcome by Dick Bickerstaff and introductions from all.
II. Discussion
Shane and Chris highlighted notable accomplishments of the Mechanical Engineering students:
one who has designed a tailgate for pick-ups, which Pick-Ups Plus is interested in, and a
student who won the 3-D Design contest.
Adele began the discussion of curriculum for MECH and how the program works. She
explained the Statics, Mechanics of Materials, and Manufacturing Materials & Processes
sequence: from designing a part to what materials are used, and the importance of the use of
Math and Physics in the classes.
Suggestions were made from each committee member to aid in this process:
Jeff and Shane gave an overview of the EMEC and MECH programs stressing how the goal is
not to try and make machinists out of the students but to teach them the basics of Engineering
graphics, blueprint reading and basics of industrial equipment.
 Jeff discussed the outcomes for EMEC and explained how Electro-Mechanical
Engineering is a marriage of Electronics and Mechanical classes with a little
Automation.
 Teaching Hydraulics and Pneumatics and defining what is motion? What makes motion
happen?
 There are three classes unique to EMEC, Motors & Controls, Control & Control Logic,
and PLC Programming.
 Once we move into semesters they will move into new software such as Solid-Works,
Mitsubishi, Omron.
 Digital Proto-Typing class will begin in the fall of 2012 upon converting to semesters.
 Students are currently working on a mini Baja car.
Adele discussed the outcomes of MECH and opened up a question and answer session to the
committee. Questions were addressed as what do employers expect our graduates to do?
Committee members were asked to give input that would help improve future outcomes based
on industry standards.
Roger commended Adele for teaching students more but was concerned about students
applying for employment who lacked the skills to meet their employer’s general needs.
 More practical skills and not just computer skills.
 Training on basic electrical systems and troubleshooting.
Adele mentioned that welding has come back to CSCC and our students are taking the course
in addition to MECH courses.
Scot added that companies look for machine tools trades but don’t ask for it. He stressed how
companies need to include these skill sets in their job description.
Tim suggested that more PLC training and a hands-on training such as torque, voltage, relays,
and safety be taught to students. He commented that the labs are the best things we can do.
Shane stated that we can’t change who comes here and we only have two years in which to
prepare the students. And that we can’t force them to learn. We have to stay within the scope of
what we’re teaching.
Adele summarized the committee’s comments by saying that the outcome does not need to
change, maybe amended to how we teach things. She also stated that our students apply
themselves more when they know what their job is going to be. However, most of our students
don’t know what their job is going to be.
Shane added that we don’t just teach design on computers but stressed that we do teach our
students about bolts, threads, etc. Jeff interjected that we do cover what companies are asking
for but it’s up to the student to apply it.
Jeff Smith suggested that we take the 270 class (Statistics) to another level to complete the
degree to know how to read and create charts.
Shane then opened the meeting up to the committee for general questions and suggestions.
Members suggested:
a) More emphasis could be put on soft skills, attendance and employees taking pride in what
they do.
b) Informing students of what employers are looking for.
c) Make sure you make a distinction between a Design Engineer and Mechanical Engineer.
Appendix B – Like-College Outcome Comparison
Communicate effectively and efficiently with diverse individuals and teams, all levels of employees,
customers, and suppliers by means of verbal, written (memos, reports, emails, etc.), graphics, symbols,
and effective listening skills and using appropriate technology.
Complete tasks and projects on schedule through the effective use of time management, appropriate
math skills, and teamwork that fosters inclusion, synergized efforts in problems identification, and
troubleshooting for successful resolution of problems towards the achievement of set goals and
objectives.
Apply quality systems, principles concepts and utilize appropriate math, measurement and statistical
tools and technology to improve processes, product quality, and to enhance productivity.
Incorporate safety awareness, principles and practices in every aspect of work and as a way of life,
including machine safety, environmental safety, chemical safety, and personal/employee protection.
Apply knowledge of machine principles an operation, tools and materials, requisite mathematics and
physics, to select operation parameters in order to program, setup, and operate production
manufacturing equipment, and also to be able to troubleshot and diagnose both numerically/computer
numerically (NC/CNC) controlled machines, and programmable logic controlled (PLC) equipment.
Apply the knowledge of material science, machine tolerances, blueprint/schematics, and hands on skills
in welding, burning, pipefitting, rigging, the use of basic hand tools and mobile equipment for the
fabrication of designed parts incorporating accepted industry methods.
Apply the knowledge of the principles of drafting and the communication of ideas, designs and
visualization skills as the language of the engineering field, including the creation and interpretation of
drawings using proper dimensioning and tolerancing for size and geometry, and use of computer aided
drawing programs to incorporate proper industry acceptable standards and conventions.
Apply the basic principles of equipment maintenance, troubleshooting and problem solving techniques
to maintain industrial machines that ensures the production of quality products.
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Cuyahoga County Community College – A.A.S. Manufacturing Industrial Engineering Technology
2
Technical Elective ENVR 170
1. Demonstrate professional conduct and interpersonal communication skills (verbal and written) with
co-workers and other technical personnel.
2. Apply basic concepts of kinetics and kinematics of bodies in motion or at rest.
3. Demonstrate knowledge of basic electrical principles used in electrical systems.
4. Demonstrate knowledge of manufacturing processes on different machines, tools and materials by
operating a variety of manual and/or CNC (Lathe & Milling) machines.
5. Demonstrate proper use of drafting tools and equipment and produce finished drawings using manual
techniques.
6. Demonstrate proficiency in the use of CAD system to produce engineering drawings.
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Eastern Gateway Community College – A.A.S. Mechanical Engineering Technology
2
MECH 260 & PHYS 117
7. Apply computers to solve engineering and related problems using knowledge of computer language.
8. Demonstrate the ability to apply mathematical and geometric concepts.
9. Demonstrate basic understanding of hydraulic and pneumatic concepts, components and systems
used in the manufacturing environment and in manufactured products.
10. Demonstrate knowledge of the fundamental laws of physics: mechanics/heat/light/sound.
11. Apply concepts of statics to analyze and compute the forces on and in structures that are at rest or
moving with uniform velocity.
12. Apply principles of strength and performance of materials to select and design structural
components and systems.
13. Demonstrate basic knowledge of automated manufacturing systems used in industry and build a
manufacturing cell.
4
Technical Elective ENGT 131
PHYS 117 & Technical Elective PHYS
118
MECH 130
MECH 242
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Edison Community College – A.A.S. Mechanical Engineering Technology
1) Demonstrate basic competence in developing 2D and 3D engineering drawings/models.
2) Demonstrate basic competence in engineering design and analysis using applications of mathematics,
physics and engineering mechanics.
3) Demonstrate familiarity with basic manufacturing processes.
4) Explain the mechanical and physical properties of various engineering materials.
5) Design parts/products in accordance with specified design parameters, utilizing problem-solving skills
as required.
6) Explain the ethical considerations involved in the design of a product per industry standards.
7) Demonstrate effective written and oral communication skills.
8) Apply effective interpersonal and teamwork skills.
2
3
(1) solve technical problems typical of those encountered in mechanical engineering technology careers
using creativity, current technology, and the principles of mathematics and applied science
(2) perform and evaluate laboratory experiments, interpret and report on the results, and make
recommendations for improvements
(3) work and communicate effectively in a diverse multi-disciplinary team in an industrial and academic
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Lakeland Community College – A.A.S. Mechanical Engineering Technology
2
setting
(4) understand modern quality principles, professional issues, and the need to pursue lifelong learning
1. Interpolate and complete engineered drawings using orthographic projection, isometric views, and
proper dimensioning practices, then employ the use of Computer-Aided-Design (CAD) software.
2. Describe the different manufacturing processes and demonstrate proper use of precision measuring
devices and instruments.
3. Examine the physical and chemical properties of engineering materials, analyze and calculate the
properties of fluids.
4. Analyze and calculate the resolution of forces on rigid bodies; determine the stress, strain, and
deflection, then design machines and mechanisms.
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Northwest State Community College – A.A.S. Mechanical Engineering Technology
MECH 130, MECH 242, & MECH 261
• Demonstrate the ability to follow all safety rules and regulations, including lock/out-tag/out.
• Demonstrate the ability to read mechanical blueprints.
• Demonstrate their understanding of the entire manufacturing process.
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Rio Grande Community College – A.A.S. Manufacturing Technology
• Demonstrate the ability to use common measuring devices used in manufacturing.
• Demonstrate comprehensive capabilities in metal working machine operations.
• Recognize unsafe or hazardous conditions of machine operation.
• Understand the quality aspect of the entire manufacturing process.
Technical Elective ENVR 170
• Adopt a sense of advocacy for the field of manufacturing by participating in the professional
organizations and associations related to their general area of manufacturing and to continue their
education to keep their skills updated.
1. Mechanical Ability
The ability to relate to mechanical systems or processes in the engineering environment is the desired
outcome. Developing, analyzing, and visualizing various types of engineering drawings and specifications
are required activities. Mechanical ability is developed by Technical Specialty Courses and Basic
Sciences.
2. Accuracy
The ability to solve engineering problems properly and systematically is the desired outcome. A
thorough understanding of mathematics and the design process is required. Accuracy is developed by
Basic Sciences and Basic specialty Courses.
3. Manual Dexterity
The ability to use a wide variety of "mechanical tools", comparable to those used by mechanical
technicians, is the desired outcome. A respect for these "tools" and a pride in one's workmanship is
developed. Manual dexterity is developed by Technical Specialty Courses and Technical Electives.
4. Creativity & Confidence
The ability to communicate engineering principles both practically and theoretically is the desired
COMM 105 & 204, MECH 115
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Stark State College of Technology – A.A.S. Mechanical Engineering Technology
outcome.
The variety of courses allows for some improvising in the solutions to the problems at hand. Creativity is
developed by Technical Specialty Courses.
5. Effective Communication
The ability to confidently communicate engineering information and concepts by oral presentation or
technical reports, in a manner that would gain customer approval and support, is the desired outcome.
Another element of confidence is proper social adjustment, which requires positive interaction among
colleagues and customers. This is accomplished by a variety of technically-oriented projects required by
the MET and General Studies Division. Confidence is developed by Humanities Courses and
Communication Courses.
6. Technical Currency
MET students are encouraged to actively participate in the local, technical societies as student
members.
The intent is to encourage exposure to "state of the art" MET practices. Technical currency is developed
by ASME, ASQC, AEMS, etc. and Technical Societies.
Prepare drawings on Computer-Aided Design (CAD), to completely describe a part for manufacture,
including views and tolerances.
Produce parts using various types of manual machines.
Inspect parts that were produced using various types of tools.
MECH 240
Program and produce parts on a variety of Computer Numerical Control (CNC) equipment.
Utilize CAD skills to present a design including assemblies for approval.
MECH 253
Complete a design from start to finish.
MECH 261
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Terra Community College – A.A.S. Mechanical Engineering Technology
Learning Outcome 1: be able to apply principles of mathematics and applied science, to perform
technical calculations and solve technical problems of the types commonly encountered in mechanical
engineering technology careers. (consistent with TAC/ABET Criterion 2 Outcomes a, b, f );
Learning Outcome 2: demonstrate the ability to identify, formulate, and present creative solutions to
technical problems in a variety of specialty areas within the broad field of mechanical engineering
technology. (consistent with TAC/ABET Criterion 2 Outcome d);
Learning Outcome 3: be able to function competently in a laboratory setting, making measurements,
operating technical equipment, critically examining experimental results, and properly reporting on
experimental results, including their potential for process improvement. (consistent with TAC/ABET
Criterion 2 Outcomes a, b, c, f, g);
Learning Outcome 4: be able to use modern computational tools for technical problem solving, including
scientific calculators, computers and appropriate software. (consistent with TAC/ABET Criterion 2
Outcomes a, b, f);
Learning Outcome 5: demonstrate a broad education and knowledge of contemporary issues in a global
and societal context, as necessary to develop professional and ethical responsibility, including
responsibility to employers and to society at large. (consistent with TAC/ABET Criterion 2 Outcomes i, j);
Learning Outcome 6: recognize the need for life-long learning, especially concerning maintenance and
improvement of technical skills (consistent with TAC/ABET Criterion 2 Outcome h); and
Learning Outcome 7: demonstrate an ability to communicate effectively and function effectively with
members of multi-disciplinary teams and with other workers in an industrial setting, including those
from a variety of backgrounds. (consistent with TAC/ABET Criterion 2 Outcomes e, g, j).
Gen Ed
Outcome
CSCC
Outcome 4
CSCC
Outcome 3
CSCC
Outcome 2
School
Outcomes
CSCC
Outcome 1
Youngstown State University – A.A.S. Mechanical Engineering Technology
4
3
2
Appendix C – Like-College Program of Study Comparison
School
CSCC
Cuyahoga CC
Program
Title
MET
Manuf
Industrial
Eastern
Gateway CC
MET
Edison CC
Lakeland CC
Lorain Cnty CC
MET
MET
Mech Design
Northwest
State CC
MET
Miami
MET
Stark State
College
MET
Terra CC
MET
Univ of
Akron
MET
Youngstown
State Univ
MET
Survey of
Mech (2)
Software
for Tech
(1)
Intro to ENGT
(3)
Course Type
College
Success
Student
Success (1)
Intro
Intro to
ENGT (2)
Computer
Apps (2)
Technology
Orient (2)
Computer
Apps (2)
Engineering
Graphics (3)
Engineering
Drawing (2)
Drafting I (3)
CAD I (3)
2D Auto CAD
(2)
Drafting II 3)
CAD II (3)
Advanced
Auto CAD (3)
Tech Math
(5)
Computer
Skills
Drafting
Math
Materials &
Processes
(3)
Machine
Tools (3)
College 101 (1)
Intro to Eng
(1)
Print
Reading &
Sketching
(2)
CAD I (3)
CAD I (3)
Tech Math I
(4)
Tech
Algebra (3)
Tech Math II
(5)
Statistics (3)
Other
Technical
Succeeding
in College
(1)
Career
Success (1)
Engineering
Materials (3)
Machine
Tools and
Manuf
Intro to
Technology (2)
1st year
seminar (1)
Intro to ENGT
(2)
Intro to ENGT
(1)
Comp Concepts
& Program (3)
ENGT seminar
(1)
Computer
Apps (3)
Blueprint Reading
(2)
Print Reading
& sketch (3)
Intro to CAD (3)
Intro to CAD (2)
CAD I (4)
CAD (3)
CAD Elective
(2)
Intro to
SolidWorks (3)
CAD II (4)
Com Aided
Design (3)
Calc I (5)
Tech Math I (4)
Detailing &
Dimensioning (3)
3D
Drafting/Modeling
(3)
Tech Math I (4)
Precalc (5)
Algebra (4)
Algebra (3)
Math III (2)
Alg & Transc
Functions (5)
Tech Trig (3)
Tech Math II (4)
Tech Math II (4)
Calc I (5)
Quality Assurance
(2)
Trigonometery
(1)
Process
Improv./Lean
(3)
Appl Calc 1
(4)
Quality Concepts
(2)
Trigonometery
(1)
Precalc (4)
Math IV (3)
Tech
Calculus (3)
Appl
Geometry &
Trig (3)
College
Algebra (3)
Trigonometry
(3)
Engineering
Materials
(2)
Intro to
Manuf
Processes
(3)
Materials
Technology
(3)
Manuf
Processes
(4)
Materials (2)
Engineering
Materials (3)
Manuf Processes
I (3)
Manuf Processes I
(3)
Manuf
Processes (3)
Manuf Processes
II (3)
Manuf Processes
II (3)
Engineering
Materials (3)
Eng. Drawing
(3)
Blueprint
Reading (2)
Tech
Drawing (3
CAD or
ProEngineer
(3)
CAD I (3)
CAD (3)
CAD II (3)
Calc or Anal.
Geometry
(3/4)
Materials
Science (2)
CAD Tech 2
(4)
Elements
of Calc (3)
Material
Technology
(3)
Manuf
Processes
Manuf.
Systems (3)
or Machine
Tools (3)
Manuf.
Processes (3)
CAD Tech 1
(4)
Prop/Strength
of Matls. (4)
Mfg
Techniques
(3)
Processes (3)
Statics (3)
Statics (3)
Statics (3)
Mechanics I (3)
Statics (3)
Statics (3)
Statics (3)
Strengths
(3)
Mechanisms
& Drives (3)
Strengths
(3)
Dynamics
(2)
CAD II or
Hydraulics
(2-3)
Strengths
(3)
Dynamics
(3)
Hydraulics
and
Pneumatics
(3)
Strengths (3)
Strengths (3)
Strengths (3)
Strengths (3)
Fluid Power (3)
Fluid Power (3)
Fluid
Mechanics (3)
GD&T (2)
GT &T (2)
Precision
Measurement
(3)
Fluid Power
or GD&T (2-4
)
CNC
CNC (3)
CNC (3)
Machine
Design/CAM
(4)
CAD/CAM (3)
Mechanical
Component
Design (3)
Mechanics II (3)
Statics &
Strengths (4)
Adv Strengths
(2)
Dynamics (2)
Statics (3)
Statics (3)
Strengths (3)
Fluid Power
(4)
Hydraulics (3)
Strengths
(3)
Kinematics
(3)
Fluid
Power (2)
Intro to CNC (2)
Machine
Design (3)
Design & Manuf
Capstone (3)
Machine Design
(3)
Machine
Design (3)
CAM I (3)
Machine
Design (4)
CAM II (3)
Product
Development
and Manuf
(3)
IT &
Engineering
Practicum
(1-2)
Design of
Machine
Elements (2)
Fluid
Dynamics
(3)
Robotics
Physics
Composition
Tech
Writing
Pipe/Map
drafting (2)
3 Electives (3
each)
Physics I
Physics I (4)
Physics I (4)
Physics I (5)
Applied Physics I
(3)
Physics II (4)
Physics II (4)
Physics II (5)
Applied Physics II
(3)
Composition
I (3)
Composition
II (3)
Composition
I (3)
Composition
I (3)
Composition
II (3)
Fund of
Commun.
(3)
Composition I (3)
Composition
(3)
Tech Comm
(?)
3
Tech Elective (5)
Tech and
Prof Writing
(3)
Public
Speaking (3)
3
Electrical Circuits I
(3)
Circuit Analysis I
(3)
Elec Circuits &
Devices (4)
Problem Solving
(3)
Elective
Oral
Commun.
HUM
Electromechanics
(2)
Tech Project Mech and
Design (2)
Micro
Thermo &
Heat Transfer
(3)
Machine
Design (3)
Intro to
Mech
Design (3)
Mech
Design II
(5)
Mech Design
1 (3)
Thermal
Energy I (2)
Thermo (3)
Safety (1)
Physics I (4)
Composition I (3)
Composition I
(3)
Composition
II (3)
Tech
Composition (3)
3
3
Mech Design
2 (3)
ThermoFluids lab
(1)
Physics I (4)
Physics I (4)
Physics I (5)
Physics II (4)
Composition II (3)
3
CNC (3)
Tech Elective
(3)
Physics I (5)
Fluid
Mechanics (3)
CNC (3)
CAM (3)
Analysis of
Machine
Components (3)
Mechanics 1
(3)
Mechanics 2
(3)
Composition I
(3)
Composition
(3)
Composition I
(3)
Tech
Physics I
(4)
Tech
Physics II
(4)
English (4)
Physics 1 (5)
Physics 2 (4)
Writing 1 (3)
Writing 2 (3)
Tech Writing (3)
Tech Report
Writing (3)
Tech Writing
(3)
Public
Expression or
Interp Comm (3)
Microeconomics
Speech (3)
Effective
Speaking (3)
Econ I (3)
Tech
Report
Writing (3)
Effective
Oral Comm
(3)
Human
Comm
Thy/Pract (3)
economics
(3)
(3)
2
SSCI
3
Relations
(3)
3
3
Intro to
Ethics (3)
3
3
3
Critical
Thinking (3)
World or US
Culture (3)
Am Urban
Soc (3)
Phys Ed (1)
Science
Elective (4)
General
Elective (3)
Total
64
68-70
61-63
66
72
66/67
69
Pers/Soc (3)
Soc/Inst (3)
64
68/69
64
70
69
Appendix D – Current Rendition of Semester Plan of Study
First Semester
Autumn
Second Semester
Class
ENGT
1115
ENGT
1101/
1100
Mech 1150
Math 1113
contact
CR
contact
Engineering Graphics
B
3
5
Mech 1145
CAD I
T
3
6
Computer Apps (8 wks) + Intro (8 wks)
Manuf Matls and Processes
Tech Math
Student Success
B
T
G
4
3
5
1
4
4
Mech 1240
Mech 1130
Machine tools
Statics
Physics
SOC & Behav
T
T
G
G
3
3
5
3
6
4
Total Credit hours
Third Semester
Mech 2215
Mech 2242
Mech 2260
CR
Spring
16
Autumn
Fourth Semester
CAD II
Strengths
Basic Mechanisms/Drives
Elective
Composition
T
T
T
B
G
Total Credit hours
Technical
Non-Technical
Student Success
Grand Total
17
15
31
General
Related
Total
3
3
3
3
3
19
13
32
01
64
6
4
6
Mech 2299
Mech 2270
Mech
Machine Design/CAM
Engineering Statistics
Robotics/CNC
ART & HUM
Tech Communication
Total Credit hours
Spring
T
T
T
G
B
4
3
3
3
3
16
6
4
5