About the Department

About the Department

 The Department of Mechanical Engineering at Tennessee Technological University is committed to preparing its graduates for productive, professional careers in mechanical engineering. The Department offers the Bachelor of Science degree in Mechanical Engineering (B.S.M.E.). This degree program is accredited by the Engineering Commission of ABET. The profession of mechanical engineering focuses on motion and the forces and energy associated with motion. It encompasses the design and analysis of machines and processes to meet the expanding needs of a changing, technological, energy-based society. Applications within the profession are diverse; consequently, mechanical engineers may find positions in many specialties. ME graduates from Tennessee Tech may find employment in transportation industries, consulting firms, governmental agencies and laboratories, manufacturing facilities, power-production industries, process industries, universities and others.

The undergraduate curriculum is broad in scope and strongly based in the fundamentals essential for professional practice, life-long learning, and advanced study at the graduate level. Design is a unique element of the profession; therefore, the design experience is developed and integrated throughout the curriculum.

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MohanRaocrop
Dr. Mohan Rao

Welcome from the Chair

Welcome to the Mechanical Engineering Department webpage.  We are the largest department both in the College of Engineering and the University.  The rigorous, practice-based curriculum of our Bachelor of Science and Master of Science programs is unique among American mechanical engineering programs. Mechanical Engineering encompasses skills that are indispensable in today's industry. As a result, it has become the nation's largest engineering profession as measured by both permanent employment and university enrollment. The department offers doctoral degrees through the College of Engineering. Tennessee Tech is accredited by SACS, the Southern Association of Colleges and Schools. In addition, the Mechanical Engineering program is also accredited since 1966 by ABET, the Accreditation Board for Engineering and Technology. On this website, you will find information about our program of study, research, course descriptions, course schedule, tutoring services, laboratories, student organizations, faculty, and staff. If you are a graduate student interested in admission to our graduate program, please apply through the Tennessee Tech Graduate Admissions website.

Our students are encouraged to grow professionally through participation in student organizations such as the Baja SAE Team, Formula SAE TeamSAE - Society of Automotive Engineers, Pi Tau Sigma, ASME American Society of Mechanical Engineers, AIAA American Institute of Aeronautics and Astronautics, and the Engineering Joint Council. Co-op opportunities are also encouraged so that students can gain hands-on work experience. Graduate students have opportunities for research through the department and through the various centers of excellence (Center for Manufacturing Research, Water Resources Center, and Center for Energy Systems Research). If you happen to be in the area, please free to stop by our office for a tour of the department.

 

Sincerely,
Mohan D Rao,

Professor and Department Chair

 

Mission

The Mechanical Engineering (ME) Department, within a regional and global context, will prepare its students for productive career in a competitive, dynamic, technologically-based society; will advance the knowledge of mechanical engineering principles and applications; and will serve the public.

 

Vision

The Mechanical Engineering Department at Tennessee Tech aspires to be recognized globally for outstanding education and research, leading to well-qualified engineers who are adaptive professionals, inquisitive, entrepreneurial and successful in engineering practice, research, and public service.

Program Educational Objectives  Post Graduation

Objective 1: Within the  one to two years years following graduation, our students should be:

  • Productively employed or in good academic standing in a program of postgraduate studies;
  • Participating, at some level, both in organizations that serve their profession and that serve the public;
  • Confident and optimistic about their future;
  • Involved in activities that demonstrate a commitment to, and appetite for, ongoing personal and professional growth and learning.

Objective 2: Approximately five years after graduation, we wish to see evidence of: 

  • Career advancement;
  • Assumption of positions and roles of greater responsibility to their employer/employees and the public;
  • Recognized as being professionally competent in their field;
  • Involved in activities that demonstrate a commitment to, and appetite for, ongoing personal and professional growth and learning.

Terminology Differences between ABET and SACS:

ABET uses the terminology "program outcomes" and "program education objectives". In the ABET process, program outcomes describe what students are expected to know and be able to do by the time of their graduation. Program educational objectives are broader statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. (See Section I of the ABET document "Criteria for Accrediting Engineering Programs" at  http://www.abet.org for more details).

SACS utilizes the terminology "learning outcomes" and "student outcomes" in its assessment procedures. Learning outcomes are those outcomes tied directly to student education/learning in a particular program. Student outcomes are those measures related to the overall improvement of a program within the Department. (Section 3.4.1 of the SACS Commission on Colleges document "Principles of Accreditation" at  http://www.sacscoc.org ).

Throughout the remainder of this document, the SACS "Program and Learning Outcomes" terminology will be primarily utilized, with references to the corresponding ABET "Educational Objectives and Program Outcomes" terminology as appropriate.

 

Student Learning Outcomes Upon Graduation

ABET specifies that each accredited program satisfy the following required Program Outcomes (commonly referred to as the ABET Criterion 3a-k criteria):

        (a)   an ability to apply knowledge of mathematics, science, and engineering

        (b)   an ability to design and conduct experiments, as well as to analyze and interpret data

        (c)   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

        (d)   an ability to function on multidisciplinary teams

        (e)   an ability to identify, formulate, and solve engineering problems

        (f)   an understanding of professional and ethical responsibility

        (g)   an ability to communicate effectively

        (h)   the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

         (i)   a recognition of the need for, and an ability to engage in life-long learning

         (j)   a knowledge of contemporary issues

        (k)   an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

In addition to the above required Outcomes, the ME Department at TTU adopted, prior to the previous ABET visit in 2002, the following additional program-specific criterion, which will be referred to as Program Outcome 3l:

         (l)   an ability to transition from engineering concepts and theory to real engineering applications

Terminology Differences between ABET and SACS:

ABET uses the terminology "program outcomes" and "program education objectives". In the ABET process, program outcomes describe what students are expected to know and be able to do by the time of their graduation. Program educational objectives are broader statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. (See Section I of the ABET document "Criteria for Accrediting Engineering Programs" at http://www.abet.org for more details).

SACS utilizes the terminology "learning outcomes" and "student outcomes" in its assessment procedures. Learning outcomes are those outcomes tied directly to student education/learning in a particular program. Student outcomes are those measures related to the overall improvement of a program within the Department. (Section 3.4.1 of the SACS Commission on Colleges document "Principles of Accreditation" at http://www.sacscoc.org ).

Throughout the remainder of this document, the SACS "Program and Learning Outcomes" terminology will be primarily utilized, with references to the corresponding ABET "Educational Objectives and Program Outcomes" terminology as appropriate.