2015 Self-Study - Digital Commons @ Kettering University

Kettering University
Digital Commons @ Kettering University
ABET Mechanical Engineering
EAC: Engineering Accreditation Commission
7-1-2015
2015 Self-Study
Kettering University
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Part of the Educational Assessment, Evaluation, and Research Commons
Recommended Citation
Kettering University, "2015 Self-Study" (2015). ABET Mechanical Engineering. Paper 2.
http://digitalcommons.kettering.edu/abet_me/2
This Self-Study is brought to you for free and open access by the EAC: Engineering Accreditation Commission at Digital Commons @ Kettering
University. It has been accepted for inclusion in ABET Mechanical Engineering by an authorized administrator of Digital Commons @ Kettering
University. For more information, please contact [email protected].
Self-Study Report for Mechanical Engineering
Submitted to
EAC of ABET For Reaccreditation
July 1, 2015
___________________________________________________________
Department of Mechanical Engineering
Kettering University
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A. Table of Contents
BACKGROUND INFORMATION ............................................................................................1
A. Contact Information ..........................................................................................................1
B. Program History................................................................................................................1
C. Options .............................................................................................................................6
D. Program Delivery Modes ..................................................................................................6
E. Program Locations ............................................................................................................6
F. Public Disclosure ..............................................................................................................7
G. Issues from Previous Evaluation........................................................................................7
CRITERION 1. STUDENTS......................................................................................................8
A. Student Admissions...........................................................................................................8
B. Evaluating Student Performance .......................................................................................9
C. Transfer Students and Transfer Courses .......................................................................... 13
D. Advising and Career Guidance ........................................................................................ 16
E. Work in Lieu of Courses ................................................................................................. 20
F. Graduation Requirements ................................................................................................ 22
G. Transcripts of Recent Graduates ...................................................................................... 24
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................ 25
A. Mission Statement ........................................................................................................... 25
B. Program Educational Objectives ..................................................................................... 26
C. Consistency of the Program Educational Objectives with the Mission of the Institution .. 26
D. Program Constituencies................................................................................................... 27
E. Process for Review of the Program Educational Objectives ............................................. 29
CRITERION 3. STUDENT OUTCOMES................................................................................ 32
A. Student Outcomes ........................................................................................................... 32
B. Relationship of Student Outcomes to Program Educational Objectives ............................ 32
CRITERION 4. CONTINUOUS IMPROVEMENT ................................................................. 36
A. Student Outcomes ........................................................................................................... 36
B. Continuous Improvement ................................................................................................ 92
CRITERION 5. CURRICULUM............................................................................................ 111
A. Program Curriculum ..................................................................................................... 111
B. Course Syllabi............................................................................................................... 126
CRITERION 6. FACULTY .................................................................................................... 130
A. Faculty Qualifications ................................................................................................... 130
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B. Faculty Workload.......................................................................................................... 143
C. Faculty Size .................................................................................................................. 153
D. Professional Development ............................................................................................. 157
E. Authority and Responsibility of Faculty ........................................................................ 166
CRITERION 7. FACILITIES ................................................................................................. 167
A. Offices, Classrooms and Laboratories ........................................................................... 167
B. Computing Resources ................................................................................................... 171
C. Guidance ....................................................................................................................... 173
D. Maintenance and Upgrading of Facilities ...................................................................... 174
E. Library Services ............................................................................................................ 177
CRITERION 8. INSTITUTIONAL SUPPORT ...................................................................... 180
A. Leadership .................................................................................................................... 180
B. Program Budget and Financial Support ......................................................................... 181
C. Staffing ......................................................................................................................... 183
D. Faculty Hiring and Retention ........................................................................................ 184
E. Support of Faculty Professional Development ............................................................... 185
Appendix A – Course Syllabi .................................................................................................. 188
Appendix B – Faculty Vitae .................................................................................................... 304
Appendix C – Equipment ........................................................................................................ 365
Appendix D – Institutional Summary ...................................................................................... 379
1. The Institution............................................................................................................... 379
2. Type of Control............................................................................................................. 379
3. Educational Unit ........................................................................................................... 380
4. Academic Support Units ............................................................................................... 380
5. Non-academic Support Units......................................................................................... 381
6. Credit Unit .................................................................................................................... 381
7. Tables ........................................................................................................................... 381
Signature Attesting to Compliance .......................................................................................... 403
Appendix E – Additional Material ........................................................................................... 384
1. Co-op Supervisor Survey .............................................................................................. 385
2. Co-op Student Survey ................................................................................................... 387
3. Thesis Supervisor Survey .............................................................................................. 389
4. Thesis – Faculty Evaluation (New 2015) ....................................................................... 392
5. EBI Engineering Exit Assessment Survey ..................................................................... 394
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6. EBI Engineering Alumni Survey ................................................................................... 396
7. IDEA Survey ................................................................................................................ 398
List of Tables
Table 1-1 Kettering University’s general admissions requirements ........................................8
Table 1-2 ACT and SAT scores for entering freshmen for the past five years. .......................9
Table 1-3 Transfer Students for the Past Five Academic Years ............................................ 15
Table 1-4 Institutions with which Kettering has articulation agreements .............................. 16
Table 1-5 Credit by examination – International Baccalaureate ........................................... 21
Table 1-6 Advanced Placement Criteria ............................................................................... 21
Table 2-1 Mechanical Engineering Program Educational Objectives ................................... 26
Table 2-2 Description of how PEOs meet the needs of the constituencies ............................ 27
Table 2-3 ME Industrial Advisor Board Members ............................................................... 28
Table 2-3 Feedback Mechanisms for PEO Review .............................................................. 29
Table 2-5 Main PEO Review Process and Schedule............................................................. 30
Table 2-6 Summary of Recent Review/Revisions to PEO’s ................................................. 31
Table 3-1 Mechanical Engineering Student Outcomes ......................................................... 32
Table 3-2 Mechanical Engineering Program Educational Objectives ................................... 33
Table 3-3 Relationship between SO and Program Educational Objectives ........................... 33
Table 3-4 Justification for the Linkages between the PEOs and SOs .................................... 34
Table 4-1 Assessment Cycle for Student Outcomes (2015 data not yet processed) ............... 36
Table 4-2. Assessment Instruments, Data Input, and Assessment Responsibility .................. 38
Table 4-3 Performance Indicators Used for Outcome A ....................................................... 41
Table 4-4 Student Outcome A – Assessment Data ............................................................... 42
Table 4-5 Reflections on Assessment for Student Outcome A: An ability to apply knowledge
of mathematics, science, and engineering ............................................................................ 44
Table 4-6 Performance Indicators Used for Outcome B ....................................................... 45
Table 4-7 Student Outcome B – Assessment Data ............................................................... 46
Table 4-8 Reflections on Assessment for Student Outcome B: An ability to design and
conduct experiments, as well as to analyze and interpret data .............................................. 48
Table 4-9 Performance Indicators Used for Outcome C ....................................................... 49
Table 4-10 Student Outcome C – Assessment Data ............................................................. 50
Table 4-11 Reflections on Assessment for Student Outcome C: An ability to design a system,
component, or process to meet desired needs within realistic constraints such as economic,
v
environmental, social, political, ethical, health and safety, manufacturability, and
sustainability ....................................................................................................................... 52
Table 4-12 Performance Indicators Used for Outcome D ..................................................... 53
Table 4-13 Student Outcome D – Assessment Data ............................................................. 55
Table 4-14 Reflections on Assessment for Student Outcome D: An ability to function on
multidisciplinary teams ....................................................................................................... 57
Table 4-15 Performance Indicators Used for Outcome E ..................................................... 58
Table 4-16 Student Outcome E – Assessment Data.............................................................. 59
Table 4-17 Reflections on Assessment for Student Outcome E: An ability to identify,
formulate, and solve engineering problems .......................................................................... 61
Table 4-18 Performance Indicators Used for Outcome F...................................................... 62
Table 4-19 Student Outcome F – Assessment Data .............................................................. 63
Table 4-20 Reflections on Assessment for Student Outcome F: An understanding of
professional and ethical responsibility ................................................................................. 65
Table 4-21 Performance Indicators Used for Outcome G ..................................................... 66
Table 4-22 Student Outcome G – Assessment Data ............................................................. 68
Table 4-23 Reflections on Assessment for Student Outcome G: An ability to communicate
effectively ........................................................................................................................... 71
Table 4-24 Performance Indicators Used for Outcome H ..................................................... 72
Table 4-25 Student Outcome H – Assessment Data ............................................................. 73
Table 4-26 Reflections on Assessment for Student Outcome H: The broad education
necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context ..................................................................................... 75
Table 4-27 Performance Indicators Used for Outcome I ...................................................... 76
Table 4-28 Student Outcome I – Assessment Data............................................................... 77
Table 4-29 Reflections on Assessment for Student Outcome I: A recognition of the need for,
and an ability to engage in life-long learning ....................................................................... 79
Table 4-30 Performance Indicators Used for Outcome J ...................................................... 80
Table 4-31 Student Outcome J – Assessment Data .............................................................. 81
Table 4-32 Reflections on Assessment for Student Outcome J: A knowledge of contemporary
issues................................................................................................................................... 83
Table 4-33 Performance Indicators Used for Outcome K ..................................................... 84
Table 4-34 Student Outcome K – Assessment Data ............................................................. 85
Table 4-35 Reflections on Assessment for Student Outcome K: An ability to use the
techniques, skills, and modern engineering tools necessary for engineering practice. ........... 87
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Table 4-35 Reflections on Assessment for Student Outcome K: An ability to use the
techniques, skills, and modern engineering tools necessary for engineering practice. ........... 91
Table 4-36 Student IDEA Evaluation Scores for ME Core Courses ..................................... 92
Table 4-37 Inventory of Written and Oral Communications in ME Core Courses (as of
6/5/2015) ........................................................................................................................... 101
Table 5-1a ME Curriculum organized by subject areas ...................................................... 112
Table 5-2 Automotive Systems Specialty .......................................................................... 115
Table 5-3 Alternative Energy Systems Specialty ............................................................... 116
Table 5-4 Bioengineering Specialty ................................................................................... 116
Table 5-5 Advance Machine Design Specialty ................................................................... 116
Table 5-6 Relationship of Core Engineering Courses to ME Student Outcomes ................. 118
Table 5-7 Relationship of Supporting Courses to ME Program Outcomes ......................... 118
Table 7-1 Summary of ME Laboratory Spaces .................................................................. 169
Table 7-2 Summary of computing facilities in the C.S. Mott Building ............................... 171
Table 7-3 Summary of software available to ME Students ................................................. 172
Table 7-4 Summary of key infrastructure upgrades ............................................................ 175
Table 8-1 ME Department Committee Structure ................................................................ 180
Table 8-2 Mechanical Engineering Department Budget 2009 – 2015 ................................. 181
Table 8-3 Kettering University Administrative Support Units ............................................ 183
Table D-1 Unit directors for units that teach courses for the program being evaluated ....... 380
Table D-2 Unit directors for non-academic support ........................................................... 381
List of Figures
Figure 1-1 Kettering Student Progress (KESP) Software showing the student ‘dashboard’ .. 17
Figure 4-1. Assessment Process for Continuous Improvement ............................................. 38
Figure 4-2 Internal Validation of Performance Indicators for Outcome A ............................ 43
Figure 4-3 External Validation of Performance Indicators for Outcome A ........................... 43
Figure 4-4 Internal Validation of Performance Indicators for Outcome B ............................ 47
Figure 4-5 External Validation of Performance Indicators for Outcome B ........................... 47
Figure 4-6 Internal Validation of Performance Indicators for Outcome C ............................ 51
Figure 4-7 External Validation of Performance Indicators for Outcome C ........................... 51
Figure 4-8 Internal Validation of Performance Indicators for Outcome D ............................ 56
Figure 4-9 External Validation of Performance Indicators for Outcome D ........................... 56
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Figure 4-10 Internal Validation of Performance Indicators for Outcome E ........................... 60
Figure 4-11 External Validation of Performance Indicators for Outcome E.......................... 60
Figure 12 Internal Validation of Performance Indicators for Outcome F .............................. 64
Figure 13 External Validation of Performance Indicators for Outcome F ............................. 64
Figure 4-14 Internal Validation of Performance Indicators for Outcome G .......................... 70
Figure 4-15 External Validation of Performance Indicators for Outcome G ......................... 70
Figure 4-16 Internal Validation of Performance Indicators for Outcome H .......................... 74
Figure 4-17 External Validation of Performance Indicators for Outcome H ......................... 74
Figure 4-18 Internal Validation of Performance Indicators for Outcome I ............................ 78
Figure 4-19 External Validation of Performance Indicators for Outcome I ........................... 78
Figure 4-18 Internal Validation of Performance Indicators for Outcome J ........................... 82
Figure 4-19 External Validation of Performance Indicators for Outcome J .......................... 82
Figure 4-20 Internal Validation of Performance Indicators for Outcome K .......................... 86
Figure 4-21 External Validation of Performance Indicators for Outcome K ......................... 86
Figure 4-22 Student’s progress on Outcome A: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 88
Figure 4-23 Student’s progress on Outcome B: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 88
Figure 4-24 Student’s progress on Outcome C: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 89
Figure 4-25 Student’s progress on Outcome D: Freshman 1 (Term 1) through Senior 3
(Term 9) .............................................................................................................................. 89
Figure 4-26 Student’s progress on Outcome E: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 89
Figure 4-27 Student’s progress on Outcome E: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 89
Figure 4-28 Student’s progress on Outcome G: Freshman 1 (Term 1) through Senior 3
(Term 9) .............................................................................................................................. 90
Figure 4-29 Student’s progress on Outcome H: Freshman 1 (Term 1) through Senior 3
(Term 9) .............................................................................................................................. 90
Figure 4-30 Student’s progress on Outcome I: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 90
Figure 4-31 Student’s progress on Outcome J: Freshman 1 (Term 1) through Senior 3 (Term
9) ........................................................................................................................................ 90
Figure 4-32 Student’s progress on Outcome K: Freshman 1 (Term 1) through Senior 3
(Term 9) .............................................................................................................................. 91
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Figure 4-33 Summary of the Student Ratings of Progress on Relevant (Important or
Essential) Objectives from the IDEA Student Rating of Instruction Survey (Winter 2015) .. 94
Figure 4-34 Summary of Student Ratings of Overall Outcomes from the from the IDEA
Student Rating of Instruction Survey (Winter 2015) ............................................................ 95
Figure 5-1 Flowchart of ME Undergraduate Program ........................................................ 120
Figure 7-1 Mott Building – Second Floor, showing ME Spaces ......................................... 167
Figure 7-2 Mott Building – First Floor, showing ME Spaces ............................................. 167
Figure C-1 Advanced Engine Research Laboratory. Left: Control Room, Right: Engine Test
Cell. .................................................................................................................................. 365
Figure C-2 Advanced Machining Laboratory, Left: Haas CNC Mill, Right: Haas CNC Lathe
.......................................................................................................................................... 366
Figure C-3 Bio & Renewable Energy Laboratory. Left: Ethanol Distillation Bench, Center:
Solar Photovoltaic Bench, Right: Solar Thermal Bench. .................................................... 367
Figure C-4 Left:1ST Floor Bioengineering Lab, Right: 2ND Floor Bioengineering Lab ....... 367
Figure C-5 Combustion Research Lab. Left: Lab Overview, Right: A CFD Model. ........... 368
Figure C-5 Crash Safety Center, Left: Deceleration Sled, Right: Anthropomorphic Test
Device ............................................................................................................................... 369
Figure C-6 Dynamics Systems and Controls Laboratory. Left: Quanser Qube Servo Systems,
Right: Lab Overview. ........................................................................................................ 369
Figure C-7 Energy Systems Laboratory. Left: Wind Tunnel, Right: Lab Overview ............ 370
Figure C-8 Engine & Chassis Laboratories. Left: Engine Dynamometer, Right: Lab
Overview........................................................................................................................... 371
Figure C-9 Experimental Mechanics Laboratory. Left: Lab Overview, Right: Experimental
Mechanics Project ............................................................................................................. 371
Figure C-11 Fabrication Shop. Left: Hass CNC Mill, Right: Lab Overview. ...................... 372
Figure C-11 Fuel Cell Research Center. Left: Fuel Cell Studio, Right: Project Lab Overview
.......................................................................................................................................... 373
Figure C-12 Loeffler Freshman CAD Laboratory. Left: Lab Overview, Right: CAD drawing
.......................................................................................................................................... 373
Figure C-13 Hougen Design Studio. Left: Design Studio, Right: Fabrication Area ..... 374
Figure C-15 PACE GM e-design & e-Manufacturing Studios. Left: Lab Overview, Right:
Makerbot 3-D Printer ........................................................................................................ 375
Figure C-16 PEM Fuel Cell Laboratory, Left: Schatz Fuel Cell Test Stand, Right: Green
Light Test Stand ................................................................................................................ 375
Figure C-17 SAE Student Design Center ........................................................................... 376
Figure C-18 Signal Analysis Laboratory. Left: Lab Overview, Right: ELVIS Test Bench . 377
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Figure C-19 Solid Oxide Fuel Cell Laboratory. Left: Lab Overview, Right: Solid-Oxide Test
Bench. ............................................................................................................................... 377
Figure C-20 THE Car Laboratory. Left: Lab Overview, Right: Transmission Cutaway ...... 378
Figure C-21 Vehicle Durability Laboratory, Left: Lab Overview, Right: Hydraulic Shaker378
Figure D-1 Kettering University Organization Chart ......................................................... 380
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BACKGROUND INFORMATION
A. Contact Information
Primary contact person:
Dr. Craig J. Hoff
Professor and Department Head
1700 University Avenue
Flint, MI 48504
Phone: (810) 762-9856
Fax: (810) 762-7860
Email: [email protected]
Secondary contact person:
Dr. Bassem Ramadan
Professor and Associate Department Head
1700 University Avenue
Flint, MI 48504
Phone: (810) 762-9928
Fax: (810) 762-7860 (Fax)
Email: [email protected]
B. Program History
University History: In 1919, in response to the need for engineers, managers, designers, and
technicians in the growing auto industry, the Industrial Fellowship of Flint endorsed the
opening of a night school under the direction of Albert Sobey – the School of Automotive
Trades – to train engineering and management personnel. Among those business leaders with
a strong interest in the school was Dayton industrialist Charles F. Kettering. In 1923, the
school became the Flint Institute of Technology. A four-year cooperative program was
established, and more than 600 students were enrolled.
Recognizing the potential of cooperative education, the General Motors Corporation took
over financial support of the school in 1926. They renamed it the General Motors Institute,
and started utilizing the facility to develop its own engineers and managers. In 1945, the
Institute added a fifth-year thesis requirement and became a degree-granting college with a
continuing commitment to its cooperative program. In 1982, as GM divested itself of
ownership, the newly independent school became the GMI Engineering & Management
Institute. Administrators decided to keep the proven and valuable cooperative program and
broaden the number of employers. On January 1, 1998, GMI changed its name to Kettering
University in honor of the man who was a strong influence in the founding of the university
and in the concept of cooperative education, Charles Kettering.
Accreditation: The University, first accredited on March 29, 1962, continues to be accredited
by the Higher Learning Commission and is a member of the North Central Association of
Colleges and Schools. The most recent HLC review was completed in 2014. The Mechanical
Engineering program was accredited on July 21, 1977 by the Engineering Accreditation
1
Commission of the Accreditation Board for Engineering and Technology (EAC/ABET). The
last general review by ABET was in 2009.
Program Overview: The Mechanical Engineering (ME) degree program at Kettering
University is one of the largest undergraduate ME programs nationally. ME is the largest
Kettering University degree program and department with nearly 1000 students, 34 faculty
members and 6 administrative and technical staff members. Kettering’s ME program
consistently ranks in the top five in the annual U.S. News and World Report rankings for
undergraduate engineering degree programs.
Kettering’s ME program emphasizes a strong broad-based curriculum with a documented
history of preparing engineers and managers for corporate America. This success is related to
students’ five-year co-op work experience with one of over 500 corporate employers,
culminating in a one-of-a-kind undergraduate senior design thesis. The thesis is sponsored by
the employer with academic oversight by an assigned faculty advisor. This capstone
professional design experience is unique to Kettering University and provides ME graduates
with experience that promotes their professional careers.
The professional co-op and senior thesis experiences are supported by a rich and diverse
curriculum. Students receive a sound foundation in engineering, math, and science
fundamentals that include hands-on learning experiences, integrated computational and
experimental analysis tools. Additionally, they benefit from broad-based exposure to the
social sciences, including management, leadership, and innovation.
The Kettering ME program offers students sufficient flexibility to customize their degree to
meet their personal/professional needs and interests while maintaining the strong foundation
of engineering skills. Kettering students may choose to use their elective courses to earn an
endorsement in one of four specialty areas: Automotive Engineering Systems Design,
Bioengineering Applications, Alternative Energy Systems, or Advanced Machine Design.
Alternatively, they may choose to apply their elective courses towards over 25 different
minor programs offered by other departments.
Every ME student has the opportunity to spend a school term abroad studying in a foreign
culture with a full term of classes. Many times, students often also have the opportunity to
work abroad for their co-op employers, thereby heightening their awareness of global
engineering and cultural perspectives. This unique combination of co-op, academics, and
international exposure allows ME graduates to develop a broad, inclusive perspective that
makes them stronger participants in the global engineering marketplace.
Kettering’s comprehensive program elements—senior thesis, co-op, hands-on labs, and a
flexible curriculum—work in concert to provide an enriched, one-of-a-kind academic and
professional learning experience.
Personnel Changes: There have been significant changes in personal at both the university
and the department level, since the last ABET visit in 2009. Dr. McMahan became the 7th
President of Kettering University in August 2011. Dr. James Zhang became Provost and
Senior Vice President for Academic Affairs in June 2014. In the Mechanical Engineering
Department the following changes have been made:
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Administrative

Dr. Joel K. Berry (Energy Systems/CFD) stepped down as the Head of the ME
Department and returned to the ME faculty in January 2011.

Dr. Craig J. Hoff (Energy Systems/Automotive Powertrains) accepted the role as
the Head of the ME Department in January 2011.

Dr. Bassem Ramadan (Energy Systems/CFD) accepted the role as the Associate
Department Head in July 2014.

Dr. Basem Alzahabi, Professor (Mechanics), accepted a half-time appointment as
the Director of the Office of International Programs in June 2011.
Retirements:

Dr. Pinhas Barak, Professor (Controls/Vehicle Dynamics), June 2012.

Dr. Richard E. Dippery, Professor (Mechanics), December 2014.

Dr. Richard Lundstrom, Professor (Controls/Vehicle Dynamics), December 2014.
 Dr. R. Bahram Salajekeh, Professor (Mechanics), June 2012.
Pending Retirements:

Dr. Henry Kowalski, Professor (Experimental Mechanics), December 2015.
 Dr. Maciej Zgorzelski, Professor (Mechanics/CAE), June 2015.
Faculty that have left the university:

Dr. Jacqueline El-Sayed, Professor (Mechanics) who was also the Associate
Provost left to become the Provost at Marygrove College in June 2014.

Dr. Timothy M. Cameron, Professor (Controls) who was also the Associate
Department Head of ME left to become the Chair of the Mechanical Engineering
program at Miami University in June 2010.

Dr. David Benson, Assistant Professor (Energy Systems/Alternative Energy) left to
take a position at Arizona State University in June 2011.
New Faculty

Dr. Theresa Atkinson, Assistant Professor (Mechanics/Crash Safety) joined the
faculty in July 2012.

Dr. Diane Peters, Assistant Professor (Controls) joined the faculty in July 2013.

Mr. Satendra Guru, Lecturer (Controls) joined the faculty in July 2014. He is
currently enrolled in the Ph.D. program at Oakland University.

The department has just completed a new hiring cycle. Four new Assistant
Professors will be joining the ME faculty in 2015-16 academic year:

Dr. Javad Baqersad received his Ph.D. in Mechanical Engineering from U-Mass
Lowell. He will be teaching in the area of Mechanics/CAE and will be conducting
research in the areas of Experimental Mechanics and Optical Metrology
3

Dr. Azadeh Sheidaei received her Ph.D. in Mechanical Engineering from Michigan
State University. She will be teaching in the area Mechanics/CAE and conducting
research in the areas of: Computational Mechanics (Composites) and Vehicle
Lightweighting.

Ms. Jennifer Bastiaan will be completing her Ph.D. in Mechanical Engineering
from University of Waterloo and teaching in the areas of Mechanics/CAE and
Dynamic Systems and conducting research in Vehicle Dynamics. She has 18 years’
experience in the automobile industry and is a 1997 graduate of GMI/Kettering.

Ms. Reck will be completing her Ph.D. in Systems and Entrepreneurial Engineering
from the Univerity of Illinois, Champaign-Urbana. She will be teaching in the area
of: Dynamic Systems/Controls and conducting research on low-cost kits for
teaching controls and Autonomous Vehicles. She has 8 years of industry
experience in Automatic Flight Control Systems.
Facilities and Equipment Changes: The C. S. Mott Engineering and Science Center (MC)
has been the home of the Mechanical Engineering Department since renovations on the
building were completed in the summer of 2003. Since that time, the department has
continued to update and improve the laboratory facilities and equipment. Since the last
ABET review in 2009:

TechWorks (a community business incubator space) was closed and reopened as TSpace a place for innovative and entrepreneurial minded students to develop their
concepts for new products.

The FIRST Robotic Center was opened to support the local school groups in
developing robots for the FIRST program.

The General Motors Foundation/Kettering University Automotive Research Area is
currently under development after a $2,000,000 donation from the GM Foundation.
This unique on-campus automotive test facility will be located on campus, directly
across from the Mott Center.

The Advanced Engine Test Cell is currently in the process of a major equipment
upgrade. The lab is acquiring a new engine dynamometer and a new transmission
dynamometer. The equipment along with $2,000,000 donation to cover installation
costs is being provided by the General Motors Corporation.

Construction of the Vehicle Durability Laboratory has been completed.

A new Haas CNC Mill was purchased for the SAE Student Design Center

A new Haas CNC Mill was purchased for Fabrication Shop

A new Haas CNC Mill was purchased for Advanced Machining Laboratory (from a
donation from GM)

There was a substantial investment in new equipment to support the Dynamic
Systems and Controls sequence of classes. Over $65,000 has been spent to upgrade
the lab.
4
Curriculum Changes: There have been numerous changes in the ME curriculum, since the
last ABET visit in 2009, including:

The Entrepreneurship across the Curriculum program continues to grow, although
it is now called the Innovation to Entrepreneurship (I2E) program. Many new
elective courses have been developed to support this program, which is being
funded by the Kern Entrepreneurial Engineering Network (KEEN).

The Aerospace specialty program, which was introduced to the curriculum in 2008,
was dropped in 2013, due to the lack of student enrollment and the loss of a key
professor from the ME Department.

The Fuel Cell and Hybrid Technology minor, which was introduced in 2006, was
also dropped in 2013, due to a lack of student enrollment and the retirement of a
key professor from the ECE Department.

The Dynamic Systems and Controls courses (MECH330 & MECH430) have been
substantially revised and modernized with increased emphasis on MATLAB/
Simulink software and hands-on laboratory practice.

The Computer Aided Engineering course (MECH300) was modified to reduce the
number of contact hours. When the course was originally developed, students did
not have computers powerful enough to run the CAE software. Now personal
computers are sufficiently powerful and students prefer to work on their projects at
home.

Physics Department has implemented a “Writing Across the Curriculum” program.
They are working with the Liberal Studies Department and the Writing Workshop
to improve student written communication skills.

The Math Department has dropped Maple software from the Calculus courses,
based on feedback from students. They have begun using the MuPad module in
MATLAB.
Advising Changes: There has been a major change in how ME students are advised, since
the last ABET visit in 2009. The ME Department has teamed up with the university’s
Academic Success Center (ASC) to provide advising assistance. Professional advisors from
the ASC are now the primary source for advising during the students first two years on
campus. ASC advisors contact all incoming freshman and transfer students, prior to the
student’s first term on campus, to start developing the student’s personal academic and career
plans. In the junior and senior years, the primary advising responsibility reverts to the ME
Department. The ASC and ME Department work together to provide the best possible
advising experience. Students are always welcome to consult with either the ASC or ME
Department advisors, irrespective of which one has the primary responsibility.
The ASC has also implemented new custom software (called Kettering Student Progress or
KESP) to track student interactions with advisors. This tracking mechanism allows for
seamless building of the student’s academic plan; there is a quick ‘dashboard’ to track
student progress along with other advising functions.
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C. Options
The general curriculum for Mechanical Engineering includes two free elective courses, two
ME elective courses, and a capstone project. ME students have the option to earn a specialty
(or concentration) by taking all of the elective courses and the capstone in a specialty area.
The specialty programs can be achieved within the normal number of credit hours required
for the Bachelor of Science in Mechanical Engineering degree. The specialization is shown
on the transcript for any student who fulfills the requirements. Specializations currently
offered are:

Alternative Energy Systems

Automotive Engineering Systems

Bioengineering Applications

Advanced Machine Design
ME students also have the option to use their elective courses to earn one of 27 different
minors that are offered by other Kettering University programs.
D. Program Delivery Modes
All baccalaureate degree programs at Kettering University are compulsory cooperative
education programs. Students alternate eleven-week-co-op work terms with eleven-week
on-campus academic terms. The nominal time to complete on-campus academic graduation
requirements is nine terms, and a minimum of seven satisfactory co-op terms (five work
terms and two thesis terms) must also be completed as a graduation requirement. All
programs require the completion of a Senior Thesis Project. The work that forms the basis
for the thesis is normally completed at a co-op employer site during the final two co-op
work terms.
Most classes are scheduled in the daytime between 8:00 a.m. and 5:40 p.m. Some sections of
multi-section courses are scheduled in the evening from 6:00 p.m. to 8:00 p.m., but the
program is intended to be an on-campus, resident, daytime program.
The University has a significant distance education capability. There are three video studio
classrooms in which instructors can be recorded. The digital video recordings are re-encoded
and distributed in an on-line streaming video format. These facilities are used primarily for
delivery of graduate programs; very few undergraduate courses are currently offered as online or distance courses. Some of mezzanine-level engineering courses (in which both
graduate and senior undergraduate students may enroll) are recorded and available through
the distance learning format.
Most instructors supplement their live classroom experience with on-line materials on a
course web site. The on-line component is a supplement rather than the primary means of
delivery. Most instructors use the campus Blackboard Learning System for this purpose.
E. Program Locations
Kettering University consists of one main campus located in Flint, Michigan. All courses
are delivered from this location.
6
F. Public Disclosure
ME Program Educational Objectives are printed in the Undergraduate Catalog 1. Student
Outcomes (SOs) and PEOs are publicly available on the department’s web page 2. Annual
student enrollment and graduation data are found in the ‘common data set’ which is publicly
available on the Office of Institutional Effectiveness website 3.
G. Issues from Previous Evaluation
There were no deficiencies, weaknesses, or concerns cited during the most recent ABET
Assessment of the ME Department in 2009.
1
The catalog is available at: http://www.kettering.edu/academics/academic-resources/office-registrar/academiccourse-catalogs/undergraduate-catalogs
2
https://www.kettering.edu/academics/departments/mechanical-engineering/learning-outcomes-and-programobjectives
3
http://www.kettering.edu/oie/common-data-set
7
CRITERION 1. STUDENTS
A. Student Admissions
Admission to Kettering University is a selective process based on traditional academic
criteria. The University attempts to identify individuals who are best qualified to complete a
course of study in applied mathematics, applied physics, biochemistry, bioinformatics,
business administration, chemical engineering, chemistry, computer engineering, computer
science, electrical engineering, engineering physics, industrial engineering, and mechanical
engineering. Primary consideration is given to the applicant’s high school academic record
and scores on college entrance examinations. Secondary consideration is given to the
student’s class standing, employment history, extracurricular honors and activities, and other
evidence of ability, interest, and motivation. Kettering does not discriminate by reason of an
individual’s race, color, sex, creed, age, physical challenge, or national origin.
Applicants to Kettering University must have a high school diploma or recognized
equivalency. Applicants are expected to have pursued a rigorous college preparatory
curriculum and achieved high scholastic standing especially in the areas of science,
mathematics, and English. Applicants for freshman admission must have completed sixteen
credits in a college preparatory program for grades nine through twelve. Credits given in
eighth grade for ninth grade algebra and recorded on the official high school transcript may
be used as one credit of algebra. Specific scholastic preparation to be eligible for admission is
given in Table 1-1.
Table 1-1 Kettering University’s general admissions requirements
Subject
Requirements
Algebra – four semesters,
Mathematics
Geometry – two semesters,
Trigonometry – one semester (except for BBA, BSBA)
Two years of Lab Science. One must be Physics or Chemistry for all
Science
degree programs (Both are strongly recommended) except for the
BBA (Bachelor of Business Administration).
English
Six semesters required (eight semesters recommended)
Applicants are encouraged to complete English, science and math courses beyond these
minimum requirements. Additional review may be required for high school courses
completed on-line.
Applicants for freshman admission are required to present the results of either the Scholastic
Aptitude Test (SAT) or the American College Test (ACT). There are no set minimum scores
required to qualify for admission. Students for whom English is their second language are
strongly encouraged to present the results of the Test of English as a Foreign Language
(TOEFL).
Kettering University welcomes applications from homeschooled students. All applicants
have the same requirements and each application is reviewed individually. Kettering
8
University will place special emphasis on college entrance exams and may contact the
primary educator for additional information.
Beyond these minimum requirements, Kettering University does not have a fixed formula for
determining admissions decisions. However, a strong record of achievement is expected.
Kettering University considers overall GPA as well as a separate GPA based on English,
mathematics, and lab science courses only. No minimums are specified for GPA or college
entrance exam scores. A summary of the ACT and SAT scores for entering freshman for the
past five years is provided in Table 1-2.
Table 1-2 ACT and SAT scores for entering freshmen for the past five years.
25th Percentile Values
Freshmen
(75% Freshman Exceed These Values)
Enrollment
Academic
ACT
SAT
Year
Total
ME
Compos Math
English
Reading Math
2014-2015
25
25
23
520
590
365
209
2013-2014
25
25
23
530
610
376
213
2012-2013
24
25
23
490
540
372
193
2011-2012
24
26
23
520
600
329
147
2010-2011
24
26
23
560
600
292
128
Exceptions to the admission standards listed above may be made on an individual basis and
based on review of the applicant’s records by the admission office and the Recruitment and
Retention Subcommittee of the Faculty Senate. Credits of any required remedial coursework
may not be applied to satisfy graduation requirements.
Freshman enrollment for both the University and Mechanical Engineering is also given in
Table 1-2. Enrollment had been dropping for many years leading to the 2007-2009
Recession. Since bottoming out in 2010-2011 both University and ME enrollment has
recovered nicely. It is estimated that the peak capacity for ME is around 250 students and the
goal is to increase enrollment to that in the next several years.
B. Evaluating Student Performance
At Kettering University, students are evaluated and monitored on the three major
components of the program’s degree requirements: academic performance, cooperative
learning experiences, and thesis.
Evaluation of Student Academic Performance: Evaluation of academic performance begins
with the faculty member who assigns grades to the students in their classes. Student course
work is evaluated by the instructor based upon course learning outcomes using appropriate
assessment instruments. These may include but are not limited to examinations, homework,
quizzes, individual and group presentations, written reports, and individual and group
projects.
It is the university policy that faculty submit midterm grades for undergraduate students in
their classes primarily as a feedback to the students to allow them to make an informed
decision before the final day allowed to withdraw from a course. The Academic Success
Center (ASC) monitors midterm grade reports. When the ASC identifies students who are at
risk of failure, they notify the students to remind them of services available to them, which
include academic advisement, tutoring, and review programs.
9
The Academic Success Center (ASC) uses several methods to identify students in distress. It
employs SSP (internally known as KSP - Kettering Student Progress) to enable faculty to
submit success alerts – notices about student issues – directly to the ASC advisors. The link
for faculty to submit “Success Alerts” is provided on the main resource page 4 for faculty and
staff. The alerts may relate to student attendance, classroom performance, or
mental/emotional /physical issues. Students are contacted, within a business day of the
receipt of the alert, and are offered appropriate assistance and support. Issues that require
involvement of the Wellness Center are forwarded accordingly. Within a few days, faculty
members are updated about the outcome of the situation.
Another method, for identifying students in distress, is direct monitoring of student progress.
ASC advisors conduct reviews of student records after the grades are posted for each term.
Students that present special concerns (for example, freshmen that fail pre-calculus) or
students that have registration issues are immediately contacted and offered assistance.
Students that experience unexpected medical issues that cause them to miss time from school
are referred to the Academic Success Center by the Wellness Center and are offered
assistance during their recovery period.
Over the past academic year, ASC has been actively developing collaborative relationships
with Greek and other student organizations. Through the collaborative relationships that have
been established, ASC is teaching students how to assess student concerns and provide
timely referrals to the appropriate sources. This allows students to take a more active part in
the referral process with the ultimate goal of making relevant support available to all students
that need it.
Academic Standing: Kettering University has four levels of academic standing: good
standing, academic warning, academic probation, and academic review. The four levels are
discussed in detail below.
1. Good Standing: To be in good academic standing, a student must maintain a term and
cumulative GPA of at least 2.0.
2. Academic Warning: A student who fails to meet the criterion for good standing is placed
on academic warning.
 If at the end of the warning term both GPAs (term and cumulative) are at least
2.0, the student returns to good standing.
 If at the end of the warning term either the term or the cumulative GPA falls
below 2.0, the student is held on academic warning for one more term.
 If at the end of the warning term both GPAs (term and cumulative) are below 2.0,
the student is placed on academic probation. A student who has been on warning
for two terms and has not returned to good standing will also be placed on
academic probation.
3. Academic Probation: A student is placed on academic probation after two consecutive
terms in which he or she fails to earn both a term and cumulative GPA of at least 2.0.
4
https://www.kettering.edu/faculty-staff/
10

If at the end of the probation term both GPAs (term and cumulative) are at least 2.0,
the student returns to good standing.

If at the end of the probation term, either the term or the cumulative GPA falls
below 2.0, the student is held on academic probation for one more term.

If at the end of the probation term both GPAs (term and cumulative) are below 2.0,
the student’s case is reviewed by the Academic Review Committee (ARC) for
potential dismissal. A student who has been held on probation for two terms and
has not returned to good standing will also be reviewed by ARC.
A student on academic probation is required to develop and implement strategies for
academic success with the assistance of a success coach from the Academic Success Center.
Students on probation cannot register for consecutive academic terms.
1. Academic Review: Students on probation that fail to show significant academic
improvement are referred to the Academic Review Committee, a subcommittee of the
Kettering University’s Faculty Senate.
Academic Review: Students referred for academic review have two options: withdrawing
from the university, or appealing to the Academic Review Committee.
1. Withdrawal: Students who choose to withdraw must submit a completed Undergraduate
Withdrawal from University Form to the Academic Success Center no later than the end
of week five of the term.
2. Appeal: Students, who choose to appeal to the Academic Review Committee, must
submit an appeal letter along with any relevant supporting documents to the Academic
Success Center no later than the end of week five of the term. Guidelines for submitting
an appeal can be found on the ASC’s website –
https://www.kettering.edu/academics/academic-resources/academic-successcenter/advising/probation. The decision of that committee is final, and no further appeal
process is available.
3. Readmission: Whether a student withdraws or is dismissed from the university, they may
be readmitted to Kettering under specific conditions. Students granted readmission will
be admitted on a probation status and will be required to meet with an adviser to design
an academic improvement plan (AIP). Students are expected to meet all the requirements
of the AIP. Students cannot register for consecutive academic terms immediately
following the readmission. If students lose good academic standing after readmission,
they will proceed directly to the academic review process. Students are allowed only one
readmission following an academic review.

Readmission after withdrawal: Students that decide to return to Kettering after a
voluntary academic review withdrawal can do so after three consecutive terms
(nine months) and with the signed approval of the Academic Success Center.
Students requesting readmission after a withdrawal must submit a letter to the
Academic Success Center no later than the end of week five of the term prior to
being readmitted.
11

Readmission after dismissal: Students who are dismissed by the Academic
Review Committee must petition for readmission directly to the committee no later
than the end of week five of the term prior to being readmitted. All students can
apply for readmission after a minimum of three terms (nine months) following the
term of academic dismissal and only if all of the following conditions are met:

During the period of dismissal, the student attended another institution of higher
education as a full-time, non-degree- seeking student, completing a minimum of
twelve credit hours per term/semester.

The student earned a 3.0 term/semester GPA from the college of attendance.

Courses taken were representative of courses taken within the student’s chosen
degree program at Kettering University.
To request readmission after a dismissal, students must submit a letter along with the official
transcript from the institution in which the courses were taken to the Academic Review
Committee.
Juniors and seniors can apply for provisional readmission after a minimum of two terms (six
months) following the term of academic dismissal. To request provisional readmission,
students must meet with an advisor in the Academic Success Center.
In order for students to be fully readmitted, students must achieve a term GPA ≥ 3.0 during
the provisional term with no individual course grade below a C. All withdrawals and
incompletes during the provisional term must be pre-approved by the Academic Success
Center.
Evaluation of Student Cooperative Learning Progress: At the end of every cooperative
learning term a student’s work performance is evaluated by their work supervisor. The very
last question is, “Student’s overall performance was satisfactory?” If the student receives an
overall dissatisfied rating on this evaluation, that particular experiential term will not count
toward graduation. Every student must complete five experiential terms with a satisfied or
strongly satisfied rating to fulfill degree graduation requirements toward the experiential
experience. Progress of students through their mandatory experiential terms is monitored by
the Office of Cooperative Education and Career Services. A Cooperative Employment
Manager is assigned to each student and monitors the student’s experiential performance
based on feedback from their experiential sponsors.
Evaluation of Student Thesis Performance: Progress toward meeting the thesis requirement is
monitored by the Center for Culminating Undergraduate Experiences (CCUE) and a faculty
thesis advisor assigned to the thesis. Major milestones along the path toward completion of
the thesis requirement include: 1) submission of a proposed thesis assignment; 2) submission
and approval of a preliminary thesis; and 3) submission and approval of a final thesis. These
milestones are tracked by CCUE.
Before students begin working on their thesis, a CCUE staff member meets with students to
explain the process. The student works with their employer to prepare a Proposed Thesis
Assignment which is reviewed by the degree granting department. The degree granting
department helps identify a faculty thesis advisor with expertise in the subject matter of the
thesis proposal. Once a faculty thesis advisor is assigned to the thesis, the faculty thesis
advisor monitors the progress toward meeting the requirements. The faculty thesis advisor
12
meets with the student to review progress, review written materials, and approve the
preliminary and final thesis documents. The faculty thesis advisor is encouraged to attend at
least one meeting on-site at the employer’s facility.
C. Transfer Students and Transfer Courses
Kettering University welcomes students who transfer from other colleges. Applicants are
required to submit official transcripts from their high school and all colleges attended.
Students who have completed less than 30 credit hours at the college level are required to
submit ACT or SAT scores. Transfer students must meet the same minimum academic
requirements as first-time college students. However, at the discretion of the admissions
office, transfer students may use either high school or college-level course work to meet
these requirements, depending on their academic record. Beyond the minimum requirements,
Kettering has no fixed formula for determining whom to accept for admission. Primary
consideration is given to the overall grade point average as well as the individual grades
earned in English, mathematics, and science courses. Students must receive a grade of at
least C to be able to transfer a course to Kettering University. No more than 72 credit hours
may be transferred to Kettering University.
New Transfer Student Policy: Students transferring to Kettering University may receive
earned hours for a Kettering course for which the student has taken an equivalent course, in
content and level, at their previous institution. The following conditions apply:

Transfer Credit is accepted from only accredited colleges and universities.

Upon receipt of transfer credit information from the Admissions Office,
coursework will be evaluated for transferability to Kettering University.

Only courses in which a C (2.0 on a 4.0 grade scale) or higher were earned will be
evaluated for transfer credit.

Only the credit will transfer. The grades do not transfer and will not affect the
GPA.

A maximum of 72 earned hours may be awarded by transfer upon admission.

All coursework is evaluated for transfer to Kettering University regardless of a
student’s intended major.

All credits awarded may not be applicable to graduation requirements. Consult with
your degree department to determine how the equivalent courses will apply to your
degree.

Any requests for transfer coursework review must be submitted with any requested
supporting documentation by the end of the student’s first academic term.

Final official transcripts are required to be mailed from the student’s transferring
institution(s) prior to registration for the next academic term.
 Transfer evaluations are processed by the Registrar’s Office.
Current Students Policy: Students enrolled in a Kettering University degree program may
take selected coursework at other institutions if the need arises and the opportunity is
available. Students, who want to take a course at another institution, and transfer the credits
13
to Kettering University, must have the course approved prior to registration at the other
institution. The following conditions apply:

Transfer Credit is accepted only from accredited colleges and universities.

A Guest Application Form must be completed by the student and submitted to the
Office of the Registrar for approval. Note: Even if a course is listed on the Course
Equivalency System, it does not guarantee approval. Official approval is obtained
by completing the Guest Application and receiving all required signatures of
approval. The Office of the Registrar will send an email to the student’s Kettering
email account confirming approval or non-approval.

Students should consult with their advisor to confirm the course being taken as
guest credit will apply towards their degree requirements before registering for the
course.

A maximum of eight transfer credits are allowed while an active student, over and
above approved study abroad transfer credits.

The course must carry a grade of C (2.0) or above to transfer. Grades of C- or
below are not transferable.

Only the credit will transfer. The grades do not transfer and will not affect the
GPA. Therefore, the grades cannot replace grades earned at Kettering
University. This means credit for a guest course taken elsewhere can earn credit for
a failed Kettering course but the Kettering course grade will remain on the student
transcript and in the GPA.

The course repeat policy only affects courses repeated
University. Guest credits do not qualify under this policy.

Courses approved for guest credit do not eliminate pre-requisite requirements.

Independent Study work is not transferable.
at
Kettering
 Coursework for Kettering minors is not transferable.
Free Elective Transfer Credits Policy: A student’s degree granting discipline may allow the
transfer of a course taken outside of Kettering University even though no other academic
discipline has allowed the transfer, because the course does not correspond to an existing
Kettering University discipline. Such a course will be transferred as FREE-297 or FREE497. The following conditions apply:

A course is eligible under this policy if the course is from an institution accredited
by a U.S. regional accreditation such as North Central Association.

A course from an institution outside the U.S. will be considered for FREE-297/497
if the course is from an institution which has been approved for transfer of courses
with Kettering University equivalents.

The course must be considered non-remedial at both Kettering University and the
transfer institution.
14

Courses which have a 100 or 200 level at the transfer institution will be considered
for FREE-297.

Courses which have a 300 or 400 level at the transfer institution will be considered
for FREE-497.

A minimum of 2400 classroom minutes in one or more courses is required for four
credits of FREE-297/497. A number of credits different from four are not allowed.

A student must receive academic advisement from his/her degree department
before initiating the process of transferring FREE-297/497.

The number of credits of FREE-297/497 shall be limited to the number of Free
Electives in the student’s degree program which has not already been fulfilled
through other transfer or Kettering courses.

Eligibility for Free-297/497 credit is determined by a student’s term of admission to
Kettering University.

FREE-297/497 credit may be awarded to students admitted after January 2004 and
beyond. Students admitted prior to January 2004 are not eligible for FREE-297/497
credit for a course completed prior to January 1, 2004.

Current Kettering students may apply for FREE-297/497 credit through the normal
Application for Guest Credit process.
Number of Transfer Students: The number of new transfer students enrolled for the past five
academic years is shown Table 1-3
Table 1-3 Transfer Students for the Past Five Academic Years
Total Number of New Transfer Students Enrolled
Academic Year
University
ME
36
20
2014-2015
34
20
2013-2014
39
18
2012-2013
42
22
2011-2012
32
12
2010-2011
Articulation Agreements: Kettering University has 38 articulation agreements with
community colleges in the United States and one university in China, as listed in Table 1-4.
The agreements are policies and guidelines to follow to ensure the successful matriculation
of students who transfer credits from the community college to Kettering University. Each
agreement includes a guide sheet listing courses that have been approved for transfer by the
Kettering University faculty. The guide sheets are updated every year. Each agreement has a
renewal period of either three or four years. When the agreement is renewed, each course in
the guide sheet is reevaluated by the faculty.
15
Table 1-4 Institutions with which Kettering has articulation agreements
Institutions with Articulation Agreements
Alpena Community College (MI)
McHenry County College (MI)
Bay De Noc Community College (MI)
Miami-Dade College (FL)
Central Michigan University (MI)
Monroe County Community College (MI)
College of DuPage (IL)
Mott Community College (MI)
Concordia University (MI)
Muskegon Community College (MI)
DeAnza Community College (CA)
Northwestern Michigan College (MI)
Delta College (MI)
Oakland Community College (MI)
Erie Community College (NY)
Our Lady of the Lake College (TX)
Foothill College (CA)
Palm Beach Community College (FL)
Grand Rapids Community College (MI)
Pasco-Hernando Community College (FL)
Harper College (IL)
San Antonio College (TX)
Henry Ford Community College (MI)
Sinclair Community College (OH)
Jackson Community College (MI)
Southwestern Michigan College (MI)
Kalamazoo Valley Comm. College (MI)
St. Clair County Community College (MI)
Kellogg Community College (MI)
Washtenaw Community College (MI)
Lake Michigan College (MI)
Wayne County Community College (MI)
Lansing Community College (MI)
West Shore Community College (MI)
Lorain County Community College (OH)
Xi’an Polytechnic University (China)
Macomb Community College (MI)
D. Advising and Career Guidance
The Mechanical Engineering Department partners with the university’s Academic Success
Center (ASC) to provide academic and career counseling to Kettering mechanical
engineering students. Staff from the ASC reach out to incoming ME-freshmen prior to the
student’s arrival on campus. Staff from the ASC are the primary advisors for ME students
from this initial contact through the start of the students’ sophomore year. After the students’
Sophomore I term, ME Department staff takes over as the primary advisors for ME students.
Students have the ability to continue working with ASC after their Sophomore I term as well
as consult with ME staff at any time.
Curricular Advising: The Academic Success Center (ASC) is the primary source for
curricular advising for incoming ME students. Prior to their first days on campus, advisors
from the ASC contact admitted students via phone or Skype to plan for the student’s first
term on campus. Curricular choices available to entering freshmen are fairly limited and are
partly determined by performance on a math placement exam. ASC advisors, who are
knowledgeable about the choices appropriate for mechanical engineering freshmen, work
with the students to select classes. Through the Freshman I and Freshman II terms curricular
advising is mandatory and advisors from the ASC work with the students to develop both
short-term academic plans and long-term career plans. During the student’s Sophomore I
term, curricular advising is no longer mandatory but many of the students continue to meet
with ASC to develop their course schedules. During this period, the ASC works closely with
the ME Department staff to insure that the advising information is current and accurate. ME
students always have the option to seek additional advising support from the ME staff.
16
First-term students (entering freshmen and first-term transfer students) also take a required
First Year Experience (FYE) course (FYE-101) where they receive additional instruction in
planning their courses of study and registering for classes. Faculty from each of the academic
programs, serve as mentors to help acclimate the students to life at Kettering and to help
provide early career counseling. Also, as part of the FYE course, students are introduced to a
web resource developed by the Kettering Library to provide career information:
http://libguides.kettering.edu/fye-mechanical-engineering.
ME students transition from primary-ASC support to primary-ME support during their
Sophomore II term (prior to enrolling in their Junior I term). A lunch time meeting is held to
introduce the students to the ME Advising Staff, which consists of the ME Department Head
(currently Dr. Craig Hoff) the ME Associate Department Head (currently Dr. Bassem
Ramadan) and the ME Advising Administrative Assistant (Mrs. Trish Brown). From this
point, until their final academic term audit, curricular advising is optional. Students typically
follow the program of study that they developed with ASC support. Students meet with the
ME staff to deal with changes to their program of study, which typically is related to a
decision to pursue an ME specialty program or minor, to participate in the study abroad
program, or some special/unique situations. ME students always have the option to seek
additional advising support from the ASC staff.
To facilitate the advising process in 2014-15, the Academic Success Center and the ME
Department implemented the Kettering Student Progress (KESP) software system. The
software has many important features, including the ability to quickly track student standing
(as shown by the ‘dashboard’ in Figure 1-1), track student advising interactions, and to
develop student curricular plans of study.
Figure 1-1 Kettering Student Progress (KESP) Software showing the student ‘dashboard’
17
With the convenience of an online system for monitoring progress toward completion of the
degree, advising on course selection is mandatory only for first-term transfer students, dualdegree students, and students registering for their final academic term. Advising for first-term
transfer students ensures that they understand how to select courses and register. Advising for
dual-degree students ensures that they are fulfilling the requirements for both degrees.
Advising for students registering for their final academic term ensures that they will fulfill
degree requirements upon successful completion of their final courses. These groups of
students are required to fill out course selection forms that must be signed by the associate
department head (or an approved faculty advisor) before they can register. Special advising
sessions (including makeup sessions) are scheduled for these students, and students are
informed of these advising sessions at the beginning of each term by e-mail and by signs
posted in the main ME building (C.S. Mott Engineering and Science Center – or MC).
Additional advising on curricular planning, course selection, and registration is available
upon request to all ME students at any time. Most of the curriculum and course selection
advising is provided by the associate department head during weekly office hours or by
appointment. Students may also seek advising in regard to specialties, minors, dual-degree
and study abroad options, and special programs such as premed and prelaw (cf., “Other
Advising,” below). Students who select one of the ME specialties do not typically need extra
advising for their course selections since the specialty electives are listed in the
undergraduate catalog, on specialty promotional flyers, and in the online degree-progress
monitoring system, but they may want to see a specialty advisor for advice on graduate
studies, co-op job opportunities, or career planning.
Curriculum Advising Program Planning (CAPP): To further assist the student and faculty
advisor to make an informed decision on courses to be taken, the faculty advisor and the
student have access to an automated Curriculum Advising Program Planning (CAPP) -- a
web based degree evaluation process available via BannerWeb that is maintained by the
Registrar’s Office.
CAPP will highlight the courses yet to be completed, completed courses that are counted
toward degree completion, and completed courses that do not match any courses toward
degree completion. Furthermore, CAPP shows course completions under each category such
as Mathematics, Science, General Education, etc. In addition, CAPP shows the GPA for the
courses that have been completed. The use of CAPP helps ensure students have the
appropriate prerequisite courses, and it provides a road map that helps to identify the correct
sequence of courses toward graduation. CAPP is used to ensure all required courses are
completed toward the degree completion. This system enables students and advisors to
generate degree evaluation reports showing a student’s academic history against the degree
requirements. CAPP has a “what-if analysis” to investigate requirements and completions
for combination of different scenarios for various combinations of degrees, minors, or
concentrations.
Career Advising: Because of the mandatory co-op requirement, Kettering students require
less career advising than students at more traditional institutions. Through their co-op work
experiences they get a good sense of career choices and professional opportunities, as well as
how to pursue them. The interaction with other students who have a broad spectrum of work
experiences helps students gain a strong sense of their professional and academic goals by
18
the time they graduate. Students also develop extensive networks through their own and their
friends’ contacts in industry.
While students get significant career advice from their co-op work supervisors, colleagues,
and other students, faculty and staff regularly advise students on career matters when such
advising is sought. Students frequently seek advice and obtain letters of recommendation
from faculty members with whom they have developed a rapport. ME students may also
obtain career advising from the faculty that teach the ‘specialty’ elective courses (i.e. courses
in Alternative Energy Systems, Automotive Systems, Bioengineering, and Advanced
Machine Design).
Students may also receive advice on career matters from members of the Career Services staff.
Each student is assigned a Kettering cooperative employment manager upon entering the
university. The cooperative employment managers help students secure employment at one of
our cooperative education partners and monitor the work evaluations submitted by co-op
employers. Career Services also offers programs to help students improve their résumés and
develop interviewing skills.
Senior Thesis Advising: Every student is assigned a faculty advisor for the undergraduate
thesis project, in addition to the student’s supervisor at work. The thesis topic is approved a
priori based on its potential to enhance the student’s knowledge and be useful to the
corporate sponsor. The faculty advisor interacts with the student through meetings, e-mails,
phone calls, visits to the co-op employer, and by reading preliminary and final drafts of the
thesis. Sample student theses will be available for the ABET team during the accreditation
visit.
Other Advising Resources: Students may seek advising in areas outside the Department of
Mechanical Engineering for matters ranging from academic to personal issues. A partial list
of advising by area includes:

International Studies/Study Abroad: Dr. Basem Alzahabi

Premed Program – Dr. Stacy Seeley

Prelaw Program – Dr. Karen Wilkinson

Innovation to Entrepreneurship Program – Dr. Massoud Tavakoli or Dr. Mo Torfeh

Financial Aid – Diane Bice

Co-op – Karen Westrick

Thesis – Michelle Gebhardt

Academic Warning/Probation – Natalie Candela

Health Issues/Wellness Center – Cristina Reed

Transfer Credits, Guest Credits – Michael Mosher

Clubs and Organization, Student Life – Betsy Homsher
19
E. Work in Lieu of Courses
Kettering University does not allow credit for military experience, coursework completed at
institutions not accredited by a regional accreditation agency, remedial and/or developmental
classes, technical and trade classes, life experience, non-traditional coursework completed at
two year institutions, including independent study, directed study, seminars, workshops, or
internships. Kettering University does not accept CLEP exams.
The only credit for experiences in lieu of traditional courses allowed by Kettering University
falls in four categories: International Baccalaureate (IB) credit, Advanced Placement (AP)
courses, dual enrollment, and proficiency exam credit. Detailed processes and requirements
for these are outlined in the University Catalog which can be found on the University
website5.
International Baccalaureate: Upon application to the University, students seeking
International Baccalaureate (IB) credit should have an official IB transcript sent directly to
Kettering's Office of Admissions. Credit will be granted for passes at the "IB Standard Level
(SL)" in Computer Science only. Credit will be issued for passes at the "IB Higher Level
(HL)" according to the IBO Table 1-6. Kettering University awards credit or IB scores of 5
or 6 or better for the following subjects when the full IB diploma has been earned: Physics,
Mathematics, and Biology.
5
www.kettering.edu/sites/default/files/resource-file-download/2012-2013%20Undergraduate%20Catalog.pdf
20
Table 1-5 Credit by examination – International Baccalaureate
Required
Granted Kettering
IBO Exam
Credits
Score
Course Number
Biology (HL)
6 or 7
4
BIOL-241 & 242
Chemistry (HL)
5, 6 or 7
4
CHEM-135 & 136
Computer Science (HL)
5, 6 or 7
8
CS-101 & 102
Computer Science (SL)
5, 6 or 7
4
CS-101
English (HL) and History (HL)
6 or 7
4
SSCI-201
Foreign Language – Any (HL)
5, 6 or 7
4 or 8
LANG-297
Mathematics (HL)
6 or 7
4
MATH-101
Physics (HL)
6 or 7
4
PHYS-114 & 115
Sociology (HL)
6 or 7
4
SSCI-201
Advanced Placement: Applicants who have completed Advanced Placement (AP) courses
are encouraged to take the College Entrance Examination Board AP Examinations. The chart
in Table 1-6 below indicates scores needed to receive Kettering University credit. Students
seeking AP credit should have an official AP transcript sent to Kettering University directly
from the College Board AP Program.
Table 1-6 Advanced Placement Criteria
Required
Advanced Placement Exam
Score
1
Art History
4,5
1
Art Studio 2-D Design
4,5
1
Art Studio 3-D Design
4,5
2
Biology
4,5
Calculus AB
3,4,5
Calculus AB Subgrade
3,4,5
Calculus BC
3
Calculus BC
4,5
Credits
Granted
4
4
4
3 and 1
4
4
4
4 and 4
Chemistry
4,5
3 and 1
4,5
4
SSCI-297
4,5
4, 5
4, 5
4,5
4,5
4
4
4
4
4
CS-101
COMM-297
HUMN-201
BIOL-297
SSCI-201
4,5
4
LANG-297
4,5
4
SSCI-201
Comparative Government and
Politics1
Computer Science A
English Language and Composition1
English Literature and Composition3
Environmental Science2
European History4
Foreign Language and Culture1 –
Any
Human Geography4
Kettering Course Number
ART-297
ART-297
ART-297
BIOL-141 & 142
MATH-101
MATH-101
MATH-101
MATH-101 & 102
CHEM-135 &136 or
CHEM-137 & 136
21
Advanced Placement Exam
Macroeconomics5
Microeconomics5
Music Theory1
Physics C, Part I-Mech
Physics C, Part II-E&M
Psychology1
Statistics2
U.S. Government and Politics1
U.S. History1
World History4
Required
Score
4,5
4,5
4,5
4,5
4,5
4,5
3,4,5
4,5
4,5
4,5
Credits
Granted
4
4
4
3 and 1
3 and 1
4
4
4
4
4
Kettering Course Number
ECON-201
ECON-201
MUS-297
PHYS-114 & 115
PHYS-224 & 225
SSCI-297
BUSN-226
SSCI-297
HIST-297
SSCI-201
1Course counts as a free elective in all degree programs.
2Seek department advisement for the curriculum requirement application.
3This AP course can count as LIT-297 (Free Elective) if student already has credit for HUMN-201.
4This AP course can count as SSCI-297 (Free Elective) if student already has credit for SSCI-201.
5This AP course can count as ECON-297 (Free Elective) if student already has credit for ECON-201
Dual Enrollment: The dual enrollment program is available to a qualifying student in the
11th or 12th grade who meets Kettering’s registration requirements. Through dual
enrollment, the student’s high school pays a portion or all of the tuition. State guidelines and
the high school determine the course eligibility and the amount of tuition the high school is
responsible to pay. No fees (applications etc.) are being charged by Kettering. The
student/parent is responsible for any additional costs not paid by the high school. Admission
to this program is for Fall (October-December) and Winter (January-March) terms only. Two
courses per term are allowed.
Proficiency Examination: Students may petition the Department Head responsible for a given
course to receive earned hours by examination for that course. If the Department Head deems
it appropriate and acceptable, the student will be given the means to demonstrate knowledge
and performance of the course material at a level no less than an average student enrolled in
the course. If such demonstration is successful, the course credit hours will be awarded to the
student as earned hours by examination and will be indicated on the student’s transcript.
Students who withdrew or failed the course, or took a proficiency exam, in the same course
at an earlier date, are not eligible.
F. Graduation Requirements
Students who satisfy all graduation requirements receive the Bachelor of Science in
Mechanical Engineering degree. In order for the degree to be awarded and verified by the
Office of the Registrar, the following requirements must be satisfied:

Academic Course Requirements: Meet all specified course work, design credits,
earned hours, and project requirements of the degree, as described in CRITERION
5.
22

Cooperative Education Requirements: The cooperative education requirements for
graduation depend on several factors:

Students who complete their academic requirement in nine full-time terms or more
must attain at least five satisfactory work evaluations at an authorized employer.
Three of these five must occur after achieving Junior 1 status.

Students who complete their academic requirements in eight full-time terms
(minimum of 16 earned credit hours per term) must attain at least four satisfactory
work evaluations at an authorized employer. Two of these four must occur after
achieving Junior 1 status.

Students transferring to Kettering University with 24 or more earned hours
(sophomore status) must achieve at least four satisfactory work terms at an
authorized employer (three after attaining junior status). The work experience terms
must be earned while a Kettering University student.

Students transferring to Kettering University with 56 or more earned hours (junior
status), without a baccalaureate degree, must achieve at least three satisfactory
work terms at an authorized employer. The work experience terms must be earned
while a Kettering University student.

Students transferring to Kettering University with a baccalaureate degree must
achieve three satisfactory work terms at an authorized employer. The work
experience terms must be earned while a Kettering University student.

Culminating Undergraduate Experience (CUE) Requirement: Satisfactorily
complete a CUE thesis project.

Financial Requirements: Students must be in good financial standing with
Kettering University with no outstanding debts.

Academic Performance Requirements: Students must be in academic “Good
Standing” and achieve a cumulative GPA of at least 2.0.

Residency Requirements: Students must complete a minimum of five full-time
academic terms on the Kettering University Campus.
Accelerated Pace to Graduate: It is possible to complete the academic portion of most
Kettering degree programs in eight academic terms. Students who are interested in pursuing
this possibility should contact their academic department to obtain an individualized
accelerated plan and to determine if it is appropriate for them.
Final Degree Audit: Students must meet all specified course requirements. The first step to
insure this occurs when the student meets with their academic advisor to register for their
final academic term. Rather than fill out a regular course selection form, the student fills out
a Final Term Registration and Course Audit form with assistance from the academic advisor.
It is at this time that the faculty advisor verifies that with the inclusion of the last term
courses all specified course requirements are met.
The audit of degree requirements is aided by use of CAPP. As discussed earlier, CAPP
enables students and advisors to generate electronic compliance/degree evaluations. These
reports evaluate a student's academic history against the requirements of a selected degree
23
program. Degree requirements are programmed into CAPP, and running a CAPP audit
identifies any requirements that are “in progress” or appear to be unmet. Any course
substitutions that deviate from the published degree requirements are approved by the degree
granting department and submitted on a CAPP substitution form (or equivalent written
documentation from the degree granting department). Any course substitutions that deviate
from the published degree requirements must be approved by the degree granting department
and submitted
The final degree audit is signed by the Registrar and verifies that any needed or “in progress”
requirements appearing on the preliminary audit have been satisfied.
G. Transcripts of Recent Graduates
The program will provide transcripts from some of the most recent graduates to the visiting
team along with any needed explanation of how the transcripts are to be interpreted, when
requested separately by the team chair. The program of study will be found on the
transcripts; the Mechanical Engineering Program at Kettering does not have any additional
program options.
24
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
The Mission, Vision, and Values of Kettering University are published in the on-line
undergraduate catalog6, in various brochures and promotional documents, and as wallet sized
cards for the handy reference of the faculty and staff.
University Mission Statement
Kettering University prepares students for lives of extraordinary leadership and service by
linking transformative experiential learning opportunities to rigorous academic programs in
engineering, science, mathematics, and business.
University Vision Statement
Kettering University will be the first choice for students and all our partners seeking to make
a better world through technological innovation, leadership and service.
University Values

Respect: for teamwork, honesty, encouragement, diversity, partnerships with
students.

Integrity: including accountability, transparency and ethics.

Creativity: fostering flexibility and innovation.

Collaboration: across disciplines and with all partners.

Excellence: in all we do.
The Mission, Vision, and Values of Mechanical Engineering Department are consistent with
the Mission, Vision, and Values of the university. They are published on the ME Department
website7 and in various brochures and promotional documents.
ME Mission Statement
The Department of Mechanical Engineering prepares students to become outstanding
mechanical engineers and leaders, through experiential learning opportunities that challenge
them to learn, to grow professionally, and to be innovative problem solvers.
ME Vision Statement
The Department of Mechanical Engineering will be the preferred choice for students and all
our partners seeking to make a better world through technological innovation, leadership and
service.
ME Value Statements
The ME program will provide students with:
6
7
www.kettering.edu/sites/default/files/resource-file-download/2014-2015UndergraduateCatalog_4.pdf
www.kettering.edu/academics/departments/mechanical-engineering and /bulldogs.kettering.edu/meabet/
25

A rigorous program of study based on a strong foundation in engineering
fundamentals (Excellence)

Experiential learning opportunities through co-op, laboratories, student projects,
study abroad, and applied research projects (Excellence)

Learning opportunities which nurture curiosity, innovation and creative problem
solving (Creativity)

Cross-disciplinary educational programs and projects with a diverse student body
(Collaboration)

Opportunities to engage with professional organizations (Collaboration)

A foundation for understanding the importance of ethical behavior (Integrity)
B. Program Educational Objectives
The Program Educations Objectives (PEOs) are consistent with the Mission, Vision, and
Values of the University and the ME Department. The PEOs are published on the ME
website. The PEOs for ME are shown in
26
Table 3-14:
Table 2-7 Mechanical Engineering Program Educational Objectives
The Kettering Mechanical Engineering Program prepares graduates to:
1. Be successful and influential in their professional endeavors.
Work collaboratively to synthesize information and formulate, analyze and solve
problems with creative thinking and effective communication.
Make responsible decisions with an understanding of their global, economic,
3.
environmental, political and societal implications.
2.
4. Apply best practices for problem solving, decision making and/or design.
5.
Be committed to professional and ethical practices, encouraging diversity, continuous
improvement and life-long learning.
C. Consistency of the Program Educational Objectives with the Mission of the Institution
The Mission, Vision, Values, and PEOs of the Mechanical Engineering Department are
absolutely consistent with the Mission, Vision, and Values of Kettering University. The
PEOs are available to the program constituencies in the Mechanical Engineering section of
the university undergraduate catalog8 and on the Mechanical Engineering program website 9.
The ME Mission Statement is founded on the KU Mission Statement and clarifies the
department’s particular role in helping the University complete its’ mission. Both statements
place strong emphasis on ‘experiential learning.’ The ME Value Statements help to clarify
the types of experiential learning opportunities that are employed. They begin with a
comprehensive cooperative learning program that starts in the students’ first terms on campus
and include a variety of laboratory experiences, student projects, and other ‘hands-on’
learning opportunities.
To help fulfill Kettering’s mission to “prepare students for lives of extraordinary leadership
and service” the ME Department’s mission is to “challenge them to learn, to grow
professionally, and to be innovative problem solvers.” Again, the ME Value Statements are
used to help to clarify how this is to be achieved. The program is based on a “strong
foundation in engineering fundamentals” and enhanced by “learning opportunities which
nurture curiosity, innovation and creative problem solving.” To become influential leaders,
graduates must be able to function in multidisciplinary teams, work with diverse groups of
people, make meaningful connections with other professionals, and conduct themselves with
complete integrity.
It should be noted that each ME Value Statement is linked to one of the University Value
Statements. The University Values are: Respect, Integrity, Creativity, Collaboration, and
Excellence. Each of the ME Value Statements are expressions of how these values will be
practiced in the department.
8
9
www.kettering.edu/sites/default/files/resource-file-download/2014-2015UndergraduateCatalog_4.pdf
www.kettering.edu/academics/departments/mechanical-engineering and /bulldogs.kettering.edu/meabet/
27
The ME Program Learning Objects are broad statements that support and define the term
“outstanding mechanical engineers and leaders” that is used in the ME Mission Statement.
Outstanding mechanical engineers must possess good technical skills but they must also have
interpersonal skills that allow them to be influential in their professional activities. They need
to be able to work collaboratively with others, to be able to synthesize information and to
formulate, analyze and solve problems with innovative thinking and must be able to effective
communicate their ideas and solutions to others. The decisions of outstanding mechanical
engineers must be based on an understanding of the global, economic, environmental,
political and societal implications for their actions. And they must be able to employ industry
‘best practices’ which are constantly changing; which commits them requires a life of
continuous learning and improvement.
D. Program Constituencies
The Mechanical Engineering Mission, Vision, Values and Program Educational Objectives
were developed based on the needs of its constituencies. The primary constituencies of the
ME department are listed in Table 2-8, along with a brief description of how the PEOs meet
the needs of the constituencies.
Table 2-8 Description of how PEOs meet the needs of the constituencies
Constituencies
How PEOs meet the needs of the constituencies
ME faculty are responsible for working with the other program
constituencies to identify appropriate PEOs and to develop the academic
Faculty
program that delivers those objectives. The ME faculty consists of all
full-time lectures and professors of all ranks.
Students
Alumni
Co-op
Employers
Employers
ME students are the direct beneficiaries of the ME program. The PEOs
are designed to identify the broad skills that they will need to have to be
outstanding mechanical engineers.
ME alumni offer an excellent opportunity to assess the effectiveness of
the ME program. They offer important feedback about how their
education program prepared them for their careers and how the program
may be altered to improve the preparation of our graduates.
The employers of ME cooperative education students offer a unique
opportunity for formative assessment. Feedback from co-op employer
provides an understanding of how students are progressing and provides
an opportunity to understand the skills that students need to have during
the cooperative work terms.
The employers of ME graduates are critical to the success of the ME
program. A fundamental goal of the program is to provide industry
partners with successful engineers and leaders. Feedback from
employers is essential in identifying the characteristics of ‘outstanding
mechanical engineers’ and with helping to develop a program that helps
to instill those skills.
28
The Mechanical Engineering Industry Advisor Board (IAB) is an important contributor to the
development of the ME PEOs and with the overall assessment of the ME program. Many
members of the ME IAB (about 2/3) are graduates of the program, with many years of
industry experience; this makes them ideal because they understand both the educational and
co-op aspects of Kettering’s program. Current members of the ME IAB are summarized in
Table 2-9 below.
Table 2-9 ME Industrial Advisor Board Members
Name
Title
Company
American Axle &
Manufacturing
Class
‘77
Bellanti, John
Executive Vice President
Cerny, Tom
Retired
Kettering University
---
Dev, Santhya
Formability Specialist
Daimler Chrysler
---
Deyer, Keith
Director, Design &
Manufacturing Alliance
Chief Engineer, NewTap
Systems
Deyer Consulting,
LLC
‘69
Hoffman, Ben
President and CEO
Movimento Inc.
‘98
MSC Software
---
IAV Inc.
‘99
Janevic, John
Klindt, Kody
Vice President, Strategic
Operations
Chief Engineer, Performance
and Emissions
Latham, Gary
Design Department Manager
Pratt Miller
---
Lundgren, David
"Rusty"
Key Account Manager
Business Development
Detroit Reman
‘01
Przesmitzki, Steve
Vehicle Technologies Program
‘95
Puskala, Shar
Senior Staff Engineer
Rath, Ron
CEO
United States
Department of Energy
Cardinal Health
V. Mueller Products
and Services
TECAT Performance
Systems, LLC
Tighe, W. R.
Chief Engineer
Johnson Controls Inc.
---
VanTiem, Ryan
Project Manager
GMPT Hybrid Powertrain
Systems
General Motors
Corporation
‘03
‘01
‘91
29
E. Process for Review of the Program Educational Objectives
The Mechanical Engineering Mission, Vision, Values and Program Educational Objectives
are reviewed on a regular basis. There are many feedback mechanisms that provide material
for the review, as summarized in Table 2-10.
Table 2-10 Feedback Mechanisms for PEO Review
Constituency
Feedback Mechanism
Faculty receive direct feedback on the ME program from their on-going
interactions with students and through their direct contacts with industry
Faculty
partners. These contacts come through faculty participation in companysponsored student thesis projects, consulting, and research projects.
Current students provide feedback through their regular interactions with
ME faculty and participation in various student groups. Current students
Students
provide additional feedback through an annual Noel-Lovetz survey.
Additionally, graduating seniors complete an annual exit survey.
Kettering alumni are very active and there are numerous events that bring
alums back to campus to interact with current students and faculty. Many
alums serve as co-op employers and as members of the ME Industry
Alumni
Advisor Board. Also, recent graduates are surveyed to gage the
perception on how their academic program prepared them for their
professional careers.
Co-op employers are surveyed at the end of each student work rotation to
gage the employer’s satisfaction with the students work and to assess
student’s progress. Co-op employers interact with faculty and students
Co-op
through the company sponsored thesis projects. A survey is administered
Employers
at the end of each thesis project to determine how well the senior
students were prepared to complete their thesis project. Co-op employers
also participate as members of the ME Industry Advisor Board.
Other employers (beyond alumni and co-op employers) work with ME
faculty through faculty consulting and research projects. In addition to
Industry/Other
their direct feedback to faculty, some of these employers also serve as
members of the ME Industry Advisor Board.
The Mechanical Engineering Mission, Vision, Values and Program Educational Objectives
are reviewed on a regular basis. All are reviewed as part of the Annual Assessment Meeting
of the ME faculty. These day-long meetings are held at the end of September between the
summer and fall academic terms. The meetings are specifically intended to provide a context
for recommending improvements to the program based on collected assessment data. The
Mission, Vision, Values and PEOs may also be discussed, at monthly department meetings,
when relevant new data becomes available (e.g. when the new Thesis Survey results are
published). And finally, they are reviewed periodically at meetings of the ME Industrial
30
Advisor Board (IAB), which includes representatives of the industry and alumni constituency
groups. The review activity is summarized in Table 2-11.
Table 2-11 Main PEO Review Process and Schedule
Group
PEO Review Activity
Faculty Assessment Meeting, with periodic
Faculty
discussions of PEOs
ME Industry Advisor Board, with periodic
Employers, Alumni
discussions of PEOs
Schedule
Annually
2-3 times per
year
Table 2-12 summarizes the recent review/revision activity regarding the Mechanical
Engineering Mission, Vision, Values and Program Educational Objectives. The Mission and
PEOs that were in place at the time of the last ABET review in 2009, went several years
without modification. In the spring of 2013, it was recommended by a faculty member to
simplify the PEO’s after returning from an ABET training course. This recommendation
resulted in the reduction in the number of PEO’s from seven to five. This recommendation
was accepted by the ME faculty at the annual Assessment Meeting in the Fall of 2013.
At about this same time, the University finalized its year-long effort to revise its strategic
plan, which resulted in new university Mission, Vision, and Value statements. In the Fall of
2014, the annual ME Faculty Assessment Meeting was held jointly with a ME Industry
Advisor Meeting. At this meeting, a draft was created for new ME Mission, Vision, and
Value statements that were consistent with the new university statements. Additionally, there
were recommendations for minor changes to the ME PEOs. The draft statements were
referred to a faculty committee for further development. The revised statements were
approved in the Spring of 2015.
Table 2-12 Summary of Recent Review/Revisions to PEO’s
Date
Constituency
Reviews/Revisions
Fall 2010
ME IAB
PEO’s reviewed, no changes recommended
Fall 2012
ME IAB
PEO’s reviewed, no changes recommended
Fall 2013
ME Faculty
Fall 2014
ME Faculty with
ME IAB
Spring 2015
ME Faculty
PEO’s reviewed and revised to reduce the number
from the existing seven down to five
New ME Mission, Vision, Value Statements
developed and PEOs reviewed. Referred to faculty
committee for final wording.
Final approval of update to ME Mission, Vision,
Value Statements and PEOs.
31
CRITERION 3. STUDENT OUTCOMES
A. Student Outcomes
The Mechanical Engineering (ME) program at Kettering University has eleven established
student outcomes which are identified in Table 3-13. These eleven outcomes are identical to
the ABET EAC Criterion 3 student outcomes for Mechanical Engineering Programs. The
faculty and staff in the Mechanical Engineering program are of the understanding that the
Engineering Accreditation Commission’s expectation of student outcome statements refer
to the ME student’s knowledge at the time of graduation from the ME program.
Table 3-13 Mechanical Engineering Student Outcomes 10
Mechanical Engineering students will have attained the following outcomes by the
time of graduation:
(a)
An ability to apply knowledge of mathematics, science, and engineering
An ability to design and conduct experiments, as well as to analyze and
(b)
interpret data
An ability to design a system, component, or process to meet desired needs
(c)
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
The broad education necessary to understand the impact of engineering
(h)
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
An ability to use the techniques, skills, and modern engineering tools
(k)
necessary for engineering practice.
B. Relationship of Student Outcomes to Program Educational Objectives
The Mechanical Engineering PEOs are listed in
10
Mechanical Engineering Student Outcomes and Program Educational Objectives are available publicly at the ME
Department website at: https://www.kettering.edu/academics/departments/mechanical-engineering/learningoutcomes-and-program-objectives
32
Table 3-14. The linkages between student outcomes and the program educational objectives
are summarized in Table 3-15. The justification for the linkages shown in Table 3-15 are
summarized in Table 3-16.
33
Table 3-14 Mechanical Engineering Program Educational Objectives
The Kettering Mechanical Engineering Program prepares graduates to:
1.
Be successful and influential in their professional endeavors.
2.
Work collaboratively to synthesize information and formulate, analyze and solve
problems with creative thinking and effective communication.
3.
Make responsible decisions with an understanding of their global, economic,
environmental, political and societal implications.
4.
Apply best practices for problem solving, decision making and/or design.
5.
Be committed to professional and ethical practices, encouraging diversity, continuous
improvement and life-long learning.
Table 3-15 Relationship between SO and Program Educational Objectives
PEO 1
PEO 2
PEO 3
PEO 4
Student Outcome
Success in
Solve
Responsible
Apply Best
Profession
Problems
Decisions
Practices
PEO 5
Ethical
Practices…
(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 ….
(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 …
(i) A recognition of the need for, and
an ability to engage in life-long
learning
(j) A knowledge of contemporary
issues
34
Student Outcome
PEO 1
PEO 2
PEO 3
PEO 4
PEO 5
Success in
Profession
Solve
Problems
Responsible
Decisions
Apply Best
Practices
Ethical
Practices…
(k) an ability to use the techniques,
skills, and modern engineering
tools …
Table 3-16 Justification for the Linkages between the PEOs and SOs
PEO Justification for Linkages
1
In order for ME graduates to be successful and influential in their professional
endeavors, they must first have good technical skills. These skills are linked to
student outcomes (a), (b), (c), (d) and (k). They must also have good interpersonal
skills that allow them to function effectively in teams. This is linked to outcome (d).
They must conduct themselves ethically, in order to have the respect of their
colleagues and the must be able to communicate their ideas to others effectively. The
skills are linked to outcomes (g) and (k), respectively.
2
To be able to work collaboratively to synthesize information and formulate, analyze
and solve problems with creative thinking and effective communication ME
graduates must be able to apply a number of important skills. They must be able to
work with others (outcome (d)) to identify and solve the problem at hand (outcome
I) and to communicate their solutions to others (outcome (g)). Knowledge of
contemporary technology will help them identify new approaches for solving the
problem (outcome (j)).
3
To be able to make responsible decisions with an understanding of their global,
economic, environmental, political and societal implications, ME graduates will
need to have good problem solving skills (outcome I) and have a good
understanding of their professional and ethical responsibilities (outcome (f)), so they
can better understand the consequences of their decision making. A broad education
will help them understand the multifaceted nature of many complex problems
(outcome (h)). And because economic, environment, political and social drivers are
constantly changing, knowledge of contemporary issues (outcome (j)) are critical.
4
In order for ME graduates to apply best practices for problem solving, decision
making and/or design, they much first have good technical skills. These skills are
linked to student outcomes (a), (b), (c), (d) and (k). They must also be constantly
striving to upgrade their skill sets, as new processes and technologies become
available (outcomes (i) & (j)).
5
The statement that ME graduates will be committed to professional and ethical
practices, encouraging diversity, continuous improvement and life-long learning is a
way of saying that ME graduates should be good citizens of the world. They must be
35
PEO Justification for Linkages
willing to work in a multicultural environment in a way that is respectful to all.
These skills are embodied in outcomes (d), (f), (g). They must also understand how
their decisions affect others (outcome (h)). And since the world is a constantly
changing place, they must constantly be upgrading their knowledge base (i) and (j) if
they are to help to make the world a better place.
36
CRITERION 4. CONTINUOUS IMPROVEMENT
A. Student Outcomes
The Mechanical Engineering Department faculty and staff are engaged in continuous
improvement as a means to ensure educational excellence, competitive placement of
graduates, and long-term success of the program. The field of engineering is a dynamic
environment and we recognize the need to evolve to ensure we meet our expectations. The
Mechanical Engineering program student outcomes, performance indicators, and tools for
assessing student outcomes were discussed in CRITERION 3–Student Outcomes. That
chapter also described how the assessment data was documented and maintained. This
chapter will concentrate on summarizing the assessment results and documenting how the
results were used to continuously improve the program.
The assessment cycle for student outcomes is summarized in Table 3-13. During the 20092011 academic years the department attempted to use a process that required extensive data
collection. One of the assessment tools used was direct assessment of student final exams.
Each term, questions on the final exams were linked to each student outcome. Faculty
members were required to enter individual grades for each student for each question into a
spreadsheet. The process was extremely laborious and many of the faculty simply refused to
participate. While this was only one of several tools available, the process resulted in many
faculty members losing faith in the entire assessment process. Thus, that particular program
was ended because it was not generating the buy-in or the data that was desired.
In 2012, a new Department Head and a new Assessment Coordinator began reforming the
assessment process. The Assessment Coordinator went through training to become an ABET
IDEAL Scholar. Since 2012, a simplified process has been used for data collection. Faculty
have been engaging in the assessment process via an ABET Assessment Workshop that has
been held annually at the end of the summer academic term and during various meetings
throughout the year. These meetings sometimes involve the entire faculty and sometimes
only include the faculty members that teach a specific discipline 11. In addition, in March
2013, the Assessment Coordinator arranged a full day ABET Seminar for all Kettering
University faculty and had Ashley Ater-Kranov, Managing Director of ABET Professional
Services lead the seminar. Information and content of this seminar can be found in the
Criteria 4 Addendum folder in the ME ABET assessment room.
Table 4-17 Assessment Cycle for Student Outcomes (2015 data not yet processed)
SO Student Outcome
2010 2011 2012 2013 2014 2015
(a)
An ability to apply knowledge of
x
x
x
x
x
x
mathematics, science, and engineering
(b) An ability to design and conduct
x
x
x
x
x
experiments, …
11
ME faculty are divided into three disciplines: Dynamic Systems & Controls, Energy Systems, and Mechanical
Systems
37
SO
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
Student Outcome
An ability to design a system, component,
or process to …
An ability to function on multidisciplinary
teams
An ability to identify, formulate, and solve
engineering problems
An understanding of professional and
ethical responsibility
An ability to communicate effectively
The broad education necessary to
understand the impact …
A recognition of the need for, and an
ability to engage in life-long learning
A knowledge of contemporary issues
2010 2011 2012 2013 2014 2015
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
An ability to use the techniques, skills, and x
modern engineering tools …
x
x
x
x
x
x
x
As shown in Table 3-13, during 2010-2014 the department conducted an assessment of every
outcome, every year. However, beginning in 2015 the department plans to move to a threeyear cycle for assessing outcomes.
On the following pages, the assessment results for each of the student outcomes will be
discussed and the efforts towards continuous improvement will be summarized.
In order to ensure that the students achieve the student outcomes upon graduation, an
assessment process and measurement instruments have been established for the Mechanical
Engineering program. The basic process is as follows:

Data obtained from the assessment process is provided to the faculty;

Decisions are made based on these data;

Changes to the program are made accordingly.
The results are re-examined and re-analyzed through subsequent assessment data and the
entire process repeats in a continuous improvement loop. The assessment process itself, and
the instruments used to measure and analyze, are also assessed and modified as appropriate
in a dynamic education environment.
The assessment of the program outcomes is done collectively, within the Mechanical
Engineering department, with the participation of almost all the faculty members, under the
guidance of the Assessment Coordinator. In this process, summarized in Figure 4-2, the data
related to each program outcome is analyzed by a faculty member. Then, the assessment
results are taken to the Assessment Coordinator for further evaluation. The Assessment
38
Coordinator takes the assessment results to the various ME Discipline Committees to make
the necessary changes for improvement. These changes are further discussed by the faculty
of the Mechanical Engineering program, and finally the implementation of the necessary
changes takes place.
Data from each
program outcome is
analyzed by a faculty
member
Recommended changes are
discussed and implemented
by the faculty
Discipline committees
recommend changes and
adjustments as necessary for
continuous improvement
Results of the analysis are
taken to the Assessment
Coordinator for further
evaluation
The Assessment Coordinator
takes the results to the
various ME Discipline
Committees
Figure 4-2. Assessment Process for Continuous Improvement
The collection of data is one of the most important aspects of assessing program outcomes.
Hence, a set of measurements were established, within the Mechanical Engineering program,
in order to assure reasonable and accurate data for assessment. .
Table 4-18 describes the process and instruments used to assess program outcomes. Note, the
ME department Assessment Coordinator and the Department Head are active in all
Assessment processes.
Table 4-18. Assessment Instruments, Data Input, and Assessment Responsibility
Assessment Data
Data Provider/Source
Assessor(s)
Source
Co-op Work
Work Supervisor and
Co-Op Office
Experience
Student Surveys
Senior Thesis
Work Supervisor, Faculty Center for Culminating
Mentor, and Student
Undergraduate Thesis
Surveys
Senior Design Projects Assessment of Student
Office of Assessment, Faculty as a
Outcomes
whole
ME Department
Teaching Faculty
Departmental Committee (or subRubric for Core
committee) and Faculty as a whole
39
Assessment Data
Source
Courses
End-of-Course
Evaluations
Data Provider/Source
Assessor(s)
Students
Department Head, Designated
Faculty, and Faculty as a whole
Additional measurements are employed in a less formal manner. These include using direct
communications with students and comments collected, and verified, through meetings held
with individual students and various student groups. Other input comes through discussions
with faculty and staff members from other departments.
Each program outcome is assessed from the information obtained from the instrument(s)
most suited to provide insight. Led by the Assessment Coordinator, the department reviews
the data collected from the assessment annually at a formal faculty ABET meeting that is
held at the end of the summer term. Additional discussions are held, as needed, during
faculty and committee meetings that are held regularly during each academic term. More
detailed descriptions of the assessment instruments follow.
Assessment of Co-op Work Experience: All students in the Mechanical Engineering program
are enrolled in a unique co-op program in which they alternate between academics at the
university and professional experience at their co-op work site every other term. Cooperative
work is an integral part of the education of a student in the Mechanical Engineering program.
Assessment of this program aspect has two perspectives: the student’s and the employer’s.
Data for the assessment comes from surveys administered by the Co-operative Education
Office. The surveys were developed from contributions from the faculty, employers, and
students. The co-op employer survey (Supervisor’s Evaluation of Co-op Work Experience)
assesses the student’s co-op work performance, the student’s academic preparation, the
student’s work ethic, the co-op office staff, and the overall program. The survey completed
by the student (Student’s Evaluation of Co-op Work Experience) assesses how well the
student believes s/he was academically prepared for their co-op work. Data is available for
all academic years from 2003 to the present for all of the program outcomes.
Assessment of Senior Theses: Assessment of senior theses is based on surveys through the
Center for Culminating Undergraduate Experience (CCUE–which is informally referred to as
the ‘Thesis Office’). Surveys, developed with contributions from the faculty, co-op
employers and students, assess how the student’s academic preparation and the co-op work
experience have contributed to the Senior (or Fifth-Year) Thesis Project. The Senior Thesis
Project of each student is assessed by the employer advisor (Employer Advisor’s Evaluation
of Senior Thesis Project), by the faculty advisor (Faculty Advisor’s Evaluation of Senior
Thesis Project), and by the student. Data is available for all academic years from 2003 to the
present for all of the program outcomes.
Assessment of Senior Design Projects: Senior Design Projects (SDP) do not lend themselves
to the processes described above. The faculty group typically assigned to the ME Senior
Design Projects will use alternative methods to provide (a) a measure of student performance
based on the SO’s of the course, (b) an evaluation and strategy for improving student
performance and (c) the process by which the SO can be improved. As an example, Professor
40
Zang assesses each year’s two sections of MECH-572 CAD, CAM, and Rapid Prototyping
Project (winter and spring term), for a sampling of the SO’s. A written summary of the class
performance is produced each year. These assessments are then discussed with other faculty
teaching Senior Design Projects and a strategy for general improvements of the Senior
Design Projects is developed.
ME Department Assessment Rubric: During the years 2009-2012, the Mechanical
Engineering Department worked on developing an assessment strategy that mapped
individual questions on final exam questions to student outcomes. This process required a
tremendous amount of faculty effort; unfortunately, it was ultimately determined that the
process was not sustainable and it was yielding little in the way of useful information.
When a new departmental coordinator for ABET was assigned in 2012, the coordinator
proposed a simplified strategy which has been in use since that time. The current assessment
rubric (see Addendum Criteria 4 folder) uses Google Forms online and asks the faculty
teaching the ME core courses to complete an assessment form at the end of the term. Each
core ME course is assessed at least once a year on a rotating basis. The submission of this
assessment instrument, for each core course, is captured and assessed using a five-point
Likert Scale. Additionally, the form asks for specific comments on which parts of the course
are working and which parts need to be improved. The faculty comments follow a form
taught in Pacific Crest faculty training called SII, course Strengths, course Improvements and
course Insight. Discipline-specific teams meet during the Fall ABET Assessment meeting
and determine strategies they can implement that may improve student performance of the
core courses’ student outcomes.
End-of-Course Evaluations: Kettering University uses the IDEA Student Ratings of
Instruction (SRI) survey to collect student feedback at the end of every course, every term.
As described by IDEA, “The IDEA SRI is like no other system available for translating
course evaluations into actionable steps to improve learning. The SRI system is supported by
extensive research, controls for extraneous circumstances (e.g. class size, student
motivation), and provides comparative scores.” The IDEA SRI is nationally normed and can
be used to provide diagnostic feedback, learning outcomes assessment, and teaching
essentials feedback. More information is available at: http://ideaedu.org/services/studentratings-of-instruction/.
41
Student Outcome A: An ability to apply knowledge of mathematics, science, and engineering
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome A is provided in Table 4-19. A summary of the assessment data for the outcome is provided in Table 4-20.
Table 4-19 Performance Indicators Used for Outcome A
Performance Indicator
Assessment
Strategy
ME Department Assessment Rubric
Direct assessment
Ability to solve problems in Mechanics (MECH 212,
MECH 312)
Ability of solve problems in Energy Systems (MECH 320,
MECH 420)
Ability to solve problems in Dynamic Systems (MECH
330, MECH 430)
Technical background necessary for the completion of
assigned projects.
Ability to apply knowledge of their field of study to
assigned projects.
Technical background necessary for the completion of
assigned projects.
Ability to apply knowledge of their field of study to
assigned projects.
Student applied experience, skills, and knowledge gained
during co-op work assignments.
SS: Question 19
Student Grade
Reports
Student Grade
Reports
Student Grade
Reports
Student Survey
Collection Performance
Cycle
Target
Annual
80% students
achieve outcome
Annual
70% with ≥ 2.7
(B-)
Annual
70% with ≥ 2.7
(B-)
Annual
70% with ≥ 2.7
(B-)
Annual
≥ 80%
SS: Question 20
Student Survey
Annual
≥ 80%
CSS: Question 19
Employer Survey Annual
≥ 80%
CSS: Question 20
Employer Survey Annual
≥ 80%
TSS: Question 9
Employer Survey Annual
≥ 80%
Direct assessment
Direct assessment
Direct assessment
Method of
Assessment
Faculty Survey
42
Table 4-20 Student Outcome A – Assessment Data
Performance Indicator
Strategy
2010
2011
2012
2013
2014
---
---
80%
80%
90%
62%
65%
68%
79%
69%
48%
57%
61%
50%
48%
55%
52%
71%
69%
62%
Technical background necessary for the completion of assigned projects.
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
SS: Q19
94%
94%
94%
93%
94%
Ability to apply knowledge of their field of study to assigned projects.
SS: Q20
89%
89%
89%
89%
89%
Technical background necessary for the completion of assigned projects.
CSS: Q19
94%
93%
93%
93%
94%
Ability to apply knowledge of their field of study to assigned projects.
CSS: Q20
89%
89%
89%
89%
89%
Student applied experience, skills, and knowledge gained during co-op
work assignments.
TSS: Q9
98%
98%
99%
98%
98%
ME Department Assessment Rubric
Ability to solve problems in Mechanics (MECH 212, MECH 312)
Ability of solve problems in Energy Systems (MECH 320, MECH 420)
Ability to solve problems in Dynamic Systems (MECH 330, MECH 430)
Key
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
MECH212: Mechanics of Materials
MECH312 Mechanical Component Design I
MECH320: Thermodynamics
MECH340: Heat Transfer
MECH330: Dynamic Systems I
MECH430: Dynamics Systems II
43
100%
80%
2010
2011
60%
2012
40%
2013
2014
20%
0%
Rubric
Mechanics
Energy Sys
Dynamics
Figure 4-3 Internal Validation of Performance Indicators for Outcome A
100%
80%
2010
2011
60%
2012
2013
40%
2014
20%
0%
SS-Q19
SS-Q20
CSS-Q19
CSS-Q20
TSS-Q9
Figure 4-4 External Validation of Performance Indicators for Outcome A
44
Table 4-21 Reflections on Assessment for Student Outcome A: An ability to apply knowledge of mathematics, science, and
engineering
There is strong indication that faculty members believe the students are adequately prepared to apply their
Strengths:
knowledge in the classroom.
There is a strong believe among the students that they are adequately prepared to apply their knowledge
during their co-op work rotations.
Co-op Supervisors indicate that the students are adequately prepared to apply their knowledge during their
co-op work rotations.
Thesis Supervisors indicate that the students are adequately prepared to apply their knowledge to their thesis
projects.
Student performance in the Energy Systems, Dynamic Systems and Mechanics courses, as measured by
Areas for
course grades, indicates that there is room for improvement, particularly in the order stated.
Improvement:
Students are meeting most of the performance indicators for this SO. The indicator that is in need of
Insights:
improvement is the student grade performance, which is rather ambitious (70% of students will have a grade
of B- or better.)
The “Ability to solve problems in Dynamic Systems” was addressed in 2013, which lead to a restructuring of
MECH330 and MECH430. Additional discussion of this can be found in the following section B.
Continuous Improvement.
The overall trend, in the subject areas in need of improvement, is an upward one.
45
Student Outcome B: An ability to design and conduct experiments, as well as to analyze and interpret data
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome B is provided in Table 4-22. A summary of the assessment data for the outcome is provided in Table 4-23.
Table 4-22 Performance Indicators Used for Outcome B
Performance Indicator
Assessment Strategy
SS: QUESTION 21
SS: QUESTION 22
CSS: QUESTION 21
CSS: QUESTION 22
TSS: QUESTION 10
Collection Performance
Cycle
Target
Annual
80% students
achieve outcome
Student Grade
Annual
70% with ≥ 2.7
Reports
(B-)
Student Survey
Annual
≥ 80%
Student Survey
Annual
≥ 80%
Employer Survey Annual
≥ 80%
Employer Survey Annual
≥ 80%
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 13
Thesis Survey
ME Department Assessment Rubric
Direct assessment
Ability to perform properly in a laboratory environment
(MECH311, MECH231L, MECH422)
Ability to design and conduct experiments.
Ability to analyze and interpret data.
Ability to design and conduct experiments.
Ability to analyze and interpret data.
Student exhibited analytical skills and application of
data analysis.
Student demonstrated the ability to conduct
experiments, analyze, and interpret information.
Direct assessment
Method of
Assessment
Faculty Survey
Annual
≥ 80%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
MECH311: Introduction to Mechanical System Design
MECH231L: Signals for Mechanical Systems Lab
MECH422: Energy Systems Lab
46
Table 4-23 Student Outcome B – Assessment Data
Performance Indicator
Strategy
2010
2011
2012
2013
2014
---
---
70%
60%
48%
Ability to perform properly in a laboratory environment (MECH311,
MECH231L, MECH422)
Ability to design and conduct experiments.
Direct
Assessment
Direct
Assessment
SS: Q21
89%
85%
89%
76%
77%
64%
64%
65%
64%
65%
Ability to analyze and interpret data.
SS: Q22
88%
88%
88%
88%
88%
Ability to design and conduct experiments.
CSS: Q21
64%
64%
65%
64%
65%
Ability to analyze and interpret data.
CSS: Q22
88%
88%
88%
88%
88%
Student exhibited analytical skills and application of data analysis.
TSS: Q10
98%
97%
98%
97%
98%
Student demonstrated the ability to conduct experiments, analyze, and
interpret information.
TSS: Q13
93%
93%
93%
92%
93%
ME Department Assessment Rubric
47
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Grades
Figure 4-5 Internal Validation of Performance Indicators for Outcome B
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q21
SS-Q22
CSS-Q21
CSS-Q22
TSS-Q10
TSS-Q13
Figure 4-6 External Validation of Performance Indicators for Outcome B
48
Table 4-24 Reflections on Assessment for Student Outcome B: An ability to design and conduct experiments, as well as to
analyze and interpret data
Students indicate that they are well prepared for analyzing and interpreting data.
Strengths:
Co-op supervisors indicate that the students are well prepared for analyzing and interpreting data.
Thesis supervisors are confident that the students are adequately prepared to design and conduct experiments
and to analyze and interpret data.
Students and their co-op supervisors report that students are experiencing some challenges in the outcome
Areas for
area of designing and conducting experiments.
Improvement:
There has been a 12 point percentage drop in the classroom expectation for performance in a laboratory
setting over five years’ time. Investigation into why this drop occurred in the past two years is warranted.
There are clear indications that students need help to improve their ability, or confidence, in designing and
Insights:
conducting experiments.
All scores across the spectrum have remained constant except the classroom scores on performance in the
laboratory setting. This is interesting, in that, it may indicate that the professors may have increased their
expectations of the students.
In 2014-15, changes were made to add laboratory experiences to MECH-330 and MECH-430; they had none
previously. Additional discussion of this can be found in the following section on Continuous Improvement.
In 2014-15, new instructors were assigned to MECH-422 Energy Systems Lab with the goal of refreshing the
material and new experiments. Additional discussion of this can be found in the following section B.
Continuous Improvement.
49
Student Outcome 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
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome C is provided in Table 4-25. A summary of the assessment data for the outcome is provided in Table 4-26.
Table 4-25 Performance Indicators Used for Outcome C
Performance Indicator
Assessment Strategy
ME Capstone Rubric (MECH512, MECH514
MECH521, MECH548, MECH554, MECH572)
Need Identification: Produces a clear and unambiguous
needs statement in a design project
Design Problem Formulation: Identifies constraints on
the design problem, and establishes criteria for
acceptability and desirability of solutions
Design Process Implementation: Carries solution
through to the most economic/desirable solution and
justifies the approach
Performance in ME Capstones (MECH512,
MECH514, MECH521, MECH548, MECH554,
MECH572)
Ability to design a system, component or process to
meet a desired need.
Ability to design a system, component or process to
meet a desired need.
Student exhibited application of research, testing,
and/or design methodologies.
Student demonstrated the ability to design a system,
Direct assessment
Direct assessment
Direct assessment
Method of
Assessment
Faculty Survey
Faculty
Evaluation
Faculty
Evaluation
Collection Performance
Cycle
Target
Annual
80% students
achieve outcome
Annual
80% students
achieve outcome
Annual
80% students
achieve outcome
Direct assessment
Faculty
Evaluation
Annual
80% students
achieve outcome
Direct assessment
Student Grade
Reports
Annual
70% with ≥ 2.7
(B-)
SS: QUESTION 23
Student Survey
Annual
≥ 80%
CSS: QUESTION 23
Employer Survey Annual
≥ 80%
TSS: QUESTION 11
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 14
Thesis Survey
Annual
≥ 80%
50
Performance Indicator
Assessment Strategy
Method of
Assessment
Collection Performance
Cycle
Target
component, or process to meet desired needs.
Table 4-26 Student Outcome C – Assessment Data
Performance Indicator
Strategy
2010
2011
2012
2013
2014
ME Department Capstone Rubric (MECH512,MECH514, MECH521,
MECH548, MECH554, MECH572)
Need Identification: Produces a clear and unambiguous needs statement in
a design project
Design Problem Formulation: Identifies constraints on the design problem,
and establishes criteria for acceptability and desirability of solutions
Design Process Implementation: Carries solution through to the most
economic/desirable solution and justifies the approach
Performance in ME Capstones (MECH512,MECH514, MECH521,
MECH548, MECH554, MECH572)
Ability to design a system, component or process to meet a desired need.
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
SS: Q23
---
---
86%
50%
76%
---
---
84%
85%
85%
---
---
87%
88%
88%
---
---
86%
87%
87%
96%
100%
100%
97%
97%
72%
71%
71%
72%
72%
Ability to design a system, component or process to meet a desired need.
CSS: Q23
71.6% 71.5% 71.5% 72.1% 71.9%
Student exhibited application of research, testing, and/or design
methodologies.
Student demonstrated the ability to design a system, component, or process
to meet desired needs.
TSS: Q11
97.7% 97.1% 98.0% 97.6% 97.7%
TSS: Q14
97.5% 97.4% 97.7% 97.2% 97.7%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
51
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Identify
Formulate
Implement
Grades
Figure 4-7 Internal Validation of Performance Indicators for Outcome C
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q21
SS-Q22
CSS-Q21
CSS-Q22
TSS-Q10
TSS-Q13
Figure 4-8 External Validation of Performance Indicators for Outcome C
52
Table 4-27 Reflections on Assessment for Student Outcome 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
Capstone performance remains a high expectation and point of pride for Kettering and our graduates.
Strengths:
Students are involved in a number of processes in the group.
Students see how theoretical design Vs. reality can affect their projects.
While a good score, the only criteria that was not met was the “ability to design a system, component or
Areas for
process to meet a desired need,” by both the student standard and the co-op supervisor’s expectation.
Improvement:
External environmental forces (temperature, humidity, air flow, …) in project areas need to be taken into
account in the design process.
Begin the design process earlier perhaps during the Senior 1 term.
Investigation needs to be conducted to determine if the low scores in “ability to design a system, components
Insights:
or process to meet a desired need” are a question of a void in competence or a lack of student confidence.
It may be good to explore ways to gain more practice in designing a system for a desired need.
53
Student Outcome D: An ability to function on multidisciplinary teams
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome D is provided in Table 4-28. A summary of the assessment data for the outcome is provided in
54
Table 4-29.
Table 4-28 Performance Indicators Used for Outcome D
Performance Indicator
Assessment Strategy
ME Department Capstone Rubric
(MECH512,MECH514, MECH521, MECH548,
MECH554, MECH572)
Role Identification: Recognizes participant roles in a
team setting.
Active Participation: Participates actively in team
meetings.
Successful Completion: Fulfills appropriate roles to
assure team success.
Performance in ME Capstones (MECH512, MECH514,
MECH521, MECH548, MECH554, MECH572)
Exhibited excellent interpersonal skills. (relations with
other)
Ability to function on multi-disciplinary (crossfunctional) teams.
Exhibited excellent interpersonal skills. (relations with
other)
Ability to function on multi-disciplinary (crossfunctional) teams.
Student exhibited strong project and time management
skills.
Student adhered to all deadlines on timeline for Thesis
Plan of Attack.
Student was accountable throughout the project.
Method of
Assessment
Faculty Survey
Collection Performance
Cycle
Target
Annual
80% students
achieve outcome
Annual
SS: QUESTION 7
Faculty
Evaluation
Faculty
Evaluation
Faculty
Evaluation
Student Grade
Reports
Student Survey
Annual
80% students
achieve outcome
80% students
achieve outcome
80% students
achieve outcome
70% with ≥ 2.7
(B-)
≥ 80%
SS: QUESTION 25
Student Survey
Annual
≥ 80%
CSS: QUESTION 7
Annual
≥ 80%
Annual
≥ 80%
TSS: QUESTION 25
Employer
Survey
Employer
Survey
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 26
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 27
Thesis Survey
Annual
≥ 80%
Direct assessment
Direct assessment
Direct assessment
Direct assessment
Direct assessment
CSS: QUESTION 25
Annual
Annual
Annual
55
Performance Indicator
Assessment Strategy
TSS: QUESTION 29
Method of
Assessment
Thesis Survey
Collection Performance
Cycle
Target
Annual
≥ 80%
Student's interpersonal skills demonstrated overall
maturity in a work …
Student was cooperative when working in teams.
TSS: QUESTION 30
Thesis Survey
Annual
≥ 80%
56
Table 4-29 Student Outcome D – Assessment Data
Performance Indicator
Strategy
2010
2011
2012
2013
2014
---
---
56%
80%
80%
---
---
84%
84%
84%
---
---
85%
85%
86%
---
---
88%
88%
89%
Performance in ME Capstones (MECH512,MECH514, MECH521,
MECH548, MECH554, MECH572)
Exhibited excellent interpersonal skills. (relations with other)
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
SS: Q7
96%
100%
100%
97%
97%
95%
95%
95%
95%
95%
Ability to function on multi-disciplinary (cross-functional) teams.
SS: Q25
82%
82%
82%
83%
82%
Exhibited excellent interpersonal skills. (relations with other)
CSS: Q7
95%
95%
95%
95%
95%
Ability to function on multi-disciplinary (cross-functional) teams.
CSS: Q25
82%
82%
82%
83%
83%
Student exhibited strong project and time management skills.
TSS: Q25
81%
82%
82%
81%
82%
Student adhered to all deadlines on timeline for Thesis Plan of Attack.
TSS: Q26
94%
95%
94%
93%
95%
Student was accountable throughout the project.
TSS: Q27
94%
95%
95%
93%
95%
Student's interpersonal skills demonstrated overall maturity in a work
environment and in completing the Senior Thesis Project.
Student was cooperative when working in teams.
TSS: Q29
96%
96%
96%
96%
95%
TSS: Q30
94%
95%
95%
95.0% 94%
ME Department Capstone Rubric (MECH512,MECH514, MECH521,
MECH548, MECH554, MECH572)
Role Identification: Recognizes participant roles in a team setting.
Active Participation: Participates actively in team meetings.
Successful Completion: Fulfills appropriate roles to assure team success.
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
57
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Role ID
Participation
Completion
Grades
Figure 4-9 Internal Validation of Performance Indicators for Outcome D
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q7
SS-Q25
CSS-Q7
CSS-Q25
TSS-Q25
TSS-Q26
TSS-Q27
TSS-Q29
TSS-Q30
Figure 4-10 External Validation of Performance Indicators for Outcome D
58
Table 4-30 Reflections on Assessment for Student Outcome D: An ability to function on multidisciplinary teams
Strengths:
All but one area of measurement have achieved the target goal of ≥ 80
Student accountability is high, which bodes well for the maturity of Kettering students
Student interpersonal and team skills are high
Areas for
Student participation in extracurricular organizations is rising, but still could use improvement.
Improvement:
Student participation in multidisciplinary teams is an area that has met its goal, but could still use
improvement – as reported by both the student and the co-op supervisor.
Capstone courses should not allow late registration as this could have a negative effect on group formation.
Insights:
Engineers have a tendency to be centrally focused on problem solving, giving them many opportunities
(requirements) to work in multi-disciplinary teams is challenging but it best prepares them for their careers
59
Student Outcome E: An ability to identify, formulate, and solve engineering problems
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome E is provided in Table 4-31. A summary of the assessment data for the outcome is provided in
60
Table 4-32.
Table 4-31 Performance Indicators Used for Outcome E
Performance Indicator
Assessment Strategy
SS: QUESTION 15
SS: QUESTION 24
CSS: QUESTION 15
CSS: QUESTION 24
TSS: QUESTION 15
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Student Grade
Annual
70% with ≥ 2.7
Reports
(B-)
Student Grade
Annual
70% with ≥ 2.7
Reports
(B-)
Student Grade
Annual
70% with ≥ 2.7
Reports
(B-)
Student Survey
Annual
≥ 80%
Student Survey
Annual
≥ 80%
Employer Survey Annual
≥ 80%
Employer Survey Annual
≥ 80%
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 32
Thesis Survey
ME Department Assessment Rubric
Direct Assessment
Ability to solve problems in Mechanics (MECH 212,
MECH 312)
Ability of solve problems in Energy Systems (MECH
320, MECH 420)
Ability to solve problems in Dynamic Systems (MECH
330, MECH 430)
Exhibited problem solving ability. (problem solving)
Ability to identify, formulate, and solve problems.
Exhibited problem solving ability. (problem solving)
Ability to identify, formulate, and solve problems.
Student demonstrated the ability to identify, formulate,
and solve problem.
Student demonstrated effective problem solving skills,
was able to evaluate relevant facts, generate alternatives,
and make sound conclusions and timely decisions.
Direct Assessment
Direct Assessment
Direct Assessment
Method of
Assessment
Faculty Survey
Annual
≥ 80%
61
Table 4-32 Student Outcome E – Assessment Data
Performance Indicator
2010
2011
2012
2013
2014
---
---
56%
80%
80%
62%
65%
68%
79%
69%
48%
57%
61%
50%
48%
55%
52%
71%
69%
62%
Exhibited problem solving ability. (problem solving)
Strategy
Direct
Assessment
Direct
Assessment
Direct
Assessment
Direct
Assessment
SS: Q15
93%
93%
93%
93%
94%
Ability to identify, formulate, and solve problems.
SS: Q24
89%
90%
90%
90%
90%
Exhibited problem solving ability. (problem solving)
CSS: Q15
92.9% 93.3%
93.4% 93.3% 93.7%
Ability to identify, formulate, and solve problems.
CSS: Q24
89.4% 89.6%
89.6% 89.8% 90.3%
Student demonstrated the ability to identify, formulate, and solve problems. TSS: Q15
Student demonstrated effective problem solving skills, was able to evaluate
relevant facts, generate alternatives, and make sound conclusions and
TSS: Q32
timely decisions.
81.1% 82.8%
80.1% 80.1% 82.0%
89.4% 89.2%
89.6% 90.0% 88.8%
ME Department Assessment Rubric
Ability to solve problems in Mechanics (MECH 212, MECH 312)
Ability of solve problems in Energy Systems (MECH 320, MECH 420)
Ability to solve problems in Dynamic Systems (MECH 330, MECH 430)
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
MECH212: Mechanics of Materials
MECH312 Mechanical Component Design I
MECH320: Thermodynamics
MECH340: Heat Transfer
MECH330: Dynamic Systems I
MECH430: Dynamics Systems II
62
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Mechanics
Energy
Dynamics
Figure 4-11 Internal Validation of Performance Indicators for Outcome E
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q15
SS-Q24
CSS-Q15
CSS-Q24
TSS-Q15
TSS-Q32
Figure 4-12 External Validation of Performance Indicators for Outcome E
63
Table 4-33 Reflections on Assessment for Student Outcome E: An ability to identify, formulate, and solve engineering
problems
Strengths:
Overall, the co-op employers are very pleased with the problem solving skills of Kettering’s students
Students appear to be confident in their ability to assess and solve engineering problems
Areas for
Three out of ten areas did not meet their target: Problem solving in Mechanics, Energy Systems and Dynamic
Improvement:
Systems
Students and Co-op supervisors each feel that the student has good problem solving skills – however, the
professors appear to be expecting more in the classroom.
Insights:
Engineering problem solving ability is not scored nearly as generously in the classroom as it is in the
workplace
Clearly, the scores in Energy Systems reveal that this area of study needs some attention to ensure that the
students are up to Kettering’s standard of excellence
Between the coursework and the thesis, the scores for engineering problem assessment showed improvement.
This is an assessment that needs investigation to determine the rise: confidence, practice, etc.
64
Student Outcome F: An understanding of professional and ethical responsibility
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome F is provided in Table 4-34. A summary of the assessment data for the outcome is provided in
65
Table 4-35.
Table 4-34 Performance Indicators Used for Outcome F
Performance Indicator
Assessment Strategy
Method of
Assessment
Faculty Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Annual
70% with ≥ 2.7
(B-)
Annual
≥ 80%
Annual
≥ 80%
ME Department Assessment Rubric
Direct assessment
Ability to identify ethical behavior (LS489)
Direct assessment
Exhibited a professional work ethic. (dependability)
Exhibited a good record of attendance and punctuality.
(dependability)
Exhibited an understanding of ethical responsibility.
Exhibited a professional work ethic. (dependability)
Exhibited a good record of attendance and punctuality.
(dependability)
Exhibited an understanding of ethical responsibility.
Student exercised initiative and responsibility throughout
the project.
Student demonstrated an understanding of
professionalism and ethical responsibility in the
completion of the Senior Thesis Project.
SS: QUESTION 17
SS: QUESTION 18
Student Grade
Reports
Student Survey
Student Survey
SS: QUESTION 30
CSS: QUESTION 17
CSS: QUESTION 18
Student Survey
Annual
Employer Survey Annual
Employer Survey Annual
≥ 80%
≥ 80%
≥ 80%
CSS: QUESTION 30
TSS: QUESTION 28
Employer Survey Annual
Thesis Survey
Annual
≥ 80%
≥ 80%
TSS: QUESTION 35
Thesis Survey
≥ 80%
Annual
66
Table 4-35 Student Outcome F – Assessment Data
Performance Indicator
Strategy
Direct
Assessment
Direct
Assessment
SS: Q 17
2010
2011
2012
2013
2014
---
---
50%
50%
72%
64%
54%
58%
54%
67%
96%
96%
96%
96%
96%
SS: Q 18
96%
96%
96%
96%
96%
SS: Q 30
93%
93%
93%
93%
93%
CSS: Q 17
96%
96%
96%
96%
96%
CSS: Q 18
96%
96%
96%
96%
96%
CSS: Q 30
92.9%
93.0%
93.1%
93.0%
93.0%
Student exercised initiative and responsibility throughout the project. TSS: Q 28
Student demonstrated an understanding of professionalism and ethical
TSS: Q 35
responsibility in the completion of the Senior Thesis Project.
91.7%
92.7%
93.0%
91.6%
92.3%
77%
81%
77%
77%
79%
ME Department Assessment Rubric
Ability to identify ethical behavior (LS489)
Exhibited a professional work ethic. (dependability)
Exhibited a good record of attendance and punctuality.
(dependability)
Exhibited an understanding of ethical responsibility.
Exhibited a professional work ethic. (dependability)
Exhibited a good record of attendance and punctuality.
(dependability)
Exhibited an understanding of ethical responsibility.
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
LS489: Senior Seminar: Leadership, Ethics and Contemporary Issues
67
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
LS489
Figure 13 Internal Validation of Performance Indicators for Outcome F
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q17
SS-Q18
SS-Q30
CSS-Q17
CSS-Q18
CSS-Q30
TSS-Q28
TSS-Q35
Figure 14 External Validation of Performance Indicators for Outcome F
68
Table 4-36 Reflections on Assessment for Student Outcome F: An understanding of professional and ethical responsibility
Strengths:
Students have, overall, excellent scores in areas of responsibility as reported by themselves and their
co-op supervisors.
Areas for
There are mixed reviews from the thesis questionnaire which would indicate the need to investigate and
Improvement:
possibly make some changes.
Capstone faculty typically include lecture and assignment materials regarding ethics and professional
responsibility.
Insights:
Kettering students are known for a high level of integrity and work ethic. The demanding academic schedule,
combined with the alternating co-op experience, require a high level of maturity. These scores serve to
validate that it is still the case.
The scores on the Thesis questionnaire certainly indicate a need to question the mixed results – certainly the
phenomena of “senioritis” could be a contributing factor.
69
Student Outcome G: An ability to communicate effectively
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome G is provided in Table 4-37. A summary of the assessment data for the outcome is provided in
70
Table 4-38.
Table 4-37 Performance Indicators Used for Outcome G
Performance Indicator
Assessment Strategy
ME Department Capstone Rubric (MECH512,
MECH514, MECH521, MECH548, MECH554,
MECH572)
Writing Proficiency: Mechanics, grammar, technical
style, and format are appropriate.
Presentation Clarity: Graphic and contents are
appropriate
Oral Delivery: Clarity of speech and appropriate Body
language.
Exhibited proficiency in comm. through speaking.
Exhibited proficiency in comm. through writing.
Exhibited proficiency in comm. through writing.
Exhibited proficiency in comm. through speaking.
Student organized written thesis well.
Student exhibited clarity of thought in written thesis.
Student cited references in the thesis as appropriate.
Student used proper grammar and punctuation.
Student used a formal writing style.
Student presented in the written thesis an appropriate
introduction or background for the project.
Student had a clear, well developed, problem
statement that was clearly addressed in the thesis.
Student supported conclusions with relevant facts or
arguments.
Direct Assessment
Method of
Assessment
Faculty Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Direct Assessment
Faculty Survey
Annual
Direct Assessment
Faculty Survey
Annual
Direct Assessment
Faculty Survey
Annual
SS: QUESTION 31
SS: QUESTION 32
CSS: QUESTION 32
CSS: QUESTION 31
TSS: QUESTION 16
TSS: QUESTION 17
TSS: QUESTION 18
TSS: QUESTION 19
TSS: QUESTION 20
TSS: QUESTION 21
Student Survey
Student Survey
Employer Survey
Employer Survey
Thesis Survey
Thesis Survey
Thesis Survey
Thesis Survey
Thesis Survey
Thesis Survey
Annual
Annual
Annual
Annual
Annual
Annual
Annual
Annual
Annual
Annual
80% student
achieve outcome
80% student
achieve outcome
80% student
achieve outcome
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
≥ 80%
TSS: QUESTION 22
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 23
Thesis Survey
Annual
≥ 80%
71
Performance Indicator
Assessment Strategy
Student orally presented their thesis to the group in a
professional manner.
TSS: QUESTION 24
Method of
Assessment
Thesis Survey
Collection Performance
Cycle
Target
Annual
≥ 80%
72
Table 4-38 Student Outcome G – Assessment Data
Performance Indicator
Strategy
2010
2011
2012
2013
2014
Direct
Assessment
---
---
70%
50%
72%
Writing Proficiency: Mechanics, grammar, technical style, and format are Direct
appropriate.
Assessment
---
---
83%
84%
84%
Presentation Clarity: Graphic and contents are appropriate
Direct
Assessment
---
---
87%
87%
88%
Oral Delivery: Clarity of speech and appropriate Body language.
Direct
Assessment
---
---
86%
86%
87%
Exhibited proficiency in communication through speaking.
SS: Q 31
95%
94%
94%
95%
95%
Exhibited proficiency in communication through writing.
SS: Q 32
88%
89%
89%
89%
89%
Exhibited proficiency in communication through writing.
CSS: Q 32
88.3% 88.8% 89.0% 88.8% 89.5%
Exhibited proficiency in communication through speaking.
CSS: Q 31
94.5% 94.4% 94.5% 94.6% 94.8%
Student organized written thesis well.
TSS: Q 16
81.6% 82.9% 81.4% 80.7% 82.4%
Student exhibited clarity of thought in written thesis.
TSS: Q 17
75.4% 77.6% 75.4% 75.3% 76.3%
Student cited references in the thesis as appropriate.
TSS: Q 18
81.6% 83.5% 80.4% 79.8% 83.0%
Student used proper grammar and punctuation.
TSS: Q 19
82.6% 83.9% 82.0% 81.2% 84.2%
Student used a formal writing style.
TSS: Q 20
80.9% 83.2% 80.4% 80.1% 82.6%
Student presented in the written thesis an appropriate introduction or
background for the project.
TSS: Q 21
82.3% 84.5% 82.4% 82.1% 83.5%
ME Department Assessment Rubric
73
Student had a clear, well developed, problem statement that was clearly
addressed in the thesis.
TSS: Q 22
79.7% 82.4% 78.3% 78.6% 80.7%
Student supported conclusions with relevant facts or arguments.
TSS: Q 23
59.2% 59.9% 57.2% 57.7% 59.6%
Student orally presented their thesis to the group in a professional
manner.
TSS: Q 24
91.7% 93.1% 92.0% 91.3% 92.8%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
74
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Writing
Clarity
Oral
Figure 4-15 Internal Validation of Performance Indicators for Outcome G
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q31 SS-Q32 CSS-Q32 CSS-Q31 TSS-Q16 TSS-Q17 TSS-Q18 TSS-Q19 TSS-Q20 TSS-Q21 TSS-Q22 TSS-Q23 TSS-Q24
Figure 4-16 External Validation of Performance Indicators for Outcome G
75
Table 4-39 Reflections on Assessment for Student Outcome G: An ability to communicate effectively
Strengths:
Oral communication is a particular strength for Kettering students
In particular, the capstone courses provide for strong support of effective communication
Other part of the University are addressing aspects of writing as a known problem
Areas for
Written skill scores are adequate to very good, but could use improvement
Improvement:
Grammatical skills are good, but could be improved upon
Greatest area for improvement would be in the development of written communication and the development
of statements defining problems and those that adequately support conclusions
Insights:
Technical writing is an art that all engineers must work at perfecting through practice and experience. This
data provides good feedback to the students and faculty alike.
Certainly, good technical writing is a must in communication classes outside the program, but it also needs to
be expected and measured in technical classes.
76
Student Outcome H: The broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome H is provided in Table 4-40. A summary of the assessment data for the outcome is provided in Table 4-41.
Table 4-40 Performance Indicators Used for Outcome H
Performance Indicator
Assessment Strategy
ME Department Assessment Rubric
Direct assessment
Method of
Assessment
Faculty Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Annual
≥ 80%
Exhibited an understanding of the potential impact
technical solutions have on society and the world.
Exhibited an understanding of the potential impact
technical solutions have on society and the world.
Exhibited an understanding of the potential impact
technical solutions have on society and the world.
SS: QUESTION 33
Student Survey
CSS: QUESTION 33
Employer Survey Annual
≥ 80%
TSS: QUESTION 33
Thesis Survey
≥ 80%
Annual
77
Table 4-41 Student Outcome H – Assessment Data
Performance Indicator
ME Department Assessment Rubric
Exhibited an understanding of the potential impact technical solutions have
on society and the world.
Exhibited an understanding of the potential impact technical solutions have
on society and the world.
Exhibited an understanding of the potential impact technical solutions have
on society and the world.
Strategy
Direct
Assessment
2010
2011
2012
2013
2014
---
---
36%
20%
60%
SS: Q 33
68%
68%
68%
68%
69%
CSS: Q 33
68%
68%
68%
68%
69%
TSS: Q 33
68%
68%
68%
68%
69%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
78
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Figure 4-17 Internal Validation of Performance Indicators for Outcome H
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q33
CSS-Q33
TSS-Q33
Figure 4-18 External Validation of Performance Indicators for Outcome H
79
Table 4-42 Reflections on Assessment for Student Outcome H: The broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal context
The importance of international programs and a solid understanding of the need for a global perspective is
Strengths:
understood and continually reinforced.
Kettering has an international exchange program, with Germany, that celebrated its 20th anniversary in 2014.
In addition, there are developing programs with China and Brazil. Other countries are being investigated and
added as appropriate.
The international exchange program brings a broader perspective to both the host school and the sending
school.
Kettering also encourages faculty to travel abroad through teaching exchanges, seminars and conferences;
these activities bring a stronger global perspective to the professors that is reflected in the classroom as well
as their personal lives.
Students who participate in EWB and SAE activities gain additional global perspective through their work
with those organizations.
Students who participate in international fraternities, sororities, etc. also gain an understanding and global
perspective through their organizations.
A growing number of employers are appreciating international studies and internships as part of the
attractiveness of employees.
Kettering graduates are well represented in the global marketplace.
Courses that present an environmental aspect (Sustainability, Alternative Fuels, Hybrid Powertrains), cover a
more global perspective and are well received by students.
Clearly, the global perspective in the program is present, but may not be being measured as effectively as
Areas for
possible.
Improvement:
The millennial generation engages differently than earlier generations; perhaps the engagement of Kettering’s
Insights:
students needs to be benchmarked differently to provide clearer results.
We need to find better instruments to measure this outcome. We have many activities that support this
outcome.
80
Student Outcome I: Recognition of the need for, and an ability to engage in, life-long learning
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome I is provided in Table 4-43. A summary of the assessment data for the outcome is provided in Table 4-44.
Table 4-43 Performance Indicators Used for Outcome I
Performance
Assessment Strategy
Indicator
ME Department Assessment Rubric
Direct assessment
Exhibited an ability to grasp new knowledge and
concepts. (ability to learn)
Exhibited the need for continuing the learning of
(engineering, scientific, mathematical, managerial, etc.)
concepts and solutions throughout the course of a career.
Exhibited an ability to grasp new knowledge and
concepts. (ability to learn)
Exhibited the need for continuing the learning of
(engineering, scientific, mathematical, managerial, etc.)
concepts and solutions throughout the course of a career.
Exhibited an ability to grasp new knowledge and
concepts. (ability to learn)
Exhibited the need for continuing the learning of
(engineering, scientific, mathematical, managerial, etc.)
concepts and solutions throughout the course of a career.
Method of
Assessment
Faculty Survey
SS: QUESTION 14
Student Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Annual
≥ 80%
SS: QUESTION 34
Student Survey
Annual
≥ 80%
CSS: QUESTION 14
Employer Survey Annual
≥ 80%
CSS: QUESTION 34
Student Survey
Annual
≥ 80%
TSS: QUESTION 14
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 34
Student Survey
Annual
≥ 80%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
81
Table 4-44 Student Outcome I – Assessment Data
Performance Indicator
ME Department Assessment Rubric
Exhibited an ability to grasp new knowledge and concepts. (ability to
learn)
Exhibited the need for continuing the learning of (engineering, scientific,
mathematical, managerial, etc.) concepts and solutions throughout the
course of a career.
Exhibited an ability to grasp new knowledge and concepts. (ability to
learn)
Exhibited the need for continuing the learning of (engineering, scientific,
mathematical, managerial, etc.) concepts and solutions throughout the
course of a career.
Exhibited an ability to grasp new knowledge and concepts. (ability to
learn)
Exhibited the need for continuing the learning of (engineering, scientific,
mathematical, managerial, etc.) concepts and solutions throughout the
course of a career.
Strategy
2010
2011
2012
2013
2014
Direct
Assessment
SS: Q 14
---
---
66%
40%
76%
98%
98%
98%
98%
98%
SS: Q 34
88%
88%
88%
88%
88%
CSS: Q 14
98.0% 97.9% 97.9% 98.0% 98.1%
CSS: Q 34
87.6% 88.0% 88.2% 88.3% 88.4%
TSS: Q 14
98.0% 97.9% 97.9% 98.0% 98.1%
TSS: Q 34
87.6% 88.0% 88.2% 88.3% 88.4%
82
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
Figure 4-19 Internal Validation of Performance Indicators for Outcome I
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q14
SS-Q34
CSS-Q14
CSS-Q34
TSS-Q14
TSS-Q34
Figure 4-20 External Validation of Performance Indicators for Outcome I
83
Table 4-45 Reflections on Assessment for Student Outcome I: A recognition of the need for, and an ability to engage in lifelong learning
This is clearly an area that resonates well with Kettering’s ME students
Strengths:
Kettering’s faculty has a good pulse on changing dynamics within the engineering field; sharing historical
insights through lectures/labs reminds students that their field is always changing.
Exposure to co-op work throughout their education allows students first hand exposure to the dynamics of the
field.
Determining better ways to measure this outcome is critical to measuring the lifelong component: alumni
Areas for
surveys, communication with professional organizations, offering more continuing education courses, etc.
Improvement:
Insights:
Lifelong learning is perhaps innate to engineers, in general, because the field is so dynamic and the work
regularly requires learning and updating skill sets.
There are a number of options for people/alumni to engage in free classes to update skills (e.g. EdX,
Coursera, Open Culture, and Academic Earth). At present, Kettering has not devised a way to track this, but
it would be a good topic to inquire on future alumni surveys.
84
Student Outcome J: A knowledge of contemporary issues
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome J is provided in Table 4-46. A summary of the assessment data for the outcome is provided in Table 4-47.
Table 4-46 Performance Indicators Used for Outcome J
Performance Indicator
Assessment Strategy
ME Department Assessment Rubric
Direct assessment
Method of
Assessment
Faculty Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Annual
≥ 80%
Exhibited knowledge of contemporary issues pertaining
to engineering, science, mathematics, and/or
management.
Exhibited knowledge of contemporary issues pertaining
to engineering, science, mathematics, and/or
management.
Exhibited knowledge of contemporary issues pertaining
to engineering, science, mathematics, and/or
management.
SS: QUESTION 35
Student Survey
CSS: QUESTION 35
Employer Survey Annual
≥ 80%
TSS: QUESTION 35
Thesis Survey
≥ 80%
Annual
85
Table 4-47 Student Outcome J – Assessment Data
Performance Indicator
ME Department Assessment Rubric
Exhibited knowledge of contemporary issues (Grades in LS489)
Exhibited knowledge of contemporary issues pertaining to engineering,
science, mathematics, and/or management.
Exhibited knowledge of contemporary issues pertaining to engineering,
science, mathematics, and/or management.
Exhibited knowledge of contemporary issues pertaining to engineering,
science, mathematics, and/or management.
Strategy
Direct
Assessment
LS489
2010
2011
2012
2013
2014
---
---
76%
40%
44%
64%
54%
58%
54%
67%
SS: Q 35
77%
77%
77%
77%
77%
CSS: Q 35
76.7% 77.0% 77.1% 77.1% 77.5%
TSS: Q 35
76.7% 77.0% 77.1% 77.1% 77.5%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
LS489: Senior Seminar: Leadership, Ethics and Contemporary Issues
86
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
LS-489
Figure 4-21 Internal Validation of Performance Indicators for Outcome J
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS-Q35
CSS-Q35
TSS-Q35
Figure 4-22 External Validation of Performance Indicators for Outcome J
87
Table 4-48 Reflections on Assessment for Student Outcome J: A knowledge of contemporary issues
Scores have not met their benchmark, but they are steady to rising over time and they are above average.
Strengths:
The co-op program along with the thesis will keep students active and knowledgeable in their chosen field.
A better or stronger set of measurements may be in order for this outcome.
Areas for
Improvement:
It might be beneficial to cross reference the data according to students who participated in study abroad, or
Insights:
students who participated in a club or organization that has more of an external/international focus, i.e.
EWB.
This is another area where the classroom scores are significantly lower than the external scores. This is
clearly an area to investigate further.
This student outcome is difficult to measure quantifiably, but the co-op experience of the students forces
them and program faculty to stay current in the field.
88
Student Outcome K: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
A summary of the performance indicators, assessment methods, data collection cycle, and performance targets for Student
Outcome K is provided in Table 4-49. A summary of the assessment data for the outcome is provided in Table 4-50.
Table 4-49 Performance Indicators Used for Outcome K
Performance Indicator
Assessment Strategy
ME Department Assessment Rubric
Direct assessment
Method of
Assessment
Faculty Survey
Ability to use modern CAE tools
MECH100,
MECH300
SS: QUESTION 26
Student Grade
Reports
Student Survey
Collection Performance
Cycle
Target
Annual
80% student
achieve outcome
Annual
70% with ≥ 2.7
(B-)
Annual
≥ 80%
SS: QUESTION 27
Student Survey
Annual
≥ 80%
SS: QUESTION 28
CSS: QUESTION 26
Student Survey
Annual
Employer Survey Annual
≥ 80%
≥ 80%
CSS: QUESTION 27
Employer Survey Annual
≥ 80%
CSS: QUESTION 28
TSS: QUESTION 26
Employer Survey Annual
Thesis Survey
Annual
≥ 80%
≥ 80%
TSS: QUESTION 27
Thesis Survey
Annual
≥ 80%
TSS: QUESTION 28
Thesis Survey
Annual
≥ 80%
Ability to use current techniques necessary to engage in
technical practices.
Ability to use modern tools necessary to engage in
technical practices.
Ability to utilize computer applications and databases.
Ability to use current techniques necessary to engage in
technical practices.
Ability to use modern tools necessary to engage in
technical practices.
Ability to utilize computer applications and databases.
Ability to use current techniques necessary to engage in
technical practices.
Ability to use modern tools necessary to engage in
technical practices.
Ability to utilize computer applications and databases.
89
Table 4-50 Student Outcome K – Assessment Data
Performance Indicator
2010
2011
2012
2013
2014
---
---
96%
90%
80%
88%
87%
88%
90%
90%
Ability to use current techniques necessary to engage in technical practices.
Strategy
Direct
Assessment
Student
Grades
SS: Q 26
91%
91%
91%
91%
91%
Ability to use modern tools necessary to engage in technical practices.
SS: Q 27
95%
95%
95%
95%
95%
Ability to utilize computer applications and databases.
SS: Q 28
98%
98%
98%
98%
98%
Ability to use current techniques necessary to engage in technical practices.
CSS: Q 26
91%
91%
91%
91%
91%
Ability to use modern tools necessary to engage in technical practices.
CSS: Q 27
95%
95%
95%
95%
95%
Ability to utilize computer applications and databases.
CSS: Q 28
98%
98%
98%
98%
98%
Ability to use current techniques necessary to engage in technical practices.
TSS: Q 26
91%
91%
91%
91%
91%
Ability to use modern tools necessary to engage in technical practices.
TSS: Q 27
95%
95.0% 95%
95%
95%
Ability to utilize computer applications and databases.
TSS: Q 28
98%
97%
98%
98%
ME Department Assessment Rubric
Ability to use modern CAE tools (MECH100, MECH300)
98%
Key:
SS: Student Survey – End of Co-op Work Term
CSS: Co-op Supervisor Survey – End of Co-op Work Term
TSS: Thesis Supervisor Survey – End of Thesis Project
90
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
Rubric
CAE
Figure 4-23 Internal Validation of Performance Indicators for Outcome K
100%
80%
2010
60%
2011
2012
40%
2013
2014
20%
0%
SS: Q 26
SS: Q 27
SS: Q 28
CSS: Q 26
CSS: Q 27
CSS: Q 28
TSS: Q 26
TSS: Q 27
TSS: Q 28
Figure 4-24 External Validation of Performance Indicators for Outcome K
91
Table 4-51 Reflections on Assessment for Student Outcome K: An ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Every benchmark in this SO is in the 90th percentile, clearly the students are exposed and well versed in tools
Strengths:
necessary for the practice of engineering.
This is a category where the classroom scores, the students’ perspective and the co-op workplace are all in
agreement.
Maintaining an academic environment that is “current” takes effort and financing; in the area of
Areas for
postsecondary education, this is always a challenge.
Improvement:
Despite the enrollment and finance challenges associated with the economic collapse. Kettering has worked
Insights:
hard to maintain and update facilities as appropriate and necessary.
It is our belief that the co-op program brings many benefits; among them are an understood partnership that
exists between the co-op sponsor and the university. Students learn, through experience, how important it is
to understand and be able to fully participate in their field; this area is closely linked to lifelong learning.
Exposure in the workplace directly demonstrates to students how important it is to develop the skills
necessary to fully participate in their field; this area is closely linked to lifelong learning.
Kettering certainly appreciates the generosity of our industrial partners who make donations and/or provide
support; there is an understanding of the correlation between academic exposure and employee value.
92
Assessment of Student Progress during Program at Kettering
Kettering University has a unique ability to track student progress from the student’s freshman year until they graduate. At the end
of every work term, students are evaluated by their co-op work supervisor; that data is correlated and assessed for relevance, red
flags and points of pride. Co-op supervisor data is valuable because (a) the data set is available for every work term for the
students and (b) the data represents an external direct assessment of how the students are performing in the engineering workplace.
Figure 4-25 through Figure 4-35 show the aggregate progress of the Mechanical Engineering students that have gone through the
program between 2010 and 2014. Over 10,000 surveys were evaluated. The figures show the progress that the aggregate ME
student makes between their Freshman 1 (Term 1) and Senior 3 (Term 3) co-operative education work terms. The data has not
been broken out by cohorts, but this could be done in the future. For all of the student outcomes, student performance demonstrates
an increase.
Figure 4-25 Student’s progress on Outcome A:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-26 Student’s progress on Outcome B:
Freshman 1 (Term 1) through Senior 3 (Term 9)
93
Figure 4-27 Student’s progress on Outcome C:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-28 Student’s progress on Outcome D:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-29 Student’s progress on Outcome E:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-30 Student’s progress on Outcome E:
Freshman 1 (Term 1) through Senior 3 (Term 9)
94
Figure 4-31 Student’s progress on Outcome G:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-32 Student’s progress on Outcome H:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-33 Student’s progress on Outcome I:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Figure 4-34 Student’s progress on Outcome J:
Freshman 1 (Term 1) through Senior 3 (Term 9)
95
Figure 4-35 Student’s progress on Outcome K:
Freshman 1 (Term 1) through Senior 3 (Term 9)
Table 4-52 Reflections on Assessment for Student Outcome K: An ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
All student outcomes show a rising trend as the students progress through the program
Strengths:
Areas for Improvement: The data has the potential to provide additional information about the program.
In the future, we should consider breaking the data out by cohort
Insights:
96
B. Continuous Improvement
The ME Department and Kettering University are continuously engaged in efforts to improve
programs and student experiences. In addition to the data on Student Outcomes, discussed in
the previous section, the department/university uses many other sources to collect data on
student and employer satisfaction with the program. These sources include:
Noel Levitz Student Satisfaction Inventory (SSI) – This survey is given annually to students
in all class levels, during their studies at the university.
EBI Engineering Exit Assessment Survey (EEA) – This survey is given annually to all
mechanical engineering students during their capstone project course.
EBI Alumni Survey – This survey is given annually to graduates of the university three years
after their graduation.
Direct Engagement with Employers – Kettering faculty meet regularly with industry partners
either through company visits to monitor student progress on their Fifth-Year Thesis projects
or visits to discuss research projects. During these visits the faculty often are provided with
insights on what is and what is not working in the program. This information is feedback to
other faculty during assessment discussions.
Direct Engagement with Students – Kettering faculty meet regularly with various student
groups, e.g. Kettering Entrepreneurship Society, Engineers without Borders, the Student
Academic Council, the Society of Automotive Engineers and ASME. These diverse groups
provide feedback from a wide range of perspectives. This information is feedback to other
faculty during assessment discussions.
IDEA Student Ratings of Instruction (SRI) Survey – The use of the IDEA SRI survey was
discussed in the previous section. It can be used to assess student outcomes, but it can also be
used in other ways. For example, the data can be used to assessed the perceived quality of
ME courses or ME instructors.
Table 4-53 shows a summary of the overall student satisfaction with core ME courses. Scores
which are regularly below 3.0 are considered to be unacceptable. Most ME courses are
measuring up well, however several courses have been identified as needing improvement.
Table 4-53 Student IDEA Evaluation Scores for ME Core Courses 12
MECH Course Number
2012
2013
2014
100
3.6
3.5
3.8
210
3.6
4.0
4.3
212
4.0
3.8
3.8
300
4.0
3.6
4.2
310
3.7
4.0
4.2
311
3.6
3.9
4.0
2015
3.5
4.1
4.9
3.9
4.0
4.2
12
The IDEA SRI survey was adopted for use at Kettering University in 2012. Prior to that time an internally
developed student survey was used.
97
MECH Course Number
312
320
322
330
420
422
430
512 - Capstone
514 - Capstone
521 - Capstone
548 - Capstone
Grand Total
2012
2.8
4.0
4.0
4.7
4.3
2.8
3.7
4.3
3.3
3.9
3.74
2013
3.3
3.5
3.8
4.7
4.2
2.7
3.6
4.3
4.5
2.2
3.5
3.76
2014
3.3
3.7
3.1
4.2
3.4
3.3
3.6
4.5
4.7
4.3
4.7
3.90
2015
3.6
2.6
3.1
4.2
3.4
4.7
3.90
For example, scores for MECH312, Design of Mechanical Components I, had been running
low for a very long time (even prior to the adoption of the IDEA SRI survey in 2012). Part of
the low score is associated with the nature of the course itself, as students are asked to apply
the material that they learned in MECH212 Mechanics of Materials. Since students often
wait a year or more between taking MECH212 and MECH312 they often lose the knowledge
on the prerequisite material from MECH212 because they do not reinforce the newly learned
material. This issue was addressed (as described below) by modifying the ME Representative
Schedule. Other courses flagged by the IDEA SRI results include MECH422 Energy
Systems Lab (via the chronic low scores) and MECH430 (via student written comments).
The corresponding modifications to these courses are described below.
Because the IDEA SRI is a nationally normed survey, it can be used as a ‘sanity check.’
Figure 4-36 shows a summary of the Student Ratings of Progress on Relevant (Important or
Essential) Objectives for a representative term (Winter 2015). On many objectives (gaining
factual knowledge, learning fundamentals, etc.), courses within the ME program are meeting
or exceeding the national averages. Several objectives score below the national average.
While the scores are not alarmingly low, they support findings from other assessment tools.
For instance, students scored themselves low on “Developing skill in expressing myself
orally or in writing” which corresponds to the results found for Outcome G and “Learning to
analyze and critically evaluate ideas, arguments, and points of view” which ties into
Outcome H.
98
Figure 4-36 Summary of the Student Ratings of Progress on Relevant (Important or Essential)
Objectives from the IDEA Student Rating of Instruction Survey (Winter 2015)
Another way to view student perceptions of the ME program is shown in Figure 4-37, which
shows an overall summary for Progress on Relevant Objectives, Excellence of Teacher,
Excellence of Course, and Summary Evaluation. The summary indicates that when the
students are satisfied, they are satisfied at a rate that greatly exceeds the expected rate.
However, the data also suggests that when the students are very dissatisfied, they are
dissatisfied at a rate that is greater than the expected rate. As will be explained in the
following paragraphs, there are efforts underway to address this issue.
99
Figure 4-37 Summary of Student Ratings of Overall Outcomes from the from the IDEA Student
Rating of Instruction Survey (Winter 2015)
CONTINOUS IMPROVEMENT EFFORTS – ME DEPARTMENT
Revision to Mechanical Engineering Assessment Process
Reason for Change: Prior to 2012, a very complex and cumbersome assess strategy was
being used, which required massive input of data from every instructor. Compliance with
collecting the assessment data was poor.
Description of Change: In 2012, a new Department Head (DH) and Associate Department
Head (ADH) were named. In 2013, the new DH and ADH went to the annual ABET
conference to update their knowledge of the changes in the ABET assessment process.
Subsequently, the AHD went for ABET training and became an ABET IDEAL Scholar. In
2015 the ADH returned to the faculty and is training to become an ABET ASME/Mechanical
Engineering PEV.
The update training led to substantial changes to the department’s ABET process. The
complicated data collection and spreadsheets were eliminated and replaced with a ME
Department Assessment Rubric, which has previously been described.
Results of Change: The new approach seems to be working, however as the department
continues to implement its assessment strategy it is continuing to revise its approach.
Revision of ME Mission and Vision Statements
Reason for Change: In 2012, a new President for the university initiated an extensive
revision of the University Mission and Vision Statements in preparation for the 2014 Higher
Learning Commission (HLC) review.
Description of Change: In 2014, the ME Department began the process to review its Mission
and Vision statement in preparation for the 2015 ABET review. The process began with
collecting input from the ME Industry Advisory Board (ME IAB). The input form the IAB
was passed along to an ME faculty committee who made the final modifications during the
2014-15 academic year.
Result of the Change: The revised ME Mission and Vision Statements were approved by the
ME faculty and by the ME IAB in the spring of 2015.
100
Revision of Academic Advising Process
Reason for Change: Review of the Noel Levitz SSI, EBI EEA and EBI Alumni data all
pointed to student dissatisfaction with the ME advising process. For example, with respect to
the SSI survey, the gap between Kettering University and National Four-Year Privates
satisfaction score for questions relating to ‘Academic Advising’ was -0.20, which is
considered to be a very significant gap.
Description of Change: In response to this data, the Mechanical Engineering Department
significantly changed its academic advising plan. In 2013, the department began to partner
with the university’s Academic Success Center (ASC) to provide academic and career
counseling to Kettering mechanical engineering students. Staff from the ASC now reach out
to incoming ME-freshmen prior to the student’s arrival on campus. Staff from the ASC are
the primary advisors for ME students from this initial contact through the start of the
students’ sophomore year. After the students’ Sophomore I term, ME Department staff takes
over as the primary advisors for ME students. Students have the ability to continue working
with ASC after their Sophomore I term as well as consult with ME staff at any time.
Additional details off the revised advising system can be found in Criterion 1: Section D.
Advising and Career Guidance.
Results of Change: The new advising plan has not been in place long enough to measure the
changes through the various survey tools. However, the direct feedback from the students
indicates that the program is being well received. In particular, the contact between the ASC
staff and the students prior to arriving on campus has been extremely successful helpful in
smoothing the student’s transition to university life. This aspect of the advising program has
now been adopted by most of the other academic programs on campus.
Revision of Class Standing Pre-Requisites
Reason for Change: A general periodic review of department policies indicated that there
was a problem with ‘class standing’ pre-requites. Advanced placement students needed to
request course pre-requisites for courses for which they had the academic pre-requisite but
not the class standing pre-requisites. For example, sophomore level students attempting to
take MECH322 Fluid Mechanics were not permitted to take the course, despite having
completed the pre-requisites MECH320 Thermodynamic course.
Description of Change: All class standing prerequisites have been removed from the course
catalog descriptions, with the expectation of senior-level capstone project courses.
The ME faculty decided to remove the prerequisite of class standing for all MECH courses
except the Capstones because the class standing prerequisite was only instituted, in 2000, to
force student to follow a particular track to graduation.
Results of Change: Student registration has been simplified. No negative effects have been
found.
Revision of Mechanical Engineering Representative Schedule
Reason for Change: Student Performance in MECH312 was unacceptably low. This was
picked up in evaluating the results for Outcome A (Table 4-20) and Outcome E (
101
102
Table 4-32). Furthermore, IDEA SRI surveys indicated that student satisfaction with the
course was low (Table 4-53).
Description of Change: The Mechanical Engineering Representative Schedule was changed.
MECH312 was moved from the JRII term to the JRI term, to encourage students to take
MECH312 immediately after taking MECH212 in their SO II term, thereby reducing the
student’s chances of losing newly learned prerequisite material. Additionally, a faculty
member’s retirement allowed an opportunity for new faculty to teach the course, thereby
bringing a fresh approach to the course material.
Results of Change: Student grades have seen a modest improvement, but student satisfaction
with the course has increased dramatically (from 2.8/5.0 to 3.6/5.0). Additionally, the
changes have also resulted in modest improvements in the Dynamic Systems sequence of
courses (MECH310, MECH330, and MECH430). These courses are now taken in subsequent
terms, again reducing the chances of students forgetting course prerequisite material.
(MECH310 was moved from JRI to JRII, to accommodate the change to MECH312.)
Revision of Dynamic Systems & Controls Courses
Reason for Change: Direct feedback from industry partners indicated that they were
dissatisfied with the ability of ME graduates (and the graduates of every other institution) to
perform job duties in the area of controls. Furthermore, direct communications with students
indicated that they wanted to have increased familiarity with MATLAB/Simulink software,
in part, because they knew it was extensively used in the profession.
Description of Change: Kettering University has, for many years, offered two primary
courses in the area of Dynamic Systems and Controls. MECH330 Dynamic Systems with
Vibrations (Dynamic Systems I) was taught as a four lecture hour course with no lab
component. MECH430 Dynamic Systems and Controls (Dynamic Systems II) was taught as
a four lecture hour course with two hours of laboratory. In truth, the two hours of lab were
often used to provide additional hours of lecture material.
Ongoing course assessment indicated that neither course was fulfilling all of their planned
course learning outcomes. MECH330 had an outcome which required that students would
learn how to model physical systems using MATLAB/Simulink software, yet few students
gained any measurable proficiency due to lack of laboratory time devoted to that activity.
MECH430 had an outcome which required that students would learn how to control a
physical device, yet without a laboratory experience that outcome was not possible.
Student evaluation of the courses indicated a lack of satisfaction with both courses. While
MECH330 generally received very good evaluation scores, students recognized that they
were not getting the experience with MATLAB/Simulink as they expected. This omission
often became a problem in subsequent courses, where the students had no confidence in their
MATLAB/Simulink abilities. MECH430 typically received low evaluation scores and the
students expressed concern that there was not a true laboratory component in the course.
The concerns identified by the students were often a reflection of their experiences during
their co-operative education rotations. The students do this rotation twice a year from the
moment they enter the university. Because of this constant exposure to industry, Kettering
students learn many of the ‘soft’ engineering skills that are difficult to teach in a classroom
environment. However, this experience makes Kettering students ‘non-traditional;’ they tend
103
to filter their academic experiences through their work experiences. The students knew that
MATLAB/Simulink and a practical understanding of controls were essential skills that they
often observed being used at work.
The industry partners who sponsor Kettering undergraduate students were equally vocal in
expressing their frustration with the quality of the controls education that the students were
receiving. This frustration was not directed solely to Kettering students, but to most
university students. Industry representatives that met with faculty regularly pointed that
classical closed-loop feedback theory was not something that was particularly useful to them.
They needed students that could work with PID controllers and simple state machines.
As a result of the feedback from students and industry partners, both MECH330 and
MECH430 were revamped. Both courses were modified to be three lecture hours and two lab
hours. MECH330 added significant computer laboratory experiences to strengthen student’s
MATLAB/Simulink skills. Quanser SERVO physical plants and controllers were purchased
to allow students opportunities to have hands-on experiences controlling physical equipment.
Results of Change: This is a work in progress. The initial reaction from the students has been
extremely positive. IDEA SRI scores jumped from 3.6/5.0 in 2014 to 4.7/5.0 in 2015. More
focused surveys, conducted in the course, yielded similar results. A full description of the
changes and results are presented in the 2015ASEE Paper Redesign of Lab Experiences for a
Senior Level Course in Dynamic Systems with Controls by D. Peters, C. Hoff, and R.
Stanley.
Revision of Laboratory Courses
Reason for Change: Indicators for Student Outcome B (Table 4-23) indicated that students,
faculty and co-op employers were dissatisfied with student performance in designing and
conducting experiments. IDEA evaluation score and comments indicated particular student
dissatisfaction with respect to MECH430 Dynamic Systems II (Controls) and with
MECH422 Energy Systems Lab.
Description of Change: As mentioned previously, employer dissatisfaction with the skills of
graduates led to significant changes to both MECH330 and MECH430. Consequently, new
equipment and laboratory experiments were added to both courses.
Assessment of MECH422 indicated that there was significant student discontent with the
material covered and the quality of the experiments. During the 2014-15 academic year, two
new instructors were assigned to be the coordinators for MECH422 with directives to modify
the structure of the course and to insure that all the equipment was calibrated properly and
functioning correctly. During the year, most of the equipment received maintenance to
insure that the measurement systems were properly calibrated and functioning correctly.
Additionally, a new HVAC laboratory experiment was developed and new lecture material to
support the lab experiments was developed.
Results of Change: As these changes were made during the current academic year, no
updated assessment results are available at this writing.
Revision of MECH300 Computer Aided Engineering Course
Reason for Change: MECH300 is one of the key courses used to assess Student Outcome K:
An ability to use the techniques, skills, and modern engineering tools necessary for
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engineering practice. While the assessment of outcomes K (Table 4-50) indicates a high level
of achievement in the performance indicators, student comments from the IDEA SRI survey
indicated that students questioned how the course was being taught.
Description of Change: MECH300 is a foundational course in the program, critical to Junior
and Senior courses, particularly the Capstone courses. MECH-300 provides the students with
advanced skills in Computer Aided Engineering analysis and must reflect the current
practices of industry. The course had been traditionally taught as a lecture/laboratory course
with a two hour lecture and four laboratory hours per week. In the early years of the course
(circa 2000), few students possessed computers that were sufficiently powerful to run the
CAE software (currently Unigraphics NX). Consequently, it was necessary for the university
to provide the computers and associated laboratory time, in order for students to be able to
complete their assignments.
In recent years, student computers have become sufficiently powerful to run CAE software.
Students have demonstrated a preference for working on their MECH300 assignments on
their own computers, rather than during the scheduled four-hour lab periods. After careful
consideration, the CAE faculty began a pilot program, in the fall of 2013, for offering
MECH300 as a two hour lecture and two hour lab. An optional two hour laboratory period,
supported by a graduate teaching assistant, was also implemented.
Results of Change: The pilot program was found to be successful. Student performance did
not deteriorate and students expressed a preference for the new course format in the IDEA
SRI course surveys. Based on the success of the pilot program, the new format was
implemented for the course during the 2014-15 academic year.
Flipped Learning in Mech-310 (Dynamics)
Reason for Change: There is documentation that interactive learning provides an
environment that enhances a more useful understanding of the material. Also, plain lecturing
has not been found to be effective for helping students reach the higher levels of learning.
Based on these positive results in the literature, it was decided to incorporate flipped learning
during the winter 2013 term. Flipped learning is currently being used to support interactive
learning in the classroom.
Description of Change: A set of pre-lectures was provided to the students about three days
before each lecture. The pre-lectures are short video clips of the professor explaining course
material, which is similar to explaining theory on the chalkboard. These video clips were
created with the LiveScribe electronic pen and edited with Camtasia software. One advantage
of pre-lectures as compared to in-class chalkboard lectures is that the students can pace
themselves, as needed (i.e. students can speed up, slow down, or pause the videos). The prelectures were used to explain the basic material that was to be covered in the following
lecture. This enabled the instructor to work with the students in the form of a “coach” in the
classroom setting. Classes were almost exclusively interactive and concentrated on solving
practical engineering problems.
Results of Change: An anonymous student survey was completed during the last week of the
winter 2013 term. A significant number of students (36 out of 50) in two sections of
Dynamics completed the survey (72%). The survey results are:

About 86% of the students surveyed were in favor of the flipped-learning approach.
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
About 86% of the students surveyed believed that the pre-lectures are effective
study tools for examinations.

About 83% of the students surveyed thought that the pre-lectures have a potential
for a deeper understanding of the material.
Also, the final examination scores of two terms were compared. In order to obtain a direct
relationship, an identical final exam was used in each case. (Special measures were taken to
ensure that no students taking the identical exam had access to previous “control” final
exam.) Final exam scores increased an average of 10.2% when the flipped learning approach
was used. The process and the results of this method were published in an ASEE zone
conference paper and an ASEE Journal of Online Education paper is currently under review,
with a strong chance of acceptance (according to the editor of the journal).
Efforts to Improve Written and Oral Communication
Reason for Change: There were many performance indicators for Student Outcome G: An
ability to communicate effectively (
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Table 4-38), that indicated that improvements were needed.
Description of Change: Our Kettering Co-operative partners have indicated that our
students’ do not have strong skills in written and oral communication. This is not an issue
unique to Kettering. In their Vision 2030 Industry Survey, ASME found that approximately
half of engineering managers indicated that written and oral communication skills in recent
graduates were “weak-needs strengthening. ” These skills are deemed crucial job functions
and are strongly tied to the success of program graduates.
Kettering University has responded to this challenge. In 2012, a writing center within the
Academic Success Center was established to provide targeted writing support to students in
all stages of their academic career. Prior to 2012, students were able to get a limited amount
of writing assistance from tutors, but the tutors did not receive training or guidance. The
charge of the writing center became to provide quality support services that can be delivered
to students on campus and at a distance. One of the areas in which service was lacking was
the ability to assist students with their thesis writing while they were away from campus.
This was a critical need because most Kettering students work on their theses during their coop work terms. Therefore, in order to assist them in producing a written product of higherquality, Kettering had to be able to extend assistance in different formats. ASC worked with
the IT department to identify a web-conferencing platform, unfortunately, funding limitations
prevented a successful resolution.
In 2014, the Writing Center held a ‘Writing Summit’ which lead to the creation of a
Communication Coalition comprised of representatives from across the disciplines. This
group identified writing across the curriculum as a goal and several on-going efforts were
initiated. A faculty survey indicated that many faculty members felt that their students’
writing skills were not strong enough. In particular, the survey identified several skills that
many faculty felt were absent in the students, most concerning were the areas of appropriate
use of technical information, appropriate use of figures, and plagiarism. The survey also
suggested that many faculty members were unaware of the available writing resources
available on campus.
Using this information, the Coalition formulated a plan to begin addressing these issues.
Committee members were tasked with sharing information with their fellow faculty
regarding services available at the Kettering Writing Center and how these services can be
integrated into their assignments. This information was shared with the Mechanical
Engineering faculty at a Department meeting in the Spring of 2015.
Next steps will be to document written and oral work in core courses, identify faculty who
are using these in their courses, identify rubrics for grading and whether these assignments
are developmental or are simply a graded end point. Based on this information the coalition
hopes to identify areas where faculty training might improve instructional practices and
thereby strengthen written and oral communication in our students.
The short term plan is to engage faculty in a series of noon hour seminars on strategies to
include writing in each discipline. These sessions will focus on best practices, such as the use
of short written or verbal reflections of key concepts; these will not only serve as a means to
solidify student comprehension and identify misconceptions but to improve and emphasis the
need for good communication skills. An important part of this effort will be that Kettering
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faculty will share their experiences with these approaches and how they were able to
integrate these practices in their courses.
In regard to oral communication, Dr. Theresa Atkinson brought Melissa Marshall to
Kettering University in the Fall 2014 to give a faculty workshop on best practices for oral
communication. Marshall is a faculty member at Pennsylvania State University and Director
of the Penn State Engineering Ambassador program and is known for her, “Talk Nerdy to
Me,” TED Talk. This workshop was attended by faculty from across the University. The
result of this training was evidenced by recent speakers in the Provost’s Distinguished
Faculty speaker series who have used these techniques in their presentations, demonstrating a
growing adoption of these methods at Kettering.
In Mechanical Engineering courses, the written content occurs primarily in project reports
and presentations. Dr. T. Atkinson is in the process of collecting information from faculty to
document communication content in courses (see Table 4-54), grading and developmental
practices, examples of assignments, and student work. These will be shared with all ME
faculty along with feedback on ways to foster a continuous development of communication
skills through the core curriculum will be sought. This effort will be coordinated through the
newly formed ME Curriculum committee.
Results of Change: As these changes were made during the current academic year, no
updated assessment results are available at this writing.
Table 4-54 Inventory of Written and Oral Communications in ME Core Courses (as of
6/5/2015)
Course
Academic Written/
Description
Feedback
Year
Oral
Revision13
MECH 100 Engineering
FR
Written
End of term
Graphical Communication
project write
No
up
COMM 101 Written and Oral
FR
Written/
Multiple
Communication I
Oral
Assignments
PHYS-114 Newtonian Mechanics FR
------PHYS-115 Newtonian Mechanics FR
Written
Lab Reports
No
Lab
PHYS-225 Electricity and
SO
------Magnetism
PHYS-224 Electricity and
SO
Written
Lab Reports
No
Magnetism Lab
13
Best practice for written and oral communication development in students includes a review of draft
material, feedback and revision. This review can take many forms, for instance it could be a peer review,
review from the writing center, instructor review of selected issues with the whole class or instructor
review of individual work. Writing as an iterative process is thought to provide the best platform for skill
development.
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Course
MECH 210 Statics
MECH 212 Mechanics of
Materials
MECH 300 CAE
MECH 310 Dynamics
MECH 311 Mechanical System
Academic
Year
SO
SO
Written/
Oral
Oral
---
Description
JR
Written/
Oral
End of term
project Report
& Presentation
--Patent
presentation
End of term
project
Write up
presentation
--Multiple
Assignments
--Project
Write up
----Reports
Reports
MECH 312 Design of Mechanical JR
Components I
--Written/
Oral
Written/
Oral
MECH 320 Thermodynamics
COMM 301 Written and Oral
Communications II
MECH 322 Fluid Mechanics
MECH 330 Dynamic Systems I
--Written/
Oral
--Written
MECH 420 Heat Transfer
MECH 430 Dynamic Systems II
MECH 422 Energy Systems Lab
Capstone Courses (MECH512,
MECH514 MECH521,
MECH548, MECH554, ECH572)
Thesis
JR
JR
JR
JR
SR
SR
SR
SR
SR
SR
----Written
Written/
Oral
SR
Written
Product Pitch
---
Thesis
Feedback
Revision13
F?
---
No
F
--F?
No
F/E
F
--F/E
--F/E
----F
F?
F?
Major Curriculum Change – In Review (2015)
Reason for Change: Student performance in IME-301 Engineering Materials is unacceptably
low; the DFW rate (students with grades of D, F, or W) has been as high as 50%. Student
performance in the Calculus sequence also has an unacceptably high DFW rate.
Description of Change: The ME Department is currently collecting ideas on how to improve
student performance in Engineering Materials and in the Calculus courses. One idea that has
been put forward is to combine the six contact hour (four credit hour) IME-100
Interdisciplinary Design and Manufacturing course and the six contact hour (four credit hour)
IME-301 Engineering Materials course into a single six contact hour (four credit hour) IME10X Introduction to Manufacturing and Materials. This course would provide a basic
introduction to manufacturing processes and engineering materials and will include weekly
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laboratory sessions to reinforce lecture material. Two new electives would be developed for
students wanting more detailed study in Manufacturing Process or in Engineering Materials.
This move would allow for the introduction of a new freshman-level Engineering
Mathematics course that is based on the Wright State Model for Engineering Mathematics
Education. The program was developed with funding from the NSF foundation and has been
piloted by dozens of institutions across the country (primarily universities, but also at the
community college and K-12 levels). The program has become a national model for
increasing the number, caliber and diversity of Engineering and Computer Science graduates.
The course has been demonstrated to improve student graduation rates and improve student
grade performance. Additional information on the program can be found here:
http://cecs.wright.edu/community/engmath.
To allow this change in the curriculum, there needs to be agreement that it would be
acceptable to reduce the number of hours committed to teaching Manufacturing and
Materials (currently 12 contact hours) to only six contact hours. To date, this has been
discussed at two ME Industry Advisory Board meeting (September 2014, June 2015) and a
recent ME Department meeting (5/6/2015).
Results of Change: No decision has been made at this time. The department is continuing to
collect alternative ideas, but this will be an important project for the next couple of years.
CONTINOUS IMPROVEMENT EFFORTS – UNIVERSITY
Development of a Comprehensive Retention Plan
Reason for Change: In the past few years, various entities within the university have been
working on developing intervention strategies intended to improve student retention.
However, the university lacked a coordinated effort and a comprehensive plan for improving
retention and graduation rates.
Description of Change: In 2012, the president put together a Retention Task Force,
consisting of faculty and staff from across the university, which was charged with developing
a list of suggestions to help improve student retention. The list of suggestions was provided
to the president and some of the items on the list were immediately implemented, such as, the
implementation of a fixed tuition model.
At the beginning of the 2013, the Provost Council again reviewed the retention and
graduation rates of the schools within the Association of the Independent Technological
Universities (AITU). Kettering was reported to have a first year retention rate of 89% (with a
second year dropping to 77%), and six-year graduation rate of 58%. The Provost directed the
council to make increased retention and graduation a priority, with a goal of increasing sixyear graduation rate to 75% within the next two years. To this end, he charged the council
with the task of creating a comprehensive strategy for retention by the end of the 2012-2013
academic year.
Results of Change: A new retention committee was put in place in the summer of 2013.
Several initiatives have been implemented and are described in the following paragraphs.
Development of an Early Alert System
Reasons for Change: To improve student retention it is necessary to identify students with
academic difficulties as early as possible.
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Description of Change: Students are able to receive learning support throughout their study
at Kettering. The Academic Success Center (ASC) established and manages the system of
early alert (called a “Success Alert”) that allows faculty and staff to alert the Academic
Success Centers professionals to students who display at-risk performance or behaviors.
Alerts are reported through a software system called Kettering Student Progress (KESP).
Note: Additional information on the KESP program can be found in Criterion 1.
Results of Change: The system allows ASC staff to quickly identify at-risk students and
allows the staff to reach out to students that may need assistance within one business day of
receiving an alert. The impact on the university’s retention rate has not yet been measured,
however the ASC staff has reported that the system has allowed them to reach to many more
students than they would normally reach.
Development of a Freshman Year Experience Program
Reason for Change: While the student retention rate between freshman and sophomore year
is very good (89%), it was noticed by faculty and staff that worked with incoming freshman
that many students struggled with the adjustment to college life.
Description of Change: A new course has been developed for all freshman students. This
course, FYE-101, First Year Foundations, provides critical information on personal,
academic, and professional development for first-year students. Class discussions support
student engagement in the Kettering community, help make important connections for
students to develop a sense of self-governance, and set a foundation for both a critical
thinking and reflective learning mindset. Students learn to successfully interact in the
academic and cooperative work environment. Mentoring and interaction with the instructors
provides support and guidance for students so they may fully integrate into the Kettering
University environment. Discussions and assignments enhance student transition and
acclimation to Kettering University.
The FYE office is housed within the Center for Excellence in Teaching and Learning (CETL)
to promote best practices in teaching while bringing together faculty, staff and students from
multiple disciplines. A working group, consisting of faculty, staff and students, meets
regularly in the CETL Office for formative assessment of the course. The primary goal of
FYE is to help build a strong foundation for student success during the time of transition
from high school to college. Kettering students experience not only a personal and academic
transition but also a professional transition as they embark upon their first co-op experience.
FYE strives to foster a sense of belonging for students in the Kettering campus community
and provide information for students.
The FYE classroom provides a dynamic opportunity for students to reflect and develop the
skills necessary to thrive in academic and professional environments. Students lead and
participate in weekly class discussions that provide them with information on the different
opportunities available to them at Kettering University. The faculty/staff instructor and peer
mentors guide and facilitate the discussions with meaningful insight on each of the topics
discussed in FYE.
Results of Change: The first-year retention rate continues to be high. The greatest change has
been the new bonds that have been developed between the faculty and staff that work in the
program and with the students. The students report that they have gained many more
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resources for dealing with the problems that they encounter and a higher sense of confidence
in their ability to appropriate support.
Development of a Supplemental Instruction Program
Reason for Change: A thorough longitudinal assessment of student performance (spanning
12 terms) identified several courses with high levels of D’s, F’s, and W’s. This issue was also
picked up in evaluating the results for Outcome A (Table 4-3), and Outcome E (Table 4-11).
Description of Change: In 2012, a Supplemental Instruction (SI) program was piloted to help
students in historically difficult courses. The courses with an above 30% rate of D/F/Ws
became the basis for the pilot. In the first term of the pilot, SI was offered in five sections –
three MATH102 sections and two PHYS114 sections. In the second term of the pilot, the
program grew to eleven sections for MATH101, MATH102, PHYS114, PHYS224, and
EE210 courses. By the summer 2013, the program added MECH210 and MECH212 to the
existing courses. The program is being evaluated by correlating student participation in SI
with their performance in the course.
Results of Change: As of this writing, not enough data has been gathered to produce
conclusive results; however, faculty that teach SI-supported courses have reported seeing a
positive difference in their students.
Development of Support Programs in Mathematics
Reason for Change: In evaluating retention data, student struggles in mathematics were
identified as being significant contributors to the low long-term retention rate.
Description of Change: The Mathematics Department assessed the math placements of the
entering students. The results showed that a high percentage (30%) of students entering
Kettering were placed in MATH-100 (a remedial course). The department reviewed the
performance of students within that course and found that about 14% of the students failed
Math-100, which delayed or prevented their progress through the program. MATH-099W, an
online 5-week remedial class, was designed to remedy this problem. Students could take this
class prior to coming to Kettering; upon successful completion, they can be placed in the
regular calculus course, MATH-101. A web page linked to the math placement exam page
was created to explain the course and a video was made to promote it.
A one-year analysis of the success rate of MATH 99W indicated that during summer and fall
terms of 2012, 82% (nine out of eleven) of the students who attempted the course were
successfully placed in MATH 101X. Out of the nine, only one failed MATH 101X, showing
a 90% passing rate in MATH 101X among students who passed MATH 99W.
In addition, MATH 100 was identified as a high-risk course, which regularly produced a
failure rate of above 15%. To assist students in passing the course and staying on track with
their degree program, the department began offering an on-line version of the course (MATH
100W), which students could take during their co-op term. The MATH 102 course was also
identified as a high-risk course (24% W/F rate in the 2008-2009 AY and 22% W/F rate in the
2011-2012 AY). As a result, a MATH 102X was created to provide students with extended
class hours. The department now runs extended versions of MATH-101 Calculus I and
MATH-102 Calculus II (referred to as MATH-101X and MATH102X, respectively). In
those courses the students meet six (6) hours per week, rather than the typical four (4) hours
per week.
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Results of Change: Students continue to struggle with mathematics. The department believes
that the X-sections are helping. It remains to be seen, whether additional modifications will
be necessary to ensure students are successful in these and subsequent courses.
Switch from Maple to MATLAB MuPAD in Calculus
Reason for Change: Maple software from Maplesoft is beloved by mathematicians for its
ability to symbolically solve mathematics problems. It has been used to support the teaching
of the Calculus courses at Kettering for many years. However, input from various
engineering industry advisory boards (in particular the ME IAB and the Electrical and
Computer Engineering IAB) have indicated that MATLAB software from Mathworks is the
preferred tool in industry.
Description for Change: During the 2014-15 academic year, the Math Department converted
from Maple to MATLAB MuPAD to support the Calculus courses at Kettering. As
Mathworks describes it, “MuPAD consists of a powerful symbolic engine, a language that is
optimized for operating on symbolic math expressions, and an extensive set of mathematical
functions and libraries. The MuPAD engine serves as the foundation of Symbolic Math
Toolbox, whose notebook interface provides access to the complete MuPAD language.”
Symbolic mathematics software is an example of a “modern engineering tool necessary for
engineering practice.” Symbolic solvers are increasing being used by industry to improve
their solutions to engineering problems. The advantages include 14:

Efficiency – algorithms and models expressed analytically are often more efficient
than equivalent numeric implementations

Transparency – because they are in the form of math expressions, analytical
solutions offer a clear view into how variables and interactions between variables
affect the result, often helping you gain important insights (e.g. conditions that
result in discontinuous regions, resonant frequencies, or a critically damped
response)
Results of Change: Since this change occurred during the current academic year, sufficient
data is not currently available to assess the impact of the software on student performance in
the Calculus courses. However, it should be noted that the mathematics professors have not
noted any difficulties with the conversion. Furthermore, it is expected that working in the
MATLAB/Simulink software environment will prove beneficial to the students’ long term
exposure throughout their academic and work terms.
Wireless Upgrade and KU Cloud
Reason for Change: While Kettering University supports a comprehensive set of modern
software tools, getting the tools into the hands of students can be a problem. In particular,
students taking distance learning courses did not have access to most university software.
Description of Change: During the 2012-13 academic year, the Information Technology
Advisory Committee (ITAC) was formed. Led by the Vice President of Instructional,
Administrative and Information Technology, the goal of the committee is to better meet the
14
http://www.mathworks.com/videos/using-symbolic-computations-to-develop-efficient-algorithms-and-systemmodels-81703.html?s_iid=disc_rw_sym_cta1
113
IT needs of the faculty, staff, and students. The ITAC is served by three sub-committees:
Academic Advisory, Infrastructure and Operations Advisory, and Student Initiatives
Advisory Committees. The ITAC receives requests from the campus and maintains a priority
matrix of all projects.
At the end of 2012, ITAC identified the need to significantly upgrade the wireless
infrastructure on campus in order to support the demands of the BYOD (Bring Your Own
Device) technology, such as laptops, iPads, etc. Using a $5,000,000 grant from the Charles
Stewart Mott Foundation, the IT department began upgrading the wireless system to provide
high speed and full coverage to every location on-campus.
Additionally, infrastructure (known as KU Cloud) was developed for virtualization of the
“Kettering Desktop.” The system uses a client/server model to provide access to the standard
core university software (MS Office, Matlab/Simulink, Maple, NI LabVIEW, Minitab) from
any device either on-campus or off-campus. KU Cloud also provides student access to
specialty software for specific academic programs, such as Aspen Plus (for Chemistry),
Design Expert (for Industrial and Manufacturing Engineering) and NetBeans IDE (for
Computer Science) 15. Unfortunately, most core-ME software is too graphically intensive to
run effectively over a client/server system. The university has been able to negotiate its
software license for its main CAE software (Siemens NX) to allow students to download the
software directly to their own computers.
Result of Change: Students now can access many the computing resources of university from
wireless networks on-campus or from the KU Cloud system when they are off-campus. The
fully re-designed wireless system has proven to be more robust and comprehensive as to
coverage, speed, security, and administration.
Programs to Improve Instructional Effectiveness
Reason for Change: The lack of student satisfaction with “instructional effectiveness” has
been flagged in multiple surveys, including: Noel Levitz Student Satisfaction Inventory
(SSI), the EBI Engineering Exit Assessment Survey (EEA), the EBI Alumni Survey, and the
IDEA SRI Survey (see for example Figure 4-14)
Description of Change: The faculty have initiated several programs to try to improve
instructional effectiveness.
The Center for Excellence in Teaching and Learning (CETL) provides resources to support
effective teaching and learning across the university. The CETL organizational structure
includes a half-time director appointed from the tenured faculty, an FYE-101 Coordinator,
and an Advisory Board of faculty, staff, and students. In 2011, CETL established the CETL
Collaboration Room, which provides an important resource to support effective teaching and
learning. This venue allows faculty and staff to share ideas to enhance the quality of the
education. The CETL Collaboration Room is accessed with a swipe card. All full-time
faculty (and others by request) can access the room at any hour. Complementary coffee and
snacks encourage faculty and staff to gather and collaborate.
In January 2015, Dr. Craig Hoff of the ME Department, Dr. Natalie Candela of the Academic
Success Center, and Dr. Karen Wilkinson of the Liberal Studies Department made a joint
15
A full list of software is available at: https://kucloud.kettering.edu/Citrix/KUCloudWeb/Labs.htm
114
proposal to the Faculty Senate to create a new sub-committee to focus specifically on student
concerns with respect to instructional effectiveness. As of June 2015, the committee has
faculty representatives from various departments that have been identified as being
particularly effective instructors and also with student representatives of the Student
Academic Council. The committee has been tasked with identifying characteristics of
effective instructors, developing a system to ensure the all faculty are properly trained to be
effective, and to develop a system that encourages faculty to continuously improve their
instructional skills.
Results of Change: The CETL has been successful in encouraging faculty exchanges, but it
has not resulted in a significant change in student satisfaction. It is hoped that the new
Faculty Senate Instructional Effective effort will yield growing results over the next couple
of years.
Innovation to Entrepreneurship Course of Study (i2e)
Reason for Change: Over the last 6-8 years, there have been numerous discussions with
Kettering constituents (advisory board members, students, co-op employers) that have
pointed to the need for engineers with an “Entrepreneurial Mindset.” Essentially there is a
realization is that it is not enough for our graduates to be technically competent, they must
also possess the mindset of making decisions from the standpoint of creating customer value.
Description of Change: Over the last five years, Kettering has received over $3M dollars
from the Kern Foundation to foster the development of an Entrepreneurial Mindset (EM) in
our faculty and students. Initially, seminars were held to help the faculty understand the
concepts behind EM and grants were awarded to allow faculty to develop EM-based modules
that could be incorporated into their existing courses. Much of this effort has been led by Dr.
Massoud Tavakoli, Professor of Mechanical Engineering.
Over the last two years, Dr. Tavakoli and his colleagues have been focused on the
development of a new Innovation to Entrepreneurship Across the University (i2e AU) course
of study. This program is not a minor or specialty program, it is a series of courses that the
student participates in parallel with their normal program of study. The goal of the program is
to encourage students to focus on utilizing their technical skills to improve the lives of others
for the greater good and achieve fulfillment in the process. This kind of activity, supports all
the student outcomes, but heavily supports the concepts embodied in student outcomes H and
J.
The 18-credit i2e elective course of study consists of classes that are unlike any others on
campus. The classes emphasize coaching over lecturing, mindsets over routine course work
and hands-on creative experience over theory. Students in the i2e course of study begin with
exposure to innovation activities (engineering design and applied science), followed by an
exploration of the entrepreneurial mindset, and activities of successful and failed innovators
and entrepreneurs.
The element of failure, and recovery from it, is emphasized in the course of study as the
mindset that entrepreneurs have while traditional technical people may struggle with the
ambiguity associated with it. “We’re actually going to put signage that celebrates failure
everywhere in the T-Space,” Tavakoli said. “Coping with failure is an entrepreneurial
behavior that we want engineers to have.”
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The T-Space is a recently constructed creative space on the second floor of the C.S. Mott
Building that provides students with the resources and tools to experiment on class and
personal projects. As of August 2014, it provides student access to 3D printing, laser cutting,
soldering and other utilities to work on small electric and mechanical prototypes. The TSpace also serves as a Creativity Lab for the i2e course of study as it encourages students to
practice the principles of the program.
“As a part of i2e, we needed a laboratory in which students can actually do tinkering and
develop their ideas, hence the T-Space,” Tavakoli said. “The initial goal is to create a
laboratory environment, to Think, Tinker and Thrive.” In the senior i2e courses, students
develop faculty and peer mentoring relationships and networks while being encouraged to
develop creative and innovative ideas in the name of entrepreneurship and intrapreneurship.
The course of study concludes with an emphasis on prototyping activities in the newly
developed T-Space along with coaching on business models and commercialization
pathways.
Results of Change: The i2e program is being developed ‘on the fly.’ The first group of
students started with the sequence of courses during their freshman year in 2013-14 and
continued through newly developed sophomore level courses in 2014-15. Two cohorts of
over 30 students each have now elected to pursue this optional course of study.
New Laboratory Curriculum for PHYS-115 Newtonian Mechanics Lab
Reason for Change: PHYS-115 Newtonian Mechanics Lab was modified to incorporate
activities that would help instill an entrepreneurial mindset. This is a core course, which is
taken by every ME student.
Description of Change: The curriculum titled Mechanics, Inc. represents the convergence of
several trends at Kettering University. A partnership with the Kern Foundation since 2009
has had many faculty involved in development of an entrepreneurial mindset among
engineering majors. In the same time period, a collaboration with the Mechanical
Engineering faculty in the Crash Safety Center has resulted in an NSF-funded overhaul of the
first introductory physics laboratory, PHYS-115. The curriculum developed in that project
did not promote skills in scientific or technical writing. This deficiency was identified as
Physics Department faculty reviewed learning objectives for the introductory laboratories in
2012 – an early initiative related to the Communication Across the Physics Discipline effort.
A Topical Grant from the Kern Foundation provided the opportunity to address these needs
and build in a look and feel that suits Kettering’s emphasis on experiential education.
The student enrolled in PHYS-115 takes on the role of a new hire in a consulting firm,
Mechanics, Inc. The first half of the term consists of Training Activities, introducing
laboratory skills and techniques in data acquisition, appropriate use of sensors, and basic
design of experiments. During the Training Activities, communication skills are intentionally
and gradually developed, so that at their conclusions, students are writing a complete formal
lab report. The second half provides students with ambiguously presented challenges, to be
addressed for the benefit of a client. The Crash Safety Center is the first client for this
curriculum, although others can be added for variety. The pedagogical background for the
curriculum comes from cognitive apprenticeship and modeling instruction, and instructors
have been trained for the facilitation methods intended to accompany the curriculum.
116
Results of Change: Outcomes for Mechanics, Inc. aligned with the entrepreneurial mindset
include broad themes that apply to many STEM courses. Students will (i) persist through and
learn from failure, (ii) demonstrate resourcefulness, and (iii) anticipate future technical,
societal, and economic change. We also seek to introduce and improve written technical
communication.
The curriculum was introduced in a pilot section during the Spring term of 2014, and was
deployed to all sections in Summer 2014, the beginning of the 2014-2015 academic year.
Five different instructors have taught the course; some developed their own additions to the
resources in the curriculum which are detailed in Continuous Improvement forms available to
the Site-Visit team.
Additional Information
Copies of assessment instruments and materials referenced in 4.A. and 4.B will be available
for review at the time of the visit. Other information such as minutes from meetings where
the assessment results were evaluated and where recommendations for action were made will
also be included.
117
CRITERION 5. CURRICULUM
A. Program Curriculum
A.1. Overview of the ME Plan of Study
The Mechanical Engineering program, like all degree programs at Kettering University, is
based on a comprehensive cooperative education model. Students alternate between
academic terms and cooperative work experiences throughout their program of study. To
accommodate this, the Kettering University degree calendar is based on twelve months, as
compared with the more traditional nine-month calendar of a semester/quarter system. Our
“A-section” students take courses during the summer and winter terms, and they have
experiential terms during fall and spring terms -- traditionally, this has been co-op work at an
employer location. Our “B-section” students are in the opposite rotation by working during
winter and summer and taking courses during fall and spring terms. A-Section and B-section
course offerings are identical, so there is no distinction in representative programs for Asection and B-section students.
We refer to our scheduling system as “terms” rather than the semesters, quarters or trimesters
that are commonly used in most higher education institutions. The simplest way to
understand how much instruction a Kettering credit represents and its relationship to a
semester credit is described below:

At Kettering, one credit is awarded for one 60-minute class meeting per week for
ten weeks. Thus a Kettering credit represents 60 x 10 = 600 minutes of instruction.

In a typical semester system, one credit is awarded for one 50-minute class
meeting per week for fourteen weeks. Thus a semester credit represents 50 x 14 =
700 minutes of instruction.

Thus, at Kettering University one academic credit hour is 6/7 of a semester hour.
Curriculum: The Mechanical Engineering program, like that of all Kettering degree
programs, requires 161 credits. This translates to a 138 credit hour semester program. The
total elapsed time to graduate is typically four and a half calendar years. The academic
program in Mechanical Engineering is summarized in Table 5-1 (located at the end of this
chapter). The table was completed using data from the Fall 2014 and Winter 2015 terms,
which is representative of two different course schedules.
The ME academic program consists of:

Freshman orientation (1 Credit)

General Education (32 credits) – consisting of liberal studies and communications
courses

Math/Science (40 credits) – consisting of basic math and science courses, including
calculus, physics and chemistry
118

Mechanical Engineering (76 credits) – consisting of general engineering courses,
mechanical engineering core courses, engineering electives and the capstone
project.
Free Elective courses (8 credits) – which can be applied toward earning a specialty program
(or concentration) within mechanical engineering, a minor, or for any course of interest to the
student.
Culminating Undergraduate Experience (4 credits) – which is typically referred to as a
student’s fifth-year thesis project.
A summary of the program, organized by subject area, is provided in Table 5-55a.
Table 5-55a ME Curriculum organized by subject areas
Course
Course Name
First Year Experience (1 credit)
FYE-101
First Year Foundations
General Education (32 credits)
COMM-101
Written & Oral Communication I
COMM-301
Written & Oral Communication II
ECON-201
Economic Principles
HUMN-201
Introduction to the Humanities
LS-489
Senior Seminar: Leadership, Ethics & Contemporary Issues
SSCI-201
Introduction to the Social Sciences
Advanced Humanities Elective
Advanced Social Science Elective
Math/Science (40 credits)
MATH-101
Calculus I
MATH-102
Calculus II
MATH-203
Multivariate Calculus
MATH-204
Differential Equations and Laplace Transforms
MATH-305
Numerical Methods and Matrices
MATH-408
Probability and Statistics
CHEM-135/136 Principles of Chemistry/Lab
PHYS-114/115
Newtonian Mechanics/Lab
PHYS-224/225
Electricity & Magnetism/Lab
Math/Science Elective
Mechanical Engineering (76 credits)
EE-212
Applied Electrical Circuits
MECH-231L
Signals for Mechanical Systems Lab
IME-100
Interdisciplinary Design and Manufacturing/Lab
IME-301
Engineering Materials/Lab
MECH-100
Engineering Graphical Communication/Lab
Credit
1
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
1
4
4
4
119
Course
MECH-210
MECH-212
MECH-300
MECH-310
MECH-311
MECH-312
MECH-320
MECH-322
MECH-330
MECH-420
MECH-422
MECH-430
Course Name
Statics
Mechanics of Materials
Computer Aided Engineering/Lab
Dynamics
Introduction to Mechanical System Design/Lab
Mechanical Component Design I
Thermodynamics
Fluid Mechanics
Dynamic Systems with Vibrations/Lab
Heat Transfer
Energy Systems Laboratory
Dynamic Systems with Controls/Lab
Mechanical Engineering Senior Design Project
Mechanical Engineering Elective
Mechanical Engineering Elective
Free Electives (8 credits)
Free Elective
Free Elective
Thesis (4 credits)
Culminating Undergraduate Experience
Credit
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Course Offerings: Core ME courses (MECH courses through MECH-430), general study
courses, and math/sciences courses are offered every term. Elective courses are typically
offered twice each year (once for A-section students, once for B-section students).
Maximum Section Enrollments: Class sizes at Kettering are generally small. There are no
large-format lecture halls. The largest lecture size during the Fall 2104 and Winger 2015 was
48 students. The typical enrollment limit on lecture courses is less than 36. The size of
laboratory sections depends on the nature of the lab and range from 12 to 18 students.
A.2. Curriculum and Alignment with Program Educational Objectives
The ME degree program prepares students for a broad range of professional careers and areas
of further study. The curriculum is designed to provide a solid foundation in the core areas of
mechanical engineering, consistent with the program educational outcomes, to prepare
students for traditional mechanical engineering careers associated with the design and
implementation of mechanical systems and with the conversion, transmission, and use of
energy. The curriculum is also designed to offer flexibility in advanced electives for students
interested in more diverse, perhaps nontraditional, career paths and areas of further study.
The combination of a core foundation with flexibility in advanced electives is designed to
fulfill the program educational objectives for all students and for any future pursuits to which
they may aspire.
120
The linkage between the Student Outcomes (SOs) and Program Educational Objectives
(PEOs) was discussed in CRITERION 3 Student Outcomes and summarized in Table 3-3,
where every PEO was linked to multiple SOs. This relationship is explained in more detail in
the next several paragraphs. The linkage between the SOs and the academic courses will be
further explained in Section A.3 (below) and summarized in Error! Not a valid bookmark
self-reference. identifies the relationship between ME core engineering courses and Student
Outcomes (SO’s). Primary contributors to achieving a particular student outcome, are
identified by a “P,” while a “S” signifies courses which are secondary contributors. The “P”
and “S” entries have been generated by course coordinators upon consultation with faculty
members who normally teach each course. Table 5-7 summarizes the contribution of support
courses in the achievement of the student outcomes.
To attain Outcome A, students must first demonstrate academic success in their fundamental
math and science courses. The academic work is then employed and reinforced in upper level
academics as well as their co-op experience. This immersion of skills reinforces, to students,
the need for a solid foundation of skills, supplemented by on-going, life-long learning to keep
their skills “current.”
A strong focus on laboratory courses in basic sciences as well as engineering courses, is a
proven path to achieve Outcome B. Experiential learning is a strong feature of our
curriculum, specifically in the mechanical engineering courses where students are required to
take laboratory courses such as MECH-231L, MECH-300, MECH-330, MECH422, and
MECH430. Co-op experience again strengthens these skills which are then incorporated into
the Senior Thesis.
Design (Outcome C) is a significant topic covered in several engineering courses. Students
complete projects in various mechanical engineering courses, with a focus on equipment
design while considering potential resulting implications (societal, global, economic,
environmental, etc.). A detailed discussion of the capstone design courses can be found in
Section 6.
Strong teamwork skills (Outcome D) are enforced across the curriculum. Multiple laboratory
courses require students to work in teams. Additionally, several courses require students to
complete design projects in teams. Intradisciplinary and multidisciplinary teamwork skills, in
particular, are strengthened via students’ co-op experience.
Engineering problem solving skills (Outcome E) are developed initially in specific basic
science courses and are strengthened in numerous engineering courses. Co-op experiences
allow students to apply problem solving to real-world situations, thereby reinforcing this
skill. This outcome is strongly demonstrated in the attractiveness of Kettering graduates
immediately following their graduation. It is also supported through survey data from alumni
and co-op sponsors and in less formal conversations with industry representatives.
Professional and Ethical responsibility, as identified in Outcome F, is typically less tangible
to measure. Certainly, measures such as attendance and punctuality are easily identified.
However, many ethical behaviors are more subjective in measurement. For our purposes,
Kettering uses rubrics that include data from: engineering coursework, senior design, general
education coursework, a senior leadership seminar with a focus on ethics, and their co-op
experience.
121
Oral and written communication skills (Outcome G) are regularly practiced and refined
across the curriculum. They are also reinforced during students’ co-op terms and in their final
Senior Thesis.
Students achieve Outcome H through several engineering design courses that implement
projects that require students to understand the broader impacts on engineering solutions.
During their co-op terms, students work on real-world problems which allow them to
strengthen these skills. Certainly, student participation in study abroad activities, and with
on-campus international students, lends to a more global perspective that undeniably
incorporates impacts beyond narrow geographic, cultural boundaries.
Life-long learning (Outcome I), is stressed throughout the curriculum by having students
work on projects and assignments that require them to independently seek knowledge
through literature search or review. Students are involved in professional societies on campus
which also reinforces their understanding of the importance of life-long learning, especially
as they engage with their alumni mentors. The Senior Leadership Seminar (LS 489)
reinforces the necessity for life-long learning , especially in a career that is so dynamic.
Contemporary issues (Outcome J) are introduced in several engineering courses and
reinforced by design projects, specifically in the senior capstone design courses. Again, coop experiences expose students to contemporary issues specifically related to mechanical
engineering. An example of the need to stay current on issues, is the recent change in
Michigan law that requires Professional Engineers to demonstrate participation in on-going
learning opportunities when they renew their PE license.
As identified in Outcome K, Kettering University engages students in the use of computer
and simulation tools in numerous engineering courses (including MECH100, MECH300,
MECH330, MECH430). Students are taught to utilize these tools to help solve problems as
well as conduct equipment design. Details of software used in mechanical engineering
courses will be highlighted in Criterion 7.
Table 5-6 and Table 5-61.
PEO1: Be successful and influential in their professional endeavors. To achieve this
objective graduates must first be technically skilled, therefore the ME program provides a
solid foundation in engineering skills. They must be able to function well in interdisciplinary
and multi-disciplinary teams, therefore many laboratory courses and the capstone project are
all designed with the intention that students must work in teams. They must be able to
communicate well, therefore there are many opportunities and expectations for the students
to make both written and oral presentations. And they must behave ethically; therefore this
skill is covered in many technical courses and in the LS-489 Leadership and Ethics course
that they take in their final academic term. All of these skills are reinforced through the
students cooperative work experiences.
PEO2: Work collaboratively to synthesize potentially diverse information and to formulate,
analyze and solve problems with creative thinking and effective communication. Many of the
skills required to achieve PEO2 overlap with those needed to fulfill PEO1. Additionally, to
encourage innovation and creativity, the university has been working with the support of the
Kern Family Foundation to develop supplemental course modules, that can be employed to
122
help to encourage an innovative mindset in our students. Again, all of these skills are
reinforced through the student’s cooperative work experiences.
PEO 3: Make responsible decisions with an understanding of their global, economic,
environmental, political and societal implications. To help achieve this objective, the ME
program includes a strong general education (liberal studies) requirement which provides
students with a foundation for understanding diverse global issues and how actions can
generate both intentional and unintentional results.
PEO4: Apply best practices for problem solving, decision making and/or design. Many of
the skills and behaviors required to achieve PEO4 overlap with those needed to fulfill PEO1.
To meet this outcome, Kettering places a strong emphasis on integrating modern engineering
tools (such as CAE software, FEA software, etc.) in core engineering courses. Again, all of
these skills are reinforced through the student’s cooperative work experience, where they see
the dynamic nature of engineering and quickly come to understand the importance of
continuous learning.
PEO5: Be committed to professional and ethical practices, encouraging diversity,
continuous improvement and life-long learning. These skills are, indeed, addressed
throughout the academic program - through standards of academic integrity, community
service, service to the university, and personal pride. However, it is exposure through the
student’s cooperative work experience that helps place Kettering students in such high regard
with (potential) employers. The level of professional maturity that students gain through their
work experience puts them decidedly ahead of their peers from other institutions. It is
through their co-op work experience that students can witness, first-hand, the importance of
professionalism, integrity, and a strong ethic.
Options for Customizing the ME Degree: In additional to the many core courses, the ME
curriculum allows two free electives and two technical (“ME”) electives that students may
use to pursue a general mechanical engineering path without a concentration, or to design a
course of study to prepare for advanced studies in engineering, the sciences, math, law,
medicine, or any other area of interest. For example, students may use the electives toward
dual degrees or minors in other disciplines.
Specialty Programs: Because of Kettering University’s comprehensive cooperative learning
program, the university has unusually close ties with our corporate sponsors, and a particular
focus on preparing graduates for professional practice. This relationship has a natural
extension in terms of identifying relevant specialty programs that industry is (or will be)
seeking. For example, Kettering’s history and relationship with General Motors Corporation
has led to a strong foundation of preparing students for careers in automotive engineering. As
our corporate partner base has expanded, the ME Department has added additional
‘specialty’ programs (or concentrations) to better meet the needs of industry as well as our
graduates. The department currently offers specialty programs in Advanced Machine Design,
Alternative Energy Systems, Automotive Systems, and Bioengineering.
To earn a ‘specialty’ endorsement on their diploma, ME students use their two free electives,
two technical (“ME”) electives, and their capstone project to take courses within one of the
specialty disciplines. The approved specialty programs and courses are summarized in Table
5-56 through Table 5-59.
123
Table 5-56 Automotive Systems Specialty
Course Number
Course Name
Required Course:
MECH-548
Vehicle Design Project (Capstone)
Electives Courses – pick four from the following list:
MECH-516
Intro to FEM with Structural Application
MECH-526
Fuel Cell Science & Engineering
MECH-540
Internal Combustion Engines
MECH-541
Advanced Automotive Power Systems
MECH-542
Chassis System Design
MECH-544
Introduction to Automotive Powertrains
MECH-545
Hybrid Electric Vehicles
MECH-546
Vehicle Systems Dynamics
MECH-550
Automotive Bioengineering: Occupant Protection and Safety
EE-580
Automotive Electronic Systems
IME-540
Environmentally Conscious Design and Manufacturing
IME-575
Failure Analysis
MECH-510
Analysis and Design of Machines and Mechanical Assemblies
MECH-515
Failure & Material Considerations in Design
MECH-551
Vehicular Crash Dynamics and Accident Reconstruction
Any ME Elective approved by an Automotive faculty advisor
Table 5-57 Alternative Energy Systems Specialty
Course Number
Course Name
Required Course:
MECH-526
Fuel Cell Science & Engineering
MECH-527
Energy and the Environment
MECH-528
Bio and Renewable Energy laboratory
MECH-545
Hybrid Electric Vehicle Propulsion
MECH-521
Energy and Environmental System Design (Capstone)
Table 5-58 Bioengineering Specialty
Course Number
Course Name
Required Course:
MECH-350
Introduction to Bioengineering Applications
MECH-554
Bioengineering Applications Project (Capstone)
Electives Courses – pick three from the following list:
BIOL-141/142
General Biology Lecture/Lab
BIOL-241/242
Human Biology Lecture/Lab
BIOL-341
Anatomy and Physiology
124
Course Number
MECH-550
MECH-551
PHYS-354
Course Name
Automotive Bioengineering: Occupant Protection & Safety
Vehicular Crash Dynamics and Accident Reconstruction
Medical Physics
Table 5-59 Advance Machine Design Specialty
Course Number
Course Name
Required Course:
MECH-412
Mechanical Component Design II
MECH-512 or
Mechanical Systems Design Project (Capstone) or
MECH-572
CAD/CAM & Rapid Prototyping Project (Capstone)
Elective Courses – pick two from the following list:
IME-474
Design for Manufacture and Assembly
IME-575
Failure Analysis
MECH-515
Failure and Material Consideration in Design
MECH-580
Properties of Polymers
Any ME Elective approved by a Machine Design faculty advisor
A.3. Curriculum and the Attainment of Student Outcomes
Error! Not a valid bookmark self-reference. identifies the relationship between ME core
engineering courses and Student Outcomes (SO’s). Primary contributors to achieving a
particular student outcome, are identified by a “P,” while a “S” signifies courses which are
secondary contributors. The “P” and “S” entries have been generated by course coordinators
upon consultation with faculty members who normally teach each course. Table 5-61
summarizes the contribution of support courses in the achievement of the student outcomes.
To attain Outcome A, students must first demonstrate academic success in their fundamental
math and science courses. The academic work is then employed and reinforced in upper level
academics as well as their co-op experience. This immersion of skills reinforces, to students,
the need for a solid foundation of skills, supplemented by on-going, life-long learning to keep
their skills “current.”
A strong focus on laboratory courses in basic sciences as well as engineering courses, is a
proven path to achieve Outcome B. Experiential learning is a strong feature of our
curriculum, specifically in the mechanical engineering courses where students are required to
take laboratory courses such as MECH-231L, MECH-300, MECH-330, MECH422, and
MECH430. Co-op experience again strengthens these skills which are then incorporated into
the Senior Thesis.
Design (Outcome C) is a significant topic covered in several engineering courses. Students
complete projects in various mechanical engineering courses, with a focus on equipment
design while considering potential resulting implications (societal, global, economic,
environmental, etc.). A detailed discussion of the capstone design courses can be found in
Section 6.
Strong teamwork skills (Outcome D) are enforced across the curriculum. Multiple laboratory
courses require students to work in teams. Additionally, several courses require students to
125
complete design projects in teams. Intradisciplinary and multidisciplinary teamwork skills, in
particular, are strengthened via students’ co-op experience.
Engineering problem solving skills (Outcome E) are developed initially in specific basic
science courses and are strengthened in numerous engineering courses. Co-op experiences
allow students to apply problem solving to real-world situations, thereby reinforcing this
skill. This outcome is strongly demonstrated in the attractiveness of Kettering graduates
immediately following their graduation. It is also supported through survey data from alumni
and co-op sponsors and in less formal conversations with industry representatives.
Professional and Ethical responsibility, as identified in Outcome F, is typically less tangible
to measure. Certainly, measures such as attendance and punctuality are easily identified.
However, many ethical behaviors are more subjective in measurement. For our purposes,
Kettering uses rubrics that include data from: engineering coursework, senior design, general
education coursework, a senior leadership seminar with a focus on ethics, and their co-op
experience.
Oral and written communication skills (Outcome G) are regularly practiced and refined
across the curriculum. They are also reinforced during students’ co-op terms and in their final
Senior Thesis.
Students achieve Outcome H through several engineering design courses that implement
projects that require students to understand the broader impacts on engineering solutions.
During their co-op terms, students work on real-world problems which allow them to
strengthen these skills. Certainly, student participation in study abroad activities, and with
on-campus international students, lends to a more global perspective that undeniably
incorporates impacts beyond narrow geographic, cultural boundaries.
Life-long learning (Outcome I), is stressed throughout the curriculum by having students
work on projects and assignments that require them to independently seek knowledge
through literature search or review. Students are involved in professional societies on campus
which also reinforces their understanding of the importance of life-long learning, especially
as they engage with their alumni mentors. The Senior Leadership Seminar (LS 489)
reinforces the necessity for life-long learning , especially in a career that is so dynamic.
Contemporary issues (Outcome J) are introduced in several engineering courses and
reinforced by design projects, specifically in the senior capstone design courses. Again, coop experiences expose students to contemporary issues specifically related to mechanical
engineering. An example of the need to stay current on issues, is the recent change in
Michigan law that requires Professional Engineers to demonstrate participation in on-going
learning opportunities when they renew their PE license.
As identified in Outcome K, Kettering University engages students in the use of computer
and simulation tools in numerous engineering courses (including MECH100, MECH300,
MECH330, MECH430). Students are taught to utilize these tools to help solve problems as
well as conduct equipment design. Details of software used in mechanical engineering
courses will be highlighted in Criterion 7.
Table 5-60 Relationship of Core Engineering Courses to ME Student Outcomes
Course Number Learning Experience/Course
Student Outcomes
Name
a b c d e f g h i
j
k
126
Course Number Learning Experience/Course
Name
IME-100
Interdisciplinary
Design & Mfg.
IME-301
Engineering Materials
EE-212
Applied Electrical Circuits
MECH-210
Statics
MECH-212
Mechanics of Materials
MECH-231L
Signals for Mechanical Systems Lab
MECH-300
Computer Aided Engineering
MECH-310
Dynamics
MECH-311
Intro to Mechanical Systems Design
MECH-312
Mechanical Component Design I
MECH-320
Thermodynamics
MECH-322
Fluid Mechanics
MECH-330
Dynamic Systems with Vibrations
MECH-420
Heat Transfer
MECH-422
Energy Systems Lab
MECH-430
Dynamic Systems with Controls
MECH-512, 514, ME Capstone Courses
521, 548, or 554
Legend: P = primary SO, S = secondary SO
Student Outcomes
P P P
P P P
P
P P
P
P
S
P
P
P
P
P
P P
P
P
P
P
P
P
P
P P P P P
P
P P P P P
P P
P
P
S
P S P S P S S P S P
P P P
P
P
P
P
P P
P
P P P
P
P S P P P S P S S P
Table 5-61 Relationship of Supporting Courses to ME Program Outcomes
Course
Learning Experience/Course
Student Outcomes
Number
Name
a b c d e f g
--Co-op work experience
S
P P
--Senior Thesis (graded by faculty)
P P
MATH-101
Calculus I
P
MATH-102
Calculus II
P
MATH-203
Multivariate Calculus
P
MATH-204
Differential Equations & Laplace
P
Tr
MATH-305
Numerical Methods and Matrices
P
MATH-408
Probability and Statistics
P P
CHEM-135/136 Principles of Chemistry
P P
P
CHEM-145/146 Intro. Ind. Org. Chemistry
P P
P
PHYS-114/115 Newtonian Mechanics
P P
P
PHYS-224/225 Electricity & Magnetism
P P
P
COMM-101
Written & Oral Communication I
P P
COMM-301
Written & Oral Communication II
P P
HUMN-201
Introduction to Humanities
P P
--Advanced Humanity Elective
P P
--Advanced Social Science Elective
P P
LS-489
Senior Seminar
P
P P
SSCI-201
Introduction to the Social Sciences
P P
ECON-201
Economic Principles
P
P
P
P
P
P
P
P
P
P
S
P
P
P
h i j k
P P P
S P P
P
P
P
P
P
P
P P
P P
P P
P
P
P
P
P
127
Course
Number
IME-100
IME-301
EE-212
Learning Experience/Course
Name
Interdisciplinary
Design & Mfg.
Engineering Materials
Applied Electrical Circuits
Student Outcomes
P P P
P P P
P
P P
P
P
Legend: P = Primary SO, S = Secondary SO
A.4. Program Flowchart
A flowchart for the ME program is provided in Figure 5-38. The blocks are color coded,
Yellow is used for the First Year Experience course, orange for Liberal Studies courses,
green for Math/Science courses, blue for ME courses, and pink for other engineering courses.
The solid lines represent prerequisite links and the dashed lines represent corequisites links.
The chart is regularly updated to reflect changes in the curriculum.
Figure 5-38 Flowchart of ME Undergraduate Program
A.5 Requirements for Hours and Depth of Study
The mechanical engineering faculty makes sure that the curriculum devotes adequate time
and attention to each curricular component area, and how students are prepared for
engineering practice as required by Criterion 5.
Math and Basic Science: Criterion 5 requires:
(a) one year of a combination of college level mathematics and basic sciences (some with
experimental experience) appropriate to the discipline.
128
The college level mathematics and basic sciences component consists of 10 courses (40
credits). The mathematics portion consists of six courses: a sequence of three Calculus
courses, including Multivariate Calculus, followed by Differential Equations, Numerical
Methods and Matrices, and a calculus-based Probability and Statistics course with
applications.
The basic sciences component consists of four courses: a General Chemistry course and a
two-course Physics sequence in Mechanics and Electricity and Magnetism, all of which
include experimental experience through a laboratory component. The fourth basic science
course is typically industrial Organic Chemistry, which also includes a lab, but a higher
level General Chemistry course is substituted for students pursuing the fuel cell minor.
Another science course may be substituted with approval of the department head or his
designee. For example, students intending to pursue medical studies are permitted to take a
Biology or Biochemistry course.
Engineering Topics: Criterion 5 also requires:
(b) one and one-half years of engineering topics, consisting of engineering sciences and
engineering design appropriate to the student's field of study. The engineering sciences have
their roots in mathematics and basic sciences but carry knowledge further toward creative
application. These studies provide a bridge between mathematics and basic sciences on the
one hand and engineering practice on the other. Engineering design is the process of devising
a system, component, or process to meet desired needs. It 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 these stated needs.
The engineering topics component consists of 17 courses (i.e. 68 credits, or 1.7 years),
including the capstone senior design course. The engineering topics may be thought of as
consisting of three main threads: (1) Mechanics, Materials, Design, and Manufacturing, (2)
Dynamic Systems and Controls, and (3) Thermal-Fluid and Energy Systems.
The Mechanics Thread: is comprised of nine courses, including senior capstone design, that
are woven throughout the curriculum. In the freshman year students take IME-100,
Interdisciplinary Design and Manufacturing, and MECH-100, Engineering Graphical
Communications. This thread includes the mechanics sequence of MECH-210, Statics,
MECH-212, Mechanics of Materials, followed by MECH-312, Mechanical Component
Design I. The remaining courses in this thread are MECH-300, Computer-Aided
Engineering, IME-301, Engineering Materials, MECH-311, Introduction to Mechanical
Systems Design, and the capstone senior design course.
The Dynamic Systems and Controls Thread: consists of EE-212, Applied Electrical Circuits,
MECH-231L, Signals for Mechanical Systems Lab, MECH-310, Dynamics, MECH-330,
Dynamic Systems I, and MECH-430, Dynamic Systems II. This is five courses, but EE-212
and MECH-231L are treated as a single four-credit course.
The Thermal-fluid and Energy Systems Thread: consists of four courses: MECH-320,
Thermodynamics, MECH-322, Fluid Mechanics, MECH-420, Heat Transfer, and MECH422, Energy Systems Lab.
General Education: Criterion 5 also requires:
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(c) a general education component that complements the technical content of the curriculum
and is consistent with the program and institution objectives.
The general education component consists of nine courses: five lower-division and four
upper-division. The lower-division portion includes introductory courses in written and oral
communication, basic economics, humanities, and social sciences, and a one-credit
orientation course. The upper-division portion begins with a second course in written and
oral communication that provides specific support for the senior thesis that all students must
complete. Advanced electives in humanities and social science follow, and the general
education component culminates in a senior-level seminar course that specifically addresses
leadership, ethics, and contemporary issues in the context of engineering and management.
Other: The remaining five courses fall into three main categories: the senior thesis, two
mechanical engineering (technical) electives, and two free electives. The senior thesis is most
often based on an engineering project for the co-op employer, but the engineering content
varies considerably and so it is not considered to contribute to the engineering topics
component. Students may use the two technical and two free electives toward a specialty, a
minor, a dual degree, or simply to broaden or deepen their knowledge as they see fit. The two
technical electives also supplement either the engineering topics or the college level
mathematics and basic sciences component, or both. The two free electives can supplement
any of the curricular components, including general education, at the discretion of the
student.
A.6 Design Experience
The Mechanical Engineering capstone design project courses build on the knowledge and
skills acquired in earlier coursework to provide the components of a major design experience.
Projects assigned are realistic, and they require students to consider such factors as
economics, sustainability, manufacturability, environmental concerns, ethical, health and
safety, social, and political issues, as appropriate. Projects result in a complete, documented,
mechanical engineering product or system design, and are assessed to help ensure that
Criterion 5 requirements are being met.
To prepare students for practice in their selected area of concentration, senior design project
courses have the following common course learning objectives (CLOs):
CLO 1:
Work in teams and manage open-ended design projects with strict deadlines.
CLO 2:
Think creatively and apply the steps involved in a typical design process.
CLO 3:
Identify product attributes and design criteria.
CLO 4: Apply scientific tools
development.
for
design generation,
evaluation/selection,
and
CLO 5: Understand the societal impact of design decisions and also understand the design
restrictions/requirements/standards as specified by appropriate regulatory bodies.
To ensure that the capstone design experiences are based on the knowledge and skills
acquired in earlier course work and incorporate appropriate engineering standards and
multiple realistic constraints, each senior design project course has minimal prerequisites of
MECH-300, Computer-Aided Engineering, and MECH-312, Mechanical Component Design
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I. Some senior design courses have further prerequisites. The senior design project courses
also target the following program outcomes: (c), (d), (f), (g), (j), and (k).
The following is a brief discussion of the activities and skills acquired by ME students during
their senior design experiences of the different capstone courses.
MECH-512, Mechanical Systems Design Project: This is the general ME capstone design
course and the capstone class for the Machine Design Specialty. It uses an open-ended design
project experience to close the gap between students’ entry state based on their previous
experience and the profile of an expert in the field. The course emphasizes that the project is
a guided experience through a comprehensive design process. This process is based on actual
design standards and practices.
This is the general ME capstone design course and the capstone class for the Machine Design
Specialty. It uses an open-ended design project experience to close the gap between students’
entry, based on their previous experience, and the profile of an expert in the field. The course
emphasizes that the project is a guided experience through a comprehensive design process.
This process is based on actual design standards and practices.
Starting with week 1, seminars and class discussions are focused on team dynamics and team
formation criteria. Students select their teams based on the laid-out criteria, with the main
objective to be ensuring the ability to work together and technically complement each other.
After forming teams, students are trained on brainstorming skills and creativity as a “rightbrain” activity at both individual and team levels. Through the brainstorming activity,
students develop a list of potential projects. From the list of projects one is selected based on
creativity, workload for all of the team members, and ability to deliver desired results within
class time frame.
During the second week, students are trained on developing the Bill of Product, product
attributes, project management, leadership, proposal writing, and presentation. Class
discussions continue on relating the product attributes to design criteria, engineering targets,
design development, and simulation methodology. This culminates with the proposal
development and delivery at the end of the third week of class.
The proposal with the project management chart, developed by each team, becomes the road
map for the team through the remainder of the term. Design construction, analysis and
simulation, safety, ethics, and the social and political implications of design decisions are the
major topics of class discussions during weeks three through seven. The design construction,
analysis, and simulation work are developed during these four weeks. This work integrates
students’ previous experience in other classes with actual design practices and constraints to
achieve project objectives. The Bill of Materials is populated for the progress report at the
end of week seven.
MECH-548, Vehicle Design Project: This is the senior design course for Automotive
Specialty students. This course deals with a comprehensive vehicle design experience
progressing from problem definition through the culmination of a small scale model of the
vehicle and its subsystems. Topics range from ride, handling, chassis design, and
performance analysis to sketches, alternate design, general design, layout drawings, parts list
of the chassis, body, suspension, and power-train. Students who complete this course have a
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solid concept of, and appreciation for, the broad range of interrelated topics involved in
automotive design.
The course outline and classroom activities follow the same process and goals as MECH512, discussed above. In this course, however, each team works on its own selected vehicle
including any of the SAE vehicle design competitions such as the Mini Baja or the Formula
vehicles. Throughout the vehicle development process, design teams must take the industry
standards and regulations into consideration. Conformity to the standards and regulations in
design and manufacturing is critical part of the design evaluation process. Economic
requirements in terms of cost and budget are also enforced. While there is no specific VMSS
requirement that governs such vehicles, students are encouraged to verify the safety of those
vehicles, using some of the simulation tools available to them.
Throughout the course, a series of seminars that deal with issues such as design for
manufacturability, engineering economics, and engineering ethics are presented. Teams are
asked to present how they addressed engineering ethics, social impacts, and economics as
they relate to their specific project.
MECH-554, Bioengineering Applications Project: This is the capstone senior design class
for the Bioengineering Applications Specialty students. In this capstone, students focus on
design projects centered on a product with a medical or crash safety application. The projects
are sometimes defined by actual outside clients, and sometimes by the students themselves
(from personal interest or their co-op position) [e]. The overriding objective of the course is
to show the students that creative design is not an accident; rather, it is the outcome of
disciplined adherence to the design process [a, b, c, d, e, f]. Students begin with a discussion
of a typical design process . The students then develop the functional design goals and
constraints relevant to their chosen topic. Here, the method of “abstraction” or abstract
thinking is used in order to develop the highest-level definition of design objectives that
eventually become the product’s main design deliverables [a, d, e, g, j]. The objectives are
captured in a written report. [g]
The next step in this class is to conduct background research, including a patent and literature
search. The students summarize their findings in a written document. The third step is the
ideation step whereby the students are trained in brainstorming techniques that they use to
generate potential design concepts. They then have to communicate the concept through
written and pictorial documentation. The students then go through a design refinement and
verification process. Once again they must document their design modifications. At this
point, the student teams develop a proposal for the engineering work that has to be performed
to develop the design concept into a proof of concept on paper in the remaining four weeks.
This too is delivered in a written document. Once approved, the teams apply their
engineering analytical tools and knowledge (ranging from hand calculations to FEA) to
perform a detailed engineering analysis of their design concept. The entire effort culminates
in a comprehensive written document describing the entire process and the engineering
calculations/simulations/analysis performed to prove the concept on paper. In total, the
students submit seven to eight written reports. Each report receives scrutiny of its
effectiveness as a well-written, comprehensive, understandable technical document. The
students are expected to continuously improve their ability to compose a technical report.
Regular design reviews are also conducted weekly.
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MECH-521, Energy and Environmental Systems Design: This is the capstone senior design
class for Alternative Energy Specialty students, but it can also be taken by any ME student.
The objective of this course is to provide a comprehensive capstone design experience in the
engineering and design of energy systems. Students work in teams to complete the design of
an energy efficient and environmentally friendly system for use in a residential or
commercial building, a power plant, a manufacturing plant, a vehicle, or any other system
that requires energy. The course covers one or more of the following energy sources or
energy conversion devices: fossil, solar, wind, tidal, hydro, ocean waves, biomass,
geothermal, alternative fuels, or fuel cells.
The first lecture introduces students to the topic of energy conservation and conversion and
its impact on the energy crisis, climate change and air pollution and the need to find
alternative energy sources such as renewable energy in order to meet the demand for energy.
During week 1 the students are divided into groups of three or more. Students can select their
group partners and design project. The groups submit a proposal describing the proposed
design project. Groups can decide to work on a single project for the entire term, or multiple
smaller projects. The proposal includes a description of the problem topic, why it is
important, and what will be the benefits of the proposed work. In addition, students are
required to submit a plan of attack listing the technical approach and methods that will be
used, for example, will any experiments be done, will groups build a prototype, will they use
specialized software to perform computer modeling, or will they write their own computer
program or an Excel spreadsheet? The plan also includes a description of how the work will
be divided among the group members, who will do what, how, and when; this develops a
measure from which to make students accountable to the group.
After the first week, groups meet weekly with the course instructor. Each group provides an
update on progress and a summary of tasks accomplished and activities performed. At the
end of the term, each group submits a technical report describing the work done and
accomplishments and methods used. Each group is required to make a technical presentation
at midterm and again at the end of the term. Each group is graded on the quality of the work
performed, the technical merit, originality, innovativeness, level of difficulty, impact on the
environment, achieving project goals, group members’ interaction with each other,
attendance, members’ individual participation, group presentation, quality of technical report,
organization, leadership, ethical and professional concerns, and adherence to codes and
standards when applicable.
The role of the instructor is to provide assistance, guidance, and mentoring. Additionally, the
instructor is to review and evaluate the groups’ performance, technical merit, organization,
effort, leadership, originality, commitment, and motivation towards achieving design goals.
The projects typically require understanding of thermodynamics, fluid mechanics, heat
transfer, solid mechanics, machine design, and computer-aided engineering. Some of the
specialized projects require understanding of specific systems such as fuel cells, internal
combustion engines, turbo-machinery, gear systems, heat exchangers, or catalytic converters.
The methods used in the projects have involved a three-step process: performing engineering
analysis, building a prototype, and testing.
MECH-514 Experimental Mechanics: This is the capstone senior design class for Advanced
Machine Design students, but it can also be taken by any ME student. In MECH-514, student
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teams are required to design and create an apparatus that will test a hypothesis or answer a
myth. A format for this is seen in the program “Mythbusters” on the Discovery channel, of
which each student must watch an episode, writing a report on the myth investigated and the
resources used in the investigation. Every team must document the method used to test the
hypothesis or investigate the myth and detail the experimental apparatus. The project
deliverables include a video on CD or DVD. Examples of team efforts can be found in the
booklet “A Half Century of Experimental Mechanics” by Professor Henry Kowalski.
A.7 Cooperative Education
Mechanical engineering students following the representative program devote nine terms, the
equivalent of 2.25 years, to their co-op work assignments, including two terms working on
their senior theses. The minimum requirement for graduation is five co-op work terms and
two thesis terms. The two thesis terms are almost always co-op work terms but, in rare cases,
they may be on campus or through a different venue. This typically occurs when a student is
laid off from the co-op job during or immediately prior to beginning the senior thesis. In
these cases the student is given the option of completing an “academic thesis” under the
supervision of a faculty member.
The thesis project is a meaningful project related to the student’s place of employment or
area of interest. While the thesis topic is developed by the employer and student, it
must be approved by a Mechanical Engineering faculty thesis advisor to ensure that it is
of significant technical content.
As part of the thesis process, the faculty thesis advisor discusses the concept and scope of
the project with the student and t h e employer advisor at the student’s worksite. The
student makes an oral presentation at this time (which is evaluated by the faculty thesis
advisor). This thesis visit also gives faculty the opportunity to interview the student and
employer. This tightly coupled model of academics with work experience affords
Kettering University the ability to uniquely evaluate its academic programs and students.
The cooperative work experience provides valuable preparation for the student’s professional
career, but is not formally used to satisfy the curricular requirements of Criterion 5.
However, the work term evaluations, all students and employers complete, at the end of each
work term, that ensures that the work experience was meaningful and satisfactorily
accomplished. The employer supervisor evaluations of the students’ co-op work (cf. Figures
2-6, 2-7) are required for students to receive credit for their co-op terms and are used to
assess the degree to which students achieve the POs and how well Kettering has prepared the
students to achieve the PEOs.
A.8 Materials Available for Review
The undergraduate catalog, Kettering University 2013–2014 Baccalaureate Degree
Programs, publishes the course requirements for the Bachelor of Science in Mechanical
Engineering degree. It is available online and in print, and copies will be available for review
during the ABET visit. Student transcripts will be available to document compliance with
degree requirements. Course textbooks and Course Notebooks will be available to the
evaluation team at the time of the visit. The Course Notebooks include the course outline or
syllabus, and samples of instructional material and student work. The individual notebooks
for each course may be used to document that the content of each course is properly
classified to satisfy the mathematics and basic sciences and engineering topics content.
134
B. Course Syllabi
A syllabus for each course used to satisfy the mathematics, science, and discipline-specific
requirements, as required in Criterion 5 or any applicable program criteria can be found in
Appendix A.
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Table 5-1 Curriculum - Mechanical Engineering Program
Subject Area (Credit Hours)
Course
(Department, Number, Title)
All Courses Freshman I-Senior III
TERM 1 (Freshman I)
COMM 101: Written and Oral Communication I
MATH 101: Calculus I
CHEM 135: Principles of Chemistry
CHEM 136: Principles of Chemistry Lab
IME 100: Interdisciplinary Design and Manufacturing
or MECH 100: Engineering Graphical Communication
FYE 101: First Year Foundations
TERM 2 (Freshman II)
HUMN 201: Introduction to Humanities
or SSCI 201: Introduction to Social Sciences
MATH 102: Calculus II
PHYS 114: Newtonian Mechanics
PHYS 115: Newtonian Mechanics Lab
MECH 100: Engineering Graphical Communication
or IME 100: Interdisciplinary Design and Manufacturing
TERM II1 (Sophomore I)
ECON 201: Economic Principles
MATH 203: Multivariate Calculus
PHYS 224: Electricity and Magnetism
PHYS 225: Electricity and Magnetism Lab
MECH 210: Statics
TERM IV (Sophomore II)
EE 212: Applied Electrical Circuits
MECH 231L: Signals for Mechanical Systems Lab
R/E/SE1 Math & Engineering2 General
Basic
(√)
Ed.
Sciences
R
R
R
R
4
4
3
1
4(√)
R
1
R
4
R
R
R
R
R
R
R
Max Enrl3
21, 21
28, 29
45, 45
22, 22
Lec 46, 61
Lab 12, 12
6, 16
W15, F14
28, 28
W15, F14
W15, F14
W15, F14
31, 32
30, 28
18, 18
W15, F14
30, 35
4
W15, F14
W15, F14
W15, SP14
W15, SP14
W15, F14
33, 39
33, 34
29, 35
16, 19
22, 38
3
1
W15, F14
W15, F14
36, 33
16, 16
4
3
1
R
W15, F14
W15, F14
W15, F14
W15, F14
W15, F14
R
R
R
R
Other
Last Two
Terms Offered:
Year/Term
4
4
4
3
1
136
Subject Area (Credit Hours)
Course
(Department, Number, Title)
All Courses Freshman I-Senior III
MATH 204: Differential Equations and Laplace
Transforms
Math Science Elective
MECH 212: Mechanics of Materials
TERM V (Junior I)
HUMN 201: Introduction to Humanities
or SSCI 201: Introduction to Social Sciences
MATH 305: Numerical Methods/Matrices
R/E/SE Math & Engineering2 General
Basic
(√)
Ed.
Sciences
1
Other
Last Two
Terms Offered:
Year/Term
Max Enrl3
R
4
W15, F14
30, 27
SE
R
4
W15, F14
W15, F14
35, 19
W15, F14
28, 28
W15, F14
4
R
R
4
IME 301: Engineering Materials
R
4
W15, F14
MECH 312: Mechanical Components Design I
MECH 311: Introduction to Mechanical Systems Design
TERM VI (Junior II)
COMM 301: Written and Oral Communication II
MATH 408: Probability and Statistics
MECH 320: Thermodynamics
MECH 310: Dynamics
MECH 300: Computer Aided Engineering
TERM VII (Senior I)
Advanced Humanities/Social Sciences elective
Free Elective
MECH 322: Fluid Mechanics
R
R
4(√)
4(√)
W15, F14
W15, F14
35, 32
Lec 48, 57
Lab 17, 22
32, 33
18, 18
W15, F14
W15, F14
W15, F14
W15, F14
W15, F14
19, 23
32, 32
35, 43
34, 42
18, 18
SE
E
R
4
W15, F14
MECH 330: Dynamic Systems With Vibrations
R
4
W15, F14
21, 22
Lec 23, 23
Lab 18, 14
ME Elective
TERM VIII (Senior II)
Advanced Humanities/Social Sciences elective
SE
R
R
R
R
R
SE
4
4
4
4
4
4(√)
4
4
4
4
137
Subject Area (Credit Hours)
Course
(Department, Number, Title)
All Courses Freshman I-Senior III
R/E/SE Math & Engineering2 General
Basic
(√)
Ed.
Sciences
1
Other
Last Two
Terms Offered:
Year/Term
ME Elective
MECH 420: Heat Transfer
SE
R
4
W15, F14
MECH 430: Dynamic Systems with Controls
R
4(√)
W15, F14
TERM IX (Senior III)
LS 489: Senior Seminar
Free Elective
R
E
MECH 422: Energy Systems Laboratory
R
ME Capstone
SE
CUE-495: Culminating Undergraduate Experience
TOTALS-ABET BASIC-LEVEL REQUIREMENTS
40 Hrs
OVERALL TOTAL CREDIT HOURS FOR
161
COMPLETION OF THE PROGRAM
PERCENT OF TOTAL
25%
Minimum Semester Credit
32 Hours
Total must satisfy either credit
Hours
hours or percentage
Minimum Percentage
25%
Max Enrl3
4
4
11, 36
Lec 24, 24
Lab 16, 15
W15, F14
22, 18
W15, F14
Lec 17, 37
Lab 10, 15
4
4
4(√)
68 Hrs
33 Hrs
4
20 Hrs
42%
21%
12%
48 Hours
37.5 %
1. Required (R) courses are required of all students in the program, Elective (E) courses (often referred to as open or free electives) are
optional for students, and Selected Elective (SE) courses are those for which students must take one or more courses from a specified
group.
2. Check if course has a significant design component.
3. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For
selected elective courses, indicate the maximum enrollment for each option.
Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be
provided during the campus visit.
138
CRITERION 6. FACULTY
A. Faculty Qualifications
During the 2014-15 Academic Year, the ME faculty consisted of 34 faculty; 30 full-time and
4 part-time. Of the 30 full-time faculty members, 27 have Ph.D. degrees, 3 have M.S.
degrees, and one (the Freshman CAD instructor) has a B.S. degree, in Mechanical
Engineering or closely related disciplines such as Civil or Chemical Engineering. Two of the
part-time faculty (Dr. Dippery and Dr.Zgorselski) were former full-time faculty members
working on a phased-in retirement plan. The two part-time adjunct faculty (Ms. Janca and
Ms. Kamensky) were hired to compensate for the retiring faculty; both have M.S. degrees in
Mechanical Engineering.
Aside from their accomplished academic backgrounds, nine faculty are registered
professional engineers (Drs. Berry, Brelin-Fornari, Davis, Echempati, El-Sayed, Hoff, Peters,
Tavakoki, and Zang), over 90% have industry experience (28 of 32), and a little over a third
(12 of 32) are actively engaged in industry- or government-funded research. A brief
biography for each full-time faculty member on the staff during (2014-15) is provided in the
following paragraphs:
Ali, Mohammad: Dr. Ali obtained his Ph.D. in Mechanical Engineering from Mississippi
State University in 1982, his M.S. in Physics in 1975 from the University of Miami
(Florida), his MBA from Florida International University in 1976, and his B.S. in Physics
in 1969 from the University of Dhaka. He holds the rank of Associate Professor and
teaches in the area of Energy Systems.
Alzahabi, Basem: Dr. Alzahabi attended The University of Michigan where he
subsequently earned Ph.D. in Structural Mechanics in 1996. He holds the rank of
Professor and teaches in the area of Mechanics and Automotive NVH. Dr. Alzahabi
obtained his B.S. in Civil Engineering in 1981 from the University of Damascus. Prior to
joining Kettering University in July of 1998, Dr. Alzahabi spent eleven years in industry:
at the Ford Motor Company, Optimal CAE Inc., and Automated Analysis Corporation.
He has participated in collaborative research and educational activities with many
international institutions. Dr. Alzahabi is currently managing an extensive engineering
training program for SGMW, an automotive company in Liuzhou, China. He has
previously provided technical consulting to MSC Software, Hyundai Motor Company,
and Tank and Automotive Command (TACOM). Dr. Alzahabi has won multiple teaching
awards and was recently named the Alfred Grava Endowed Chair of Engineering Design.
Atkinson, Patrick: Dr. P. Atkinson earned his Ph.D. in Mechanics from Michigan State
University. He holds the rank of Professor and teaches in the areas of mechanics and
bioengineering. His specialty courses include: Introduction to Bioengineering
Applications, Automotive Bioengineering: Occupant Protection and Safety, and
Entrepreneurship. Dr. Atkinson’s research focus is on Orthopaedic Biomechanics and
Occupant Protection and Safety in motor vehicles. He has conducted research and
provided consulting services to many companies and government agencies, including the
vehicle safety industry, joint replacement companies, and the US Army.
139
Atkinson, Theresa: Dr. T. Atkinson earned her Ph.D. in Mechanics from the Michigan
State University, East Lansing. She currently holds the rank of Assistant Professor and
teaches in the area of solid mechanics. She is currently developing a specialty course for
the Bioengineering specialty which will include topics such as biomaterials, finite
element modeling of the human body, and simulation of automotive crash conditions.
Dr. Atkinson’s research focus is on injury prevention and orthopaedics. She has
particular expertise in utilizing field data to develop test methods and metrics for
automotive restraint system design. She has conducted research in partnership with the
Orthopedic Residency Program at McLaren Flint, focusing on traumatic injury and
reconstructive technology. Dr. Atkinson also has a research interest in engineering
education. Specifically, she is currently working on a grant to developing methods to
encourage an entrepreneurial mindset in engineering students and include “gender
neutral” problem-based learning. She has conducted research and provided consulting
services to many companies and government agencies, including Tesla, TRW, Key
Safety Systems, Takata, Ford Motor Company, McLaren Flint, Kern Family Foundation
and the Department of Defense/DTRA.
Berry, K. Joel: Dr. Berry earned his Ph.D. in Mechanical Engineering from Carnegie
Mellon University in 1986. He is an alum of Kettering having earned his B.S.M.E. from
General Motors Institute in 1979. He holds the rank of Professor and teaches in the area
of Energy Systems. He has been a faculty member at Kettering University since 1987,
and served as Mechanical Engineering Department Head from 1994-2012. Dr. Berry is an
international ASME Fellow, a registered Michigan Professional Engineer, and works to
develop inter-disciplinary education and research programs in energy systems. Dr. Berry
has industry experience that includes General Motors and Westinghouse Research
Laboratories and has extensive experience in finite element analysis and Computational
Fluid Dynamics (CFD). His current areas of expertise are Fuel Cell Systems Engineering
and Design, CFD in non-linear heat transfer and fluid flow, X/MOTIF software
development and development of parallel algorithms for Simulation Based Design and
Optimization for CFD applications.
Brelin-Fornari, Janet: Dr. Brelin-Fornari earned her Ph.D. in Mechanical Engineering
from the University of Arizona, Tucson in 1998. She is a professionally licensed engineer
in the state of Michigan. She currently holds the rank of Professor and teaches courses in
systems, controls, automotive occupant protection, statics, and dynamics. She has also
taught laboratories in signals, systems, computational system modeling, and Newtonian
Physics. Dr. Brelin-Fornari is the Director of the Kettering University Crash Safety
Center. As the Center’s Director, her duties include management of personnel, budget,
research contracts, and facilities. Her research concentration is on automotive occupant
crash safety with a particular focus on pediatric crash safety. Significant research grants
include: the Department of Transportation/National Highway Traffic Safety
Administration (DOT/NHTSA), Department of Justice/National Institute of Justice
(DOJ/NIJ) (in collaboration with Michigan Tech), US Army Research, Development, and
Engineering Command (RDECOM), Dorel Juvenile Group, Hyundai–Kia North
America, TRW, and the National Science Foundation (NSF).
Chandran, Ram: Dr. Chandran, received his Ph.D., from Monash University, Melbourne,
Australia in 1982. His expertise is in the areas of fluid power systems, systems modeling
140
and simulation, and design and analysis of control systems. He currently holds the rank of
Professor and teaches courses in the areas of modeling simulation and control of dynamic
systems including Fluid power systems. His research activities on modeling and
simulation of hydraulic systems include noise minimization in hydraulic pumps using
alternate actuation techniques for pump swash plate mechanisms. He has consulted for a
number of industries including Eaton, Caterpillar and the EPA. Dr. Chandran is a
member of ASME.
Das, Susanta: Dr. Das earned his Ph.D. in Mechanical Engineering from the Tokyo
Institute of Technology, Japan in 1999 and conducted post-doctoral research at McGill
University in Montreal, Canada. He currently holds the rank of Associate Professor and
teaches in the area of Energy Systems and renewable energy systems. His specialty
courses include: Thermodynamics, Fluid Mechanics, Heat transfer, Energy Systems
Laboratory, Fuel Cell Science and Engineering, and the Energy and Environment
Capstone Design. Dr. Das is actively doing research in computer modeling and
experimental performance evaluation including: Polymer Electrolyte Membrane (PEM)
Fuel Cell Technology and Renewable Energy Systems; Lithium Ion/Air Battery
Technology, Alternative Fuels Reforming process and Integration; Advanced Hybrid
Powertrain Integration Systems with Fuel Cells and Battery/Ultracapacitors for
Transportation and Auxiliary Power Unit (APU) Applications. He has conducted research
and provided consulting services to various companies and government agencies
including, the U. S. Department of Energy (DOE), Ford Motor Company and GEI Global
Energy Corp. Dr. Das is an active member of ASME, SAE International and ASEE.
Davis, Gregory: Dr. Davis received his Ph.D. in Mechanical Engineering from The
University of Michigan in 1991. He currently holds the rank of Professor and teaches in
the area of energy systems and automotive system design. Prior to his work at Kettering,
he served on the faculties of the U.S. Naval Academy and Lawrence Technological
University. Dr. Davis worked as an engineer for both the automotive and electric utility
industries. He serves as the Director of the Advanced Engine Research Laboratory, where
he conducts research in alternative fuels and engines. He is the faculty advisor for the
Student Chapter of the Society of Automotive Engineers (SAE) and the Clean
Snowmobile Challenge Project. Dr. Davis is a registered Professional Engineer in the
State of Michigan. He is active on the professional level of SAE, serving as a Director on
the SAE Board of Directors (term, 2007-2010), a past Director of the Publications Board,
and Current Member and Past-Chair of the Engineering Education Board. He is also
active in numerous SAE committees.
DiGiuseppe, Gianfranco: Dr. DiGiuseppe received his Ph.D. in Chemical Engineering
from the Illinois Institute of Technology in 2000. He currently holds the position of
Associate Professor and teaches Thermodynamics, Heat Transfer, Fluid Dynamics,
modeling, and fuel cell courses. His research interests are in fuel cells with an emphasis
on Solid Oxide Fuel Cells (SOFCs) with over 15 years of experience. He is responsible
for Kettering’s Solid Oxide Fuel Cell research facility and is focused on research related
to improved cell durability, improved thermal management, geometric optimization for
increased power density, and to develop more robust cell designs that are less sensitive to
operating environments. He also has research interest in the reformation of different fuels
such as diesel and JP8 for SOFC power units. Dr. DiGiuseppe has extensive experience
141
in electrochemical/material characterization, thin film technologies, and ceramic
processes. He is an active member of the Electrochemical Society (ECS), the ASME,
and the Kettering University faculty senate. He has received the Kettering University
Researcher Award (2014), the Kettering University Outstanding Teaching Award (2010),
the Kettering University Young Researcher Award (2008), Siemens Awards for
innovative ideas (2003 & 2004), and the 1994 American Institute of Chemists
Foundation.
Dippery Jr., Richard: Dr. Dippery earned his Ph.D. in Mechanical Engineering from the
University of Cincinnati in 1990. He is a registered Professional Engineer in the states of
Ohio, Michigan, Pennsylvania, and New Jersey. He recently retired from his position as
Professor of Mechanical Engineering at Kettering but has continued to serve, part-time,
as an Adjunct Professor of Mechanical Engineering. In his full-time position, he taught
undergraduate and graduate courses in Mechanics. As a professor, he enjoyed being able
to intertwine his 25 years of experience as a design engineer for General Electric,
Westinghouse, and Cummins Engines with the classroom, introducing real world
concepts to the students. Dr. Dippery’s teaching interests lie primarily in the life-cycle
design of mechanical components and failure analysis. His research interests lie in the
areas of gear design and analysis, the boundary element method, and optimization in
design. He has been the secretary of the ASME Power Transmission & Gearing
Committee for twenty years. At present, he serves as a consultant to a major boundary
element software company and also to a major finite element method/optimization
software company. Professional society memberships include: ASME, ASM, SAE,
AGMA, ASEE, GRI, and AIAA. He is a Fellow of Wessex Institute of Technology,
recognized for his work in computational mechanics.
Dong, Yaomin: Dr. Dong received his Ph.D. in Mechanical Engineering from the
University of Kentucky, Lexington in 1998. Dr. Dong is currently an Associate Professor
of Mechanical Engineering at Kettering University, in Flint, Michigan, where he teaches
in the areas of Mechanics, CAE and Composite Materials. He has 10 years of R&D
experience in automotive industry and holds multiple patents. His areas of expertise
include automotive windshield wiper systems, engineering materials, metal forming
processes, mechanics and simulation with composite materials, computer aided
engineering, and finite element analysis. He is a member of SAE, ASME, and ASEE.
Echempati, Raghu: Dr. Echempati earned his Ph.D. in Mechanical Engineering from the
Indian Institute of Technology, India in 1978. He is a licensed professional engineer
(P.E.) in the state of Mississippi. He is currently a Professor of Mechanical Engineering
at Kettering University where he teaches in the areas of mechanics, automotive design
and computer aided engineering. Dr. Echempati’s research focus is on modeling, design
and analysis of mechanical systems and sheet metal forming simulation. He has particular
expertise in the design of experiments. He has conducted research and consulting services
to companies such as General Motors, and Bosch. He travelled extensively to teach in
other countries, including: Germany, Korea, and India. He is a recipient of several
prestigious awards, including the McFarland Award (SAE), a Fulbright Fellow, and
ASME Service awards. He is an organizer of Body Design and Engineering Session of
SAE and a technical committee member of several national and international
142
conferences. He is a Fellow member of ASME and a member of SAE International,
ASME, and ASEE.
Eddy, Dale: Mr. Eddy earned his MS in Manufacturing Management from
GMI/Kettering University in 1993. He is an Engineer in Training for the state of
Michigan. He is currently a Staff Lecturer of Mechanical Engineering teaching in the
areas of Mechanics, Graphics, and Instrumentation. His specialty course is Introduction
to Mechanical System Design where students participate in team project oriented design,
hands-on manufacturing, the patent process, and both journal keeping and formal report
writing. Prof. Eddy holds three patents and has particular expertise in creating patent
drawings. He has done research and consulting with several companies including
Advanced Cardiovascular Systems, GMFanuc, and McLaughlin LLC.
Eddy, Kent: Mr. Eddy earned his Bachelor of Science degree in Mechanical Engineering
from Saginaw Valley State University in 1989. After 20 years in the architectural
engineering field designing mechanical and electrical systems for large commercial and
industrial clients he now is a full time Staff Lecturer in the Mechanical Engineering
Department at Kettering University where he teaches Graphical Communications and 3D
Modeling.
El-Sayed, Mohamed: Dr. El-Sayed earned his Ph.D. in Mechanical Engineering from
Wayne State University in 1983. He currently holds the rank of Professor and teaches in
the area of Mechanics and Design. He is the Director of the Vehicle Durability and
Integration Laboratory at Kettering University. Dr. El-Sayed has over thirty years of
industrial, teaching, and research experience, several patents, and over a hundred
publications in the field of automotive design, optimization, development, and validation.
Dr. El-Sayed worked as lead engineer and subject matter expert on design optimization,
quality, durability, and reliability integration of several General Motors vehicles and
architectures. He earned several awards from GM related to vehicle development and
validation. Dr. El-Sayed has also worked as the director of engineering and chief
engineer and consultant for several automotive suppliers. He is recognized as a technical
leader in vehicle integration, vehicle development, optimization, and validation. Through
his research, teaching, and industrial practice he made numerous original contributions to
advance the state of the art in theoretical and applied mechanics, design optimization,
product development, performance integration, vehicle development process, lean design,
and integrated design and manufacturing. Dr. Mohamed El-Sayed is an SAE and ASME
Fellow. He is the Editor-in-Chief of the SAE International Journal of Materials and
Manufacturing and the Chair of the SAE Journals’ Editorial Board.
Guru, Satendra: Mr. Guru earned his masters degree in Lean Manufacturing from
Kettering University in 2005. He currently holds the rank of Instructor while he pursues a
Ph.D. from Oakland University in the field of Systems Engineering. He teaches in the
area of Dynamics Systems & Controls and in Manufacturing Systems. Prior to joining
the faculty at Kettering, he worked in the manufacturing industry for 13 years providing
applications support, specializing in improving the manufacturing processes and throughput while applying lean manufacturing principles. He is skilled at improving performance
of an established manufacturing process through the use of CNC manufacturing
techniques, proper tool selection and the proper use of robotics.
143
Kettering is in professor Guru’s roots, as his father was a distinguished professor here for
many years.
Hargrove, Jeffrey: Dr. Hargrove earned his Ph.D. in Mechanical Engineering from
Michigan State University, in 1998. An alumnus of Kettering University (formerly GMI;
Flint, Michigan), Dr. Hargrove currently holds the rank of Associate Professor where he
teaches in the areas of Mechanics, Energy Systems and Bioengineering. Dr. Hargrove’s
research focus is on chronic central pain conditions and on brain neural network
abnormalities that cause dysfunctional pain processing states. He has conducted several
clinical studies on neuromodulation strategies for treating central pain. His work has been
published and presented at major medical conferences.
Hoff, Craig: Dr. Hoff earned his Ph.D. in Mechanical Engineering from The University
of Michigan, Ann Arbor. He holds the rank of Professor and is the current Department
Head for Mechanical Engineering (since 2012). Dr. Hoff teaches in the areas of Energy
Systems and Automotive Engineering. His specialty courses include: Introduction to
Automotive Powertrains, Hybrid Electric Vehicle Propulsion, and Environmentally
Benign Design and Manufacturing. Dr. Hoff’s research focus is on sustainable mobility
technologies including alternative automotive powertrains and hybrid electric vehicles.
He has particular expertise in modeling and testing hybrid electric vehicles and in
developing in-vehicle data acquisition systems. He has conducted research and provided
consulting services to many companies and government agencies, including Ford Motor
Company, Ricardo, Toyota, ArvinMeritor, Firestone, the U.S. Army TARDEC, and the
U.S. Department of Energy. He is a registered Professional Engineer in the State of
Michigan and an active member of SAE International, ASME, and ASEE.
Janca, Sheryl: Ms. Janca earned her Master of Science in Engineering from Kettering
University. She is a part time lecturer in the Mechanical Engineering Department and full
time research engineer in the Office of Sponsored Research at Kettering University. She
currently teaches Dynamic Systems with Vibration computer modeling laboratory. Her
research is supported by the Kettering Crash Safety Center and focuses on child safety
restraints, automotive safety integration and most recently child restraints during air
travel. She has conducted research in partnerships with many companies and government
agencies, including the Department of Transportation/National Highway Traffic Safety
Administration, the Department of Justice, Hyundai-Kia America, Coastal Pet Products,
TRW, Chrysler, Recaro Automotive Seating and Dorel Juvenile USA. She is a current
member of SAE International.
Kamensky, Krissy: Ms. Kamensky received her Master of Engineering degree (2014) and
a B.S. in Mechanical Engineering (2009) from Kettering University. She is currently an
Instructor and is teaching in the area of Mechanics. She was a research graduate assistant
on a fuel cell powered go-kart in addition to starting her own consulting firm
(Prismitech.com) to make energy systems more efficient. She has recently accepted a
graduate research position at Michigan State University to pursue her doctoral degree in
Mechanical Engineering.
Kowalski, Henry: Dr. Kowalski received his Ph.D. in Engineering (1969), an M.S. in
Engineering Mechanics (1963) and a B.S. in Aeronautical Engineering (1959) from
Wayne State University. He is currently a Professor and teaches in the area of Mechanics.
144
He holds six U.S. Patents: a constant pressure delivery system, an inspection polariscope,
a non-invasive fluid pressure and temperature transducer, a mirror imaged differential
amplitude induction magnetometer, a wrist dynamometer, and a golf swing analyzer. At
present, his focus is on advancing US FIRST Robotics as a means of channeling highly
qualified high school students to STEM education in general and specifically to Kettering
University. His contribution to enrolling FIRST robotic alumni over the past decade has
led to an exponential growth rate; thirty percent of Kettering’s freshman class are FIRST
alumni from all over the United States. Dr. Kowalski’s primary efforts are in supporting a
FIRST Community Center, that he established, and making it one of the finest universitybased centers in the country.
Lemke, Brenda: Ms. Lemke earned her Master Degree in Mechanical Engineering from
GMI Engineering and Management Institute (now Kettering University). She is currently
a full time lecturer and has taught several laboratory courses, including Instrumentation
Lab, Energy Systems Lab, and Freshman Engineering Design Lab. She currently teaches
a laboratory course in signal analysis and data acquisition, and a course in sustainable
energy. She is the course coordinator for the labs she currently teaches and has helped
develop the curriculum for both of these courses. Her work with students includes
projects to integrate a hydrogen PEM fuel cell that works as a range extender into a
battery powered vehicle, converted and instrumented hybrid tow tractors powered by
PEM fuel cells, converted a gasoline pickup truck to run on CNG, and converted a
Stirling Engine to run on biogas. These projects were funded by the Department of
Energy and the vehicles are included in the Bio and Renewable Energy course she
teaches. Prior to teaching at Kettering, she worked as a production engineer at General
Motors.
Mazzei, Arnaldo: Dr. Mazzei received his PhD in Mechanical Engineering from The
University of Michigan, Ann Arbor in 1998. His current rank is Professor and he
specializes in dynamics and vibrations of mechanical systems. His research includes
system vibrations and automotive engineering, specifically the stability of drivetrains
with universal joints, modal analysis, finite element analysis and computer aided
engineering. Prior to teaching at Kettering, Dr. Mazzei worked as a Research Associate
for The University of Michigan - Dearborn (1998 - 1999) where he worked with modal
analysis and design optimization of automotive components. Dr. Mazzei has provided
consulting for companies such as Ford Motor Company, Delphi and American Axle. Dr.
Mazzei is an active member of ASEE, SAE and SEM.
Navaz, Homayun: Dr. Navaz earned his Ph.D. in Mechanical Engineering from the Rice
University in Houston, Texas in 1985. His current rank is Professor of Mechanical
Engineering and he teaches in the areas of Energy Systems. Courses taught by Dr. Navaz
include: Thermodynamics, Fluid Mechanics, Heat Transfer, Energy System Lab,
Computational Fluid Dynamics, Compressible Flow, Aerodynamic and Wing Theory,
Engineering Mathematics, and Mass and Energy Balance. Dr. Navaz’s research focus is
on advanced algorithms for liquid and solid rocket propulsion, chemical agent spread
into, and reaction with, environmental substrates, large scale computer simulation for
contaminants spread over large cities, energy efficiency of refrigerated units for
commercial applications, and radiation signature. He has conducted research and
provided consulting services in all the above areas to many companies and government
145
agencies, including the U.S. Air Force, the U.S. Army U.S. Defense Threat Reduction
Agency (DTRA), the Edgewood Chemical and Biological Center, NASA, Scientific
Expert Analysis Inc., Southern California Edison, and the Department of Energy DoE. He
is an active member of AIAA and ASHRAE.
Peters, Diane: Dr. Peters earned her Ph.D. in Mechanical Engineering from The
University of Michigan, Ann Arbor in 2010. She currently holds the rank of Assistant
Professor and teaches in the areas of Dynamic Systems & Controls. Her specialty course
is MECH430 Dynamic Systems 2: Dynamic Systems with Controls. Dr. Peters’ research
focuses on combined design and control, and on automotive controls. She has an industry
background that includes extensive design experience and experience developing control
systems at companies including Mid-West Automation Systems, Western Printing
Machinery, and LMS International, and currently has two United States patents issued or
pending. Dr. Peters is a registered Professional Engineer in the states of Illinois and
Michigan and she is an active member of ASEE, ASME, and SWE.
Pourmovahed, Ahmad: Dr. Pourmovahed earned his Ph.D. in Mechanical Engineering
from the University of Wisconsin-Madison in 1985. His current rank is Professor and he
teaches in the areas of Energy Systems and Sustainability. His specialty courses include:
Energy and the Environment, Energy Systems Laboratory and Green Energy
Conversion. Dr. Pourmovahed’s research focus is on energy system analysis and design
as well as biogas production. He has particular expertise in energy storage and thermal
system analysis. He is an active member and a Fellow of The Engineering Society of
Detroit.
Ramadan, Bassem: Dr. Ramadan received his Ph.D. in Mechanical Engineering from
Michigan State University, East Lansing in 1991. Professor Ramadan’s current rank is
Professor and he teaches undergraduate courses in Thermodynamics, Fluid Mechanics,
and Heat Transfer; he also teaches graduate courses in the area of thermal sciences. Dr.
Ramadan’s expertise is in computational fluid dynamics (CFD), heat transfer, and
combustion. He has received several research grants from industry and government
related to numerical simulations of IC engine processes. As an ongoing funded effort, he
has worked very closely with engine design engineers at the Environmental Protection
Agency in Ann Arbor, Michigan. He has extensive experience in the development and
use of CFD and computational tools and knowledge of experimental methods to analyze
and solve complicated engineering systems. He is an ASME Fellow, and is the recipient
of the “Distinguished Researcher Award” (2014), “Outstanding Teacher Award” (2008),
“Outstanding Applied Researcher Award” (2005), and “Outstanding New Researcher
Award” (2003) from Kettering University. In addition, Professor Ramadan is an active
member of SAE, ASME, ACS and ASEE.
Stanley, Richard: Dr. Stanley earned his Ph D. from Wayne State University in 1998
with a focus on internal combustion piston friction analysis. He holds the rank of
Professor and Admissions Counselor. He teaches in the area of Dynamic Systems. Dr.
Stanley’s current interests reside in the development of web-based classroom experiences
(e.g. internet animation software and incorporation of “flipped learning” in the classroom
setting, etc.), which are techniques adopted by New York Publisher, John Wiley and
Sons, Inc. for several textbooks, which are currently available.
146
Sullivan, Laura: Dr. Sullivan earned her Ph.D. in Materials Science and Engineering
from the University of Texas, Arlington 1992. Her current rank is Professor and she
teaches in the areas of mechanics, polymeric materials, and sustainable technologies for
the developing world. Dr. Sullivan's current research focus is on water collection and
filtration technologies in the developing world, and on methods for introducing economic
empowerment opportunities in Native American culture. She has particular expertise in
failure analysis, injection molding optimization, and polymeric biomaterials. She has
provided consulting expertise in potable water delivery to Rotary International, the Crim
Fitness Foundation, and the City of Flint. She is an active member of SWE, TSM
Minerals, Metals, and Materials Society, and ASEE.
Tavakoli, Massoud: Dr. Tavakoli received his Ph.D. in Mechanical Engineering from
The Ohio State University in 1987. His current position is Professor and Director of
Entrepreneurship Education. He teaches in the areas of Dynamic Systems,
Bioengineering, and Crash Safety. Dr. Tavakoli has been a champion for enriching the
Kettering experience with the entrepreneurial mindset. In 2007, Dr. Tavakoli received the
first funding from the Kern Family Foundation to initiate Entrepreneurship Education in
Engineering at Kettering, which later led to the creation of the Entrepreneurship Across
the University. Prior to joining Kettering, he taught at Georgia Institute of Technology,
Atlanta, GA, and has worked within the orthopedic industry on medical device
development and testing projects. Dr. Tavakoli's expertise is in the area of product
design, liability and failure analysis, with a focused interest in vehicle collision dynamics
and reconstruction, occupant protection, occupant safety systems, and automotive injury
biomechanics. Dr. Tavakoli is a registered Professional Engineer in the state of Michigan.
He has engaged in numerous industry projects, patent litigation and automotive collision
litigation and he has testified as a technical expert witness. Dr. Tavakoli is a member of
the Society of Automotive Engineers (SAE), and a board member of the Michigan
Association of Traffic Accident Investigators (MATAI).
Ubong, Etim: Dr. Ubong received his Doctor of Technology from Aalto University
(formerly Helsinki University of Technology) in Helsinki, Finland from the Department
of Internal Combustion Engines. His current rank is Professor and his areas of
specialization are Internal Combustion Engines (ICE) and Alternative fuels. He is the
lead professor of ICE, Proton Exchange Membrane fuel cells and Hydrogen Production,
Storage and Properties. His research areas are in the fields of alternative fuels, high and
low temperature proton exchange membrane fuel cells and hydrogen safety, and the use
of hydrogen in the hydrogen economy. He has participated in setting up test protocol for
testing low temperature PEM single cells under U.S. Fuel Cell Council’s working group
and has contributed significant number of literature in that field. One of his works led to
modifying federal and international laws governing transportation of fuel cell hazardous
materials as a carry-on baggage into the cabin of passenger aircrafts. He has served on
the editorial boards of journals,related to automotive, fuels and fuel cells: notably, the
Journal of the American Society of Mechanical Engineers (ASME) Fuel Cells and
Technology and Elsevier Publishers.
He is a member of ASME, SAE and
Electrochemical Society.
Zang, Paul: Dr. Zang earned his Ph.D. in Mechanical Engineering from Michigan State
University in 1987 and has been at Kettering University for over 25 years. His current
147
rank is Professor and his area of teaching specialty is Computer Aided Engineering and
Mechanics. He is an ABET IDEAL Scholar and is training to become a PEV. He has
been an active participant through four ABET reviews while here at Kettering. In 1999,
Dr. Zang’s proposal brought an $86 million dollar grant from the Partners for the
Advancement of CAE Education (PACE) consortium (General Motors, AutoDesk, HP,
Oracle and Siemens) to provide advanced Computer Aided Energy software to both the
Mechanical Engineering and Industrial and Manufacturing Engineering programs. He has
since continued to administer the PACE program. He is active in many professional
societies including the Society of Automotive Engineers, American Society of
Mechanical Engineers, Pi Tau Sigma, and the American Society of Engineering
Educators. He holds a Professional Engineering license from the State of Michigan.
Zgorzelski, Maciej: Dr. Zgorzelski earned his Ph.D. in Mechanical Engineering from the
Technical University in Warsaw, Poland in 1964. Further study allowed him to earn a Dr.
Habilitation degree from the same institution in 1969. His current rank is Professor and
he teaches in the area of Computer Aided Engineering (CAE). Dr. Zgorzelski has been a
pioneer of CAE both in Europe and the United States. As a faculty member at
GMI/Kettering University, he started the ME Department’s program in Computer Aided
Engineering. He will be retiring in June 2015 after 32 years of service.
A further summary of the 2014-15 ME Faculty is provided in Table 6-1. Resumes for each of
the faculty may be found in Appendix B.
The 2014-15 academic year was a transitional period for the ME faculty. A new faculty
member unexpectedly quit taking a teaching position elsewhere. Two faculty members were
completing phased-retirement plans (Drs. Dippery and Zgorzelski) and a third faculty
member (Dr. Kowalski) began a phased-retirement plan. The ME Department is in the
process of hiring four new faculty for the 2015-16 academic year. New faculty hires are:
 Javad Baqersad, Ph.D., P.E. – Dr. Baqersad earned his Ph.D. in Mechanical
Engineering at the University of Massachusetts, Lowell in May 2015. He will be
joining the faculty in July 2016 to teach courses in CAE and Mechanics. His area of
research is in optical metrology.

Jennifer M. Bastian – Ms. Bastiaan will be completing her Ph.D. studies in
Mechanical Engineering at the University of Waterloo in September 2015. She will
be joining the faculty in October 2015 to teach courses in Vehicle Dynamics, CAE
and Mechanics. Her research area is in Vehicle Dynamics. Ms. Bastian has 18 years
of experience in the automotive industry.

Rebecca M. Reck,– Ms. Reck will be completing her Ph.D. studies in Mechanical
Engineering at the University of Illinois at Urbana-Champaign in May 2016. She
will be joining the faculty in January 2016 to teach courses in Dynamic Systems
and Controls. Her research area is in developing low-cost systems for teaching
controls. Ms. Reck has nearly 10 years of experience in the aerospace industry.
 Azadeh Sheidaei, Ph.D. – Dr. Sheidaei earned her Ph.D. in Mechanical Engineering
from Michigan State University in April 2015. She will be joining the faculty in
July 2015 to teach courses in Mechanics/CAE. Her research area is in
Computational Mechanics (Composites) and Vehicle Lightweighting.
148
Table 6-1. Faculty Qualifications
T
T
T
TT
T
T
T
FT
FT
FT
FT
FT
FT
FT
2
11
5
19
9
16
6
35
17
15
8
27
16
23
31
17
15
6
27
16
18
AST
T
FT
0
6
6
P
T
FT
10
23
17
Ph.D., Chemical Engineering, 2000
ASC
T
FT
6
13
10
P
T
FT
30
24
22
Ph.D., Mechanical Engineering, 1990
PE-MI
PE-MI
PE-MI
PE-MI,
OH,NJ,
Consulting/summer
work in industry
ASC
P
P
AST
P
P
P
Professional
Development
Ph.D., Mechanical Engineering, 1982
Ph.D., Civil Engineering, 1996
Ph.D., Mechanics, 1998
Ph.D., Mechanics, 1998
Ph.D., Mechanical Engineering, 1986
Ph.D., Mechanical Engineering, 1998
Ph.D., Mechanical Engineering, 1982
Ph.D., Mechanical and
Aerospace Engineering, 1999
Ph.D., Mechanical Engineering, 2000
Highest Degree Earned
- Field and Year
Level of
Activity4
H, M, or L
Professional
Organizations
This Institution
Dippery, Richard
Teaching
Davis, Gregory
DiGiuseppe,
Gianfranco
Govt./Ind. Practice
Das, Susanta
FT or PT3
Ali, Mohammad
Alzahabi, Basem
Atkinson, Patrick
Atkinson, Theresea
Berry, K. Joel
Brelin-Fornari, Janet
Chandran, Ram
Type of Academic
Appointment2
Faculty Name
Rank 1
Years of
Experience
Professional Registration/
Certification
Mechanical Engineering
L
L
L
L
L
L
L
L
M
H
H
H
H
L
L
L
M
M
H
H
L
M
H
L
H
M
H
M
M
L
L
L
M
149
Professional
Development
Consulting/summer
work in industry
Level of
Activity4
H, M, or L
Professional
Organizations
Professional Registration/
Certification
This Institution
Teaching
Govt./Ind. Practice
FT or PT3
Highest Degree Earned
- Field and Year
Rank 1
Faculty Name
Type of Academic
Appointment2
Years of
Experience
M
H
L
L
H
L
L
H
L
M
H
L
M
H
H
L
L
L
L
L
H
H
H
M
H
M
M
L
L
H
H
L
L
L
L
L
H
M
L
M
L
M
L
L
L
M
M
L
PA, PE
Dong, Yaomin
Echempati, Raghu
Eddy, Dale
Eddy, Kent
El-Sayed, Mohamed
Guru, Satendra
Hargrove, Jeffrey
Hoff, Craig
Janca, Sheryl
Kamensky, Kristina
Kowalski, Henry
Lemke, Brenda
Mazzei, Arnaldo
Navaz, Homayun
Peters, Diane
Pourmovahed,
Ph.D., Mechanical Engineering, 1998
Ph. D., Mechanical Engineering, 1978
M. S., Manufacturing Management, 1993
B. B.S., Mechanical Engineering, 1989
Ph.D., Mechanical Engineering, 1975
M.S., Lean Manufacturing, 2012
Ph.D., Mechanical Engineering, 1997
Ph.D., Mechanical Engineering, 1992
M. S., Mechanical Engineering, 2014
M. S., Mechanical Engineering, 2014
PH.D., Engineering Mechanics, 1969
M. S., Mechanical Engineering, 1996
Ph.D., Mechanical Engineering, 1998
Ph.D., Mechanical Engineering, 1985
Ph.D., Mechanical Engineering, 2010
Ph.D., Mechanical Engineering, 1985
ASC
P
I
I
P
I
ASC
P
I
A
P
I
P
P
AST
P
T
T
NTT
NTT
T
NTT
T
T
NTT
NTT
T
NTT
T
T
TT
T
FT
FT
FT
FT
FT
FT
FT
FT
PT
PT
FT
FT
FT
FT
FT
FT
10
1
5
15
20
12
10
2
17
5
2.5
7
0
20
15
3
11
33
24
10
36
1
20
34
.5
1
46
17
26
20
5.5
28
10
17
24
10
18
1
20
16
.5
1
41
17
16
20
1.5
25
PE-MS
PE-MI
PE-MI
PE-MO
150
FT
FT
FT
FT
FT
FT
FT
4
10
1
4
5
6
8
19
16
21
27
20
37
49
16
15
21
23
21
27
31
PE-GA
PE-MI
Consulting/summer
work in industry
This Institution
T
T
T
T
T
T
T
Professional
Development
Teaching
Ph.D., Mechanical Engineering, 1991
Ph.D., Mechanical Engineering, 1998
Ph.D., Materials Science & Engineering, 1992
Ph. D., Mechanical Engineering, 1987
Doc. of Technology, 1989
Ph. D., Mechanical Engineering, 1987
Ph. D., Mechanical Engineering, 1964
Level of
Activity4
H, M, or L
Professional
Organizations
Govt./Ind. Practice
P
P
P
P
ASC
P
P
Highest Degree Earned
- Field and Year
Professional Registration/
Certification
FT or PT3
Ahmad
Ramadan, Bassem
Stanley, Richard
Sullivan, Laura
Tavakoli, Massoud
Ubong, Etim
Zang, Paul
Zgorzelski, Maciej
Type of Academic
Appointment2
Faculty Name
Rank 1
Years of
Experience
L
L
H
H
H
M
L
H
M
M
H
M
M
L
H
L
L
H
L
L
L
1. Code: P = Professor, ASC = Associate Professor, AST = Assistant Professor, I = Instructor, A = Adjunct, O = Other
2. Code: TT = Tenure Track, T = Tenured, NTT = Non Tenure Track
3. At the institution
4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.
151
B. Faculty Workload
A summary of the ME Faculty Workload during the 2014-15 academic year is provided in
Table 6-2. A typical faculty member has a nine month appointment, with a teaching
expectation for three of the four academic terms; the fourth quarter of the academic year
(non-teaching term) is reserved for research or professional development. The normal
teaching load for associate and full professors, without active research programs, is 32
contact hours per year. Associate and full professors with active research programs have a
reduced teaching load of 24 hours. The normal teaching load for tenure-track assistant
professors is 24 contact hours per year to enable these faculty time to develop their courses
and establish their research programs.
Faculty professional activities are divided into three main areas and support the Teacher
Scholar model, as advanced by the Carnegie Foundation for the Advancement of Teaching:
Teaching, Scholarship, and Service/Citizenship. Estimations of the time devoted to each of
these areas are indicated in Table 6-2. (Note: Service/Citizenship is accounted for as ‘Other’
in the table.)
Since Kettering University is a small private university, which primarily focuses on
undergraduate education, excellence in teaching is a priority. Mastery of teaching is
evaluated both directly and indirectly; it is based on student evaluations, peer review,
evaluations by the Department Head, documented performance of students in subsequent
courses, and measurement of continuous improvement. Sabbatical opportunities are available
but not guaranteed. Approval must be obtained from the Department Head and Provost.
Faculty members are expected to develop and sustain a viable program of scholarship; which
includes research programs and/or consulting work. Faculty members are expected to
demonstrate scholarly work via a combination of the following: 1) peer-reviewed
publications, 2) presentations/proceedings at local, regional, and national meetings, 3)
additional scholarly work such as publishing of textbooks and instructional materials,
patents, and other non-peer reviewed publications, 4) funded grants, 5) documentation of
consulting and professional practice, and 6) mentorship of undergraduate and graduate
research.
Faculty members must also be committed to service/citizenship to the department, the
university, and the external community. This is demonstrated in various ways including
committee work, accreditation and curriculum development, recruitment efforts, retention
efforts,
counseling/advising,
leadership
roles,
and
community
service.
152
Table 6-2. Faculty Workload Summary
Mechanical Engineering
FT
Alzahabi, Basem
FT
Atkinson, Patrick
FT
Atkinson, Theresea
FT
Thermodynamics (MECH-320, 4hr) SUM 2014
Energy Systems Lab (MECH-422, 4 hr) SUM 2014
Fluid Mechanics (MECH-322, 4 hr) FALL 2014
Fluid Mechanics (MECH-322, 4 hr) FALL 2014
Energy Systems Lab (MECH-422, 4 hr) WIN 2015
Energy Systems Lab (MECH-422, 4 hr) WIN 2015
Energy Systems Lab (MECH-422, 4 hr) SPR 2015
Energy Systems Lab (MECH-422, 4 hr) SPR 2015
Mechanics of Materials (MECH-212, 4 hr) WIN 2015
Mechanics of Materials (MECH-212, 4 hr) WIN 2015
Noise, Vibration & Harshness (MECH-643, 4 hr) WIN 2015
Statics (MECH-210, 4 hr) FALL 2014
Statics (MECH-210, 4 hr) FALL 2014
Intro to Bioengineering Apps (MECH-350, 4 hr) WIN 2015
Auto Bioeng: Occupant Protect. (MECH-550, 4 hr) WIN 2015
Intro to Bioengineering Apps (MECH-350, 4 hr) SPR 2015
Auto Bioeng: Occupant Protect. (MECH-550 , 4hr) SPR 2015
Mech. Component Design I (MECH-312, 4 hr) SUM 2014
Mech. Component Design I (MECH-312, 4 hr) SUM 2014
Non-Linear FEA (MECH-691, 4hr) SUM 2014
Computer Aided Engineering (MECH-300, 4hr) FALL 2014
Computer Aided Engineering (MECH-300, 4hr) FALL 2014
Mech. Component Design I (MECH-312, 4 hr) WIN 2015
Mech. Component Design I (MECH-312, 4 hr) WIN 2015
% of Time Devoted
to the Program5
Ali, Mohammad
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
85%
0%
15%
100%
38%
0%
Admin
OIP
38%
60%
25%
15%
100%
60%
25%
15%
100%
62%
153
FT
Brelin-Fornari, Janet
FT
Chandran, Ram
FT
Das, Susanta
FT
Fluid Mechanics (MECH-322, 4 hr) SUM 2014
Fluid Mechanics (MECH-322, 4 hr) SUM 2014
Heat Transfer (MECH-420, 4 hr) WIN 2015
Heat Transfer (MECH-420, 4 hr) WIN 2015
Thermodynamics (MECH-320, 4 hr) SPR 2015
Thermodynamics (MECH-320, 4 hr) SPR 2015
Dynamic Sys w/ Vibrations (MECH-330, 3 hr) SUM 2014
Dynamic Sys w/Vibrations (MECH-330, 3 hr) SUM 2014
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) SUM 2014
Dynamic Sys w/Vibrations (MECH-330, 3 hr) FALL 2014
Dynamic Sys w/Vibrations (MECH-330, 3 hr) FALL 2014
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) FALL 2014
Dynamic Sys w/Vibrations (MECH-330, 3 hr) WIN 2015
Dynamic Sys w/Vibrations (MECH-330, 3 hr) WIN 2015
Dynamic Sys w/Controls (MECH-430, 6 hr) SUM 2014
Dynamic Sys w/Controls (MECH-430, 6 hr) SUM 2014
Dynamic Sys w/Controls Lab (MECH-430, 2 hr) SUM 2014
Dynamic Sys w/Controls (MECH-430, 3hr) WIN 2015
Dynamic Sys w/Controls (MECH-430, 3hr) WIN 2015
Dynamic Sys w/Controls Lab (MECH-430, 2hr) WIN 2015
Dynamic Sys w/ Vibrations (MECH-330, 3hr) SPR 2015
Dynamic Sys w/ Vibrations Lab (MECH-330, 2hr) SPR 2015
Dynamic Sys w/Controls Lab (MECH-430, 2hr) SPR 2015
Energy Systems Lab (MECH-422, 4 hr) FALL 2014
Energy & Environ Sys Design (MECH-521, 4hr) FALL 2014
Fluid Mechanics (MECH-322, 4hr) WIN 2015
Fluid Mechanics (MECH-322, 4hr) WIN 2015
Heat Transfer (MECH-420, 4hr) SPR 2015
Heat Transfer (MECH-420, 4hr) SPR 2015
% of Time Devoted
to the Program5
Berry, K. Joel
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
60%
25%
15%
100%
60%
25%
15%
100%
85%
0%
15%
100%
60%
25%
15%
100%
154
FT
DiGiuseppe, Gianfranco
FT
Dippery, Richard
PT
Dong, Yaomin
FT
Echempati, Raghu
FT
Thermodynamics (MECH-320, 4 hr) FALL 2014
Thermodynamics (MECH-320, 4 hr) FALL 2014
Adv. Auto Power Systems (MECH-541, 4hr) WIN 2015
Intro to Automotive Powertrain (MECH-544, 4hr) WIN 2015
Adv. Auto Power Systems (MECH-541, 4hr) SPR 2015
Intro to Automotive Powertrain (MECH-544, 4hr) SPR 2015
Energy Systems Lecture (MECH-422, 2 hr) SUM 2014
Energy Systems Lab (MECH-422, 4 hr) SUM 2014
Energy Systems Lab (MECH-422, 4 hr) SUM 2014
Energy Systems Lecture (MECH-422, 2 hr) FALL 2014
Energy Systems Lab (MECH-422, 4 hr) FALL 2014
Energy Systems Lab (MECH-422, 4 hr) FALL 2014
Mech Component Design II (MECH-412, 4 hr) WIN 2015
Failure & Mat Consid. in Dsgn (MECH-515, 4 hr) WIN 2015
Mech Component Design II (MECH-412, 4 hr) SPR 2015
Failure & Mat Consid. in Dsgn (MECH-515, 4 hr) SPR 2015
Statics (MECH-210, 4 hr) SUM 2014
Statics (MECH-210, 4 hr) SUM 2014
Computer Aided Engineering (MECH-300, 4 hr) WIN 2015
Computer Aided Engineering (MECH-300, 4 hr) WIN 2015
Composite Materials (MECH-582, 4 hr) WIN 2015
Computer Aided Engineering (MECH-300, 4 hr) SPR 2015
Computer Aided Engineering (MECH-300, 4 hr) SPR 2015
Composite Materials (MECH-582, 4 hr) SPR 2015
Analys/Dsgn Mach/Mech Assm (MECH-510, 4 hr) SUM 2014
Intro to FEM w/ Strctrl Apps (MECH-516, 4 hr) SUM 2014
Mechanics of Materials I (MECH-610, 4 hr) SUM 2014
Mech. Component Design I (MECH-312, 4 hr) FALL 2014
Intro to FEM w/ Strctrl Apps (MECH-516, 4hr) FALL 2014
% of Time Devoted
to the Program5
Davis, Gregory
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
60%
25%
15%
100%
50%
35%
15%
100%
100%
0%
0%
100%
85%
0%
15%
100%
155
FT
Eddy, Kent
FT
El-Sayed, Mohamed
FT
Mechanics of Materials I (MECH-610, 4hr) FALL 2014
Mech. Component Design I (MECH-312, 4 hr) SPR 2015
Analys/Dsgn Mach/Mech Assm (MECH-510, 4hr) SPR 2015
Intro to FEM w/ Strctrl Apps (MECH-516, 4hr) SPR 2015
Intro to Mech Sys Design (MECH-311, 6 hr) SUM 2014
Intro to Mech Sys Design (MECH-311, 6 hr) SUM 2014
Intro to Mech Sys Design (MECH-311, 6 hr) SUM 2014
Intro to Mech Sys Design (MECH-311, 6 hr) FALL 2014
Intro to Mech Sys Design (MECH-311, 6 hr) FALL 2014
Intro to Mech Sys Design (MECH-311, 6 hr) FALL 2014
Intro to Mech Sys Design (MECH-311, 6 hr) WIN 2015
Intro to Mech Sys Design (MECH-311, 6 hr) SPR 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) SPR 2015
Engineering Graphical Comm (MECH-100, 6 hr) SUM 2014
Engineering Graphical Comm (MECH-100, 6 hr) SUM 2014
Engineering Graphical Comm (MECH-100, 6 hr) SUM 2014
Engineering Graphical Comm (MECH-100, 6 hr ) FALL 2014
Engineering Graphical Comm (MECH-100, 6 hr ) FALL 2014
Engineering Graphical Comm (MECH-100, 6 hr ) FALL 2014
Engineering Graphical Comm (MECH-100, 6 hr) WIN 2015
Engineering Graphical Comm (MECH-100, 6 hr) WIN 2015
Engineering Graphical Comm (MECH-100, 6 hr) SPR 2015
Engineering Graphical Comm (MECH-100, 6 hr) SPR 2015
Mechanical Sys Design Project (MECH-512, 4 hr) SUM 2014
Vehicle Design Project (MECH-548, 4 hr) SUM 2014
Mechanical Sys Design Project (MECH-512, 4hr) FALL 2014
Vehicle Design Project (MECH-548, 4 hr) FALL 2014
Engineering Optimization (MECH-615, 4 hr) FALL 2014
Mechanics of Materials (MECH-212, 4 hr) SPR 2015
% of Time Devoted
to the Program5
Eddy, Dale
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
85%
0%
15%
100%
85%
0%
15%
100%
60%
25%
15%
100%
156
FT
Hargrove, Jeffrey
FT
Hoff, Craig
FT
Janca, Sheryl
PT
Kamensky, Kristina
PT
Mechanics of Materials II (MECH-611, 4 hr) SPR 2015
Engineering Optimization (MECH-615, 4 hr) SPR 2015
Dynamics (MECH 310, 4 hr) SUM 2014
Dynamics (MECH 310, 4 hr) SUM 2014
Dynamics (MECH 310, 4 hr) FALL 2014
Dynamics (MECH 310, 4 hr) FALL 2014
Interdisc Desgn & Manufacturing (IME-100, 2 hr) WIN 2015
Interdisc Desgn & Manufacturing (IME-100, 2 hr) WIN 2015
Interdisc Desgn & Manufacturing (IME-100, 2 hr) WIN 2015
Interdisc Desgn & Manufacturing (IME-100, 2 hr) SPR 2015
Interdisc Desgn & Manufacturing (IME-100, 2 hr) SPR 2015
Interdisc Desgn & Manufacturing (IME-100, 2 hr) SPR 2015
Intro to Mech Sys Design (MECH-311, 6 hr) WIN 2015
Intro to Mech Sys Design (MECH-311, 6 hr) SPR 2015
Intro to Mech Sys Design (MECH-311, 6 hr) SPR 2015
Adv Hybrid Electric Vehicles (MECH-691, 4 hr) SUM 2014
Hybrid Electric Vehicles (MECH-545, 4 hr) WIN 2015
Adv Hybrid Electric Vehicles (MECH-691, 4hr) WIN 2015
FSAE Impact Attenuator Dsgn (MECH-691, 4hr) WIN 2015
Hybrid Electric Vehicles (MECH-545, 4 hr) SPR 2015
Adv Hybrid Electric Vehicles (MECH-691, 4 hr) SPR 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) FALL 2014
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) FALL 2014
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) WIN 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) WIN 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) SPR 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) SPR 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr) SPR 2015
Mechanics of Materials (MECH-212, 4hr) SUM 2014
% of Time Devoted
to the Program5
Guru, Satendra
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
85%
0%
15%
100%
25%
60%
15%
100%
25%
10%
Admin
ME
100%
35%
50%
15%
100%
100%
0%
0%
100%
65%
157
FT
Lemke, Brenda
FT
Mazzei, Arnaldo
FT
Mechanics of Materials (MECH-212, 4hr) SUM 2014
Mechanics of Materials (MECH-212, 4hr) FALL 2014
Mechanics of Materials (MECH-212, 4hr) FALL 2014
Statics (MECH-210, 4hr) WIN 2015
Statics (MECH-210, 4hr) WIN 2015
Statics (MECH-210, 4 hr) SUM 2014
Mechanics of Materials (MECH-212, 4 hr) WIN 2015
Experimental Mechanics (MECH-514, 6 hr) WIN 2015
Mechanics of Materials (MECH-212, 4 hr) SPR 2015
Experimental Mechanics (MECH-514, 6 hr) SPR 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) SUM 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) SUM 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) SUM 2014
Bio & Renewable Energy Lab (MECH-528, 4 hr) SUM 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) FALL 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) FALL 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) FALL 2014
Signals for Mech Sys Lab (MECH-231L, 2 hr) WIN 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) WIN 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) WIN 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) SPR 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) SPR 2015
Signals for Mech Sys Lab (MECH-231L, 2 hr) SPR 2015
Bio & Renewable Energy Lab (MECH-528, 4hr) SPR 2015
Computer Aided Engineering (MECH-300, 4 hr) SUM 2014
Chassis System Design (MECH-542, 4 hr) SUM 2014
Statics (MECH-210, 4 hr) FALL 2014
Statics (MECH-210, 4 hr) FALL 2014
Computer Aided Engineering (MECH-300, 4 hr) SPR 2015
% of Time Devoted
to the Program5
Kowalski, Henry
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
60%
25%
15%
100%
85%
0%
15%
100%
70%
0%
30%
100%
158
FT
Peters, Diane
FT
Pourmovahed, Ahmad
FT
Ramadan, Bassem
FT
Vehicle Sys Dynamics (MECH-546, 4 hr) SPR 2015
Heat Transfer (MECH-420, 4 hr x 2) SUM 2014
Engineering Math w/Apps (MECH-600, 4 hr)SUM 2014
Engineering Math w/ Apps (MECH-600, 4 hr) FALL 2014
Energy Systems Lecture (MECH-422, 2 hr) WIN 2015
Energy Systems Lab (MECH-422, 4 hr) WIN 2015
Engineering Math w/ Apps (MECH-600, 4hr) WIN 2015
Energy Systems Lecture (MECH-422, 2 hr) SPR 2015
Energy Systems Lab (MECH-422, 4 hr) SPR 2015
Dynamic Sys w/Vibrations Lab (MECH-330, 2hr x 2) SUM
2014
Dynamic Sys w/Controls Lab (MECH-430, 2hr x 2) SUM
2014
Dynamic Sys w/Controls (MECH-430, 3hr) FALL 2014
Dynamic Sys w/Controls Lab (MECH-430, 2hr) FALL 2014
Dynamic Sys w/Controls (MECH-430, 3hr) SPR 2015
Dynamic Sys w/Controls Lab (MECH-430, 2hr) SPR 2015
Heat Transfer (MECH-420, 4 hr) FALL 2014
Heat Transfer (MECH-420, 4 hr) FALL 2014
Energy & the Environment (MECH-527, 4 hr) FALL 2014
Energy & the Environment (MECH-527, 4 hr) WIN 2015
Green Energy Conversion (MECH-627, 4 hr) WIN 2015
Fluid Mechanics (MECH-322, 4 hr) SPR 2015
Fluid Mechanics (MECH-322, 4 hr) SPR 2015
Green Energy Conversion (MECH-627, 4 hr) SPR 2015
Energy & Environ Sys Design (MECH-521, 4 hr) SUM 2014
Intro to ICE & Auto Pwr Sys (MECH-540, 4 hr) SUM 2014
Intro to ICE & Auto Pwr Sys (MECH-540, 4hr) FALL 2014
Applied Transport Phenomena (MECH-621, 4hr) FALL 2014
% of Time Devoted
to the Program5
Navaz, Homayun
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
60%
25%
15%
100%
60%
25%
15%
100%
85%
0%
15%
100%
25%
10%
Admin
ME
65%
100%
159
FT
Sullivan, Laura
FT
Tavakoli, Massoud
FT
Ubong, Etim
FT
Applied Transport Phenomena (MECH-621, 4hr) SPR 2015
Combustion & Emissions (MECH-641, 4hr) SPR 2015
Interdisc Dsgn & Manufacturing (IME-100, 2 hr) SUM 2014
Interdisc Dsgn & Manufacturing (IME-100, 2 hr) SUM 2014
Interdisc Dsgn & Manufacturing (IME-100, 2 hr) SUM 2014
Interdisc Dsgn & Manufacturing (IME-100, 2hr) FALL 2014
Interdisc Dsgn & Manufacturing (IME-100, 2hr) FALL 2014
Interdisc Dsgn & Manufacturing (IME-100, 2hr) FALL 2014
Dynamics (MEHC-310, 4hr) WIN 2015
Dynamics (MEHC-310, 4hr) WIN 2015
Dynamic Sys w/Controls Lab (MECH-430, 2hr) WIN 2015
Dynamic Sys w/Controls Lab (MECH-430, 2hr) WIN 2015
Dynamics (MEHC-310, 4hr) SPR 2015
Dynamics (MEHC-310, 4hr) SPR 2015
Failure & Mat Consid. in Dsgn (MECH-515, 4 hr) WIN 2015
Properties of Polymers (MECH-580, 4 hr) WIN 2015
Statics (MECH-210, 4 hr) SPR 2015
Failure & Mat Consid. in Dsgn (MECH-515, 4 hr) SPR 2015
Veh Crash Dyn & Accident (MECH-551, 4 hr) SUM 2014
Bioengineering Apps Project (MECH-554, 4 hr) SUM 2014
Veh Crash Dyn & Accident (MECH-551, 4hr) FALL 2014
Bioengineering Apps Project (MECH-554, 4hr) FALL 2014
Thermodynamics (MECH-320, 4 hr) SUM 2014
Fuel Cell Sc. & Engineering (MECH-526, 4 hr) SUM 2014
Hydrogen Gen, Stor &Safety (MECH-626, 4 hr) SUM 2014
Energy Systems Lab (MECH-422, 4 hr) FALL 2014
Fuel Cell Sc. & Engineering (MECH-526, 4 hr) FALL 2014
Thermodynamics (MECH-320, 4 hr) WIN 2015
Thermodynamics (MECH-320, 4 hr) WIN 2015
% of Time Devoted
to the Program5
Stanley, Richard
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
85%
0%
15%
100%
50%
0%
50%
100%
50%
35%
15%
100%
85%
0%
15%
100%
160
FT
Zgorzelski, Maciej
PT
1.
2.
3.
4.
5.
Hydrogen Gen, Stor &Safety (MECH-626, 4 hr) WIN 2015
Computer Aided Engineering (MECH-300, 4hr) FALL 2014
Computer Aided Engineering (MECH-300, 4hr) FALL 2014
Computer Aided Engineering (MECH-300, 4hr) WIN 2015
CAD/CAM & Rapid Proto. (MECH-572, 4hr) WIN 2015
CAD/CAM & Rapid Proto. (MECH-572, 4hr) SPR 2015
Computer Aided Engineering (MECH-300, 4 hr) SUM 2014
Computer Aided Engineering (MECH-300, 4 hr) SUM 2014
Computer Aided Engineering (MECH-300, 4hr) FALL 2014
Computer Aided Engineering (MECH-300, 4hr) WIN 2015
Computer Aided Engineering (MECH-300, 4hr) SPR 2015
% of Time Devoted
to the Program5
Zang, Paul
Classes Taught (Course No./Contact Hrs.) Term and Year 2
Other4
PT or
FT1
Research or
Scholarship
Faculty Member (name)
Teaching
Program Activity
Distribution3
60%
0%
40%
100%
100%
0%
0%
100%
FT = Full Time Faculty or PT = Part Time Faculty, at the institution
For the academic year for which the Self-Study Report is being prepared.
Program activity distribution should be in percent of effort in the program and should total 100%.
Indicate sabbatical leave, etc., under "Other."
Out of the total time employed at the institution.
*** Courses in Italics are overloads that were accepted by the instructors, these may include Independent Study projects, video
delivery courses
161
C. Faculty Size
There are currently 34 faculty members in the ME Department (30 full-time, 4 part-time).
The faculty is divided into three core discipline groups: Dynamic Systems & Controls,
Energy Systems, and Mechanical Systems. The Mechanical Systems group is the largest
with 14 faculty members, with the Dynamic Systems & Controls and Energy Systems group
each with 10 faculty. A summary of the distribution of faculty is given in Table 6-3.
The faculty is further divided into ‘Specialty Areas’ depending on the elective courses that
the faculty member teaches and the areas in which they do research. There are four specialty
areas within Mechanical Engineering: Automotive Systems, Alternative Energy Systems,
Bioengineering, and Design. Some faculty members have general interests that do not align
with one of the specialty areas. The distribution of the faculty among the specialty areas is
also summarized in Table 6-3.
This mix of faculty across core and specialty disciple areas is sufficient to meet the needs for
offering the department’s core and specialty programs. Enrollment of students in core
courses is typically fewer than 36, enrollment in elective courses is typically less than 24, and
enrollment in laboratory courses range from 12-18 students, depending on the course.
Table 6-3. Faculty Discipline Areas
Faculty
Ali, Mohammad
Alzahabi, Basem
Atkinson, Patrick
Atkinson, Theresea
Berry, Joel
Brelin-Fornari, Janet
Chandran, Ram
Das, Susanta
Davis, Gregory
DiGiuseppe,
Gianfranco
Dippery, Richard
Dong, Yaomin
Echempati, Raghu
Eddy, Dale
Eddy, Kent
El-Sayed, Mohamed
Guru, Satendra
Core Areas16
DS
ES
X
Specialty Areas17
MS
AUT
X
X
X
X
AES
BIO
DSG
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NON
X
X
X
X
X
X
16
Core Areas: DS – Dynamic Systems and Controls, ES – Energy Systems, MS – Mechanical Systems
Specialty Areas: AUT – Automotive Systems, AES – Alternative Energy Systems, BIO – Bioengineering, DSG –
ME Design, NON- None
17
162
Core Areas16
Faculty
Hargrove, Jeffrey
Hoff, Craig
Janca, Sheryl
Kamensky, Kristina
Kowalski, Henry
Lemke, Brenda
Mazzei, Arnaldo
Navaz, Homayun
Peters, Diane
Pourmovahed, Ahmad
Ramadan, Bassem
Stanley, Richard
Sullivan, Laura
Tavakoli, Massoud
Ubong, Etim
Zang, Paul
Zgorzelski, Maciej
Count
DS
ES
MS
Specialty Areas17
AUT
AES
X
BIO
DSG
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
10
NON
10
X
X
X
14
6
5
6
X
X
10
8
Beyond the delivery of courses, ME faculty members provide institutional service by serving
on departmental and institutional committees, engaging in assessment activities, conducting
curriculum reforms, advising students about career choices, advising senior thesis projects,
writing proposals for funding educational and technical research, advising student chapters of
professional societies, and supervising student projects.
Interactions with Students: ME faculty interact with students outside of the classroom in a
variety of ways; from simply holding regular office hours to close interactions through the
advising of student groups.
Office Hours: All ME faculty are required to schedule a minimum of four hours of office
time/week. These office hours are posted on a board near the ME Office, so that students can
easily identify when they can meet with a faculty member. The faculty is expected to be
available to their students during these hours. Faculty members are also available to their
students through the campus email system and through the Blackboard Learning
Management System (LMS). Nearly all of the ME faculty use Blackboard to communicate
with their students about their course work via e-mails, virtual chat rooms, and digital drop
boxes.
Student Groups: ME faculty are involved in advising and mentoring a wide variety of
student groups; including student chapters of professional societies, student honor societies,
and student interest clubs. Student chapters of professional societies include: the American
Society of Mechanical Engineers (Profs. Echempati and Dong), the Society of Automotive
Engineers (Profs. Davis, Hoff, and Mazzei), FIRST Robotics (Profs. Kowalski and Peters),
Engineers Without Borders (Prof. Sullivan), the Society of Women Engineers (Prof. Peters
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and T. Atkinson) and the Kettering Entrepreneurial Society (Prof. Tavakoli). The activities of
these student groups include inviting speakers to give technical and nontechnical seminars,
participating in student competitions (e.g. through the SAE Collegiate Design Series –
Kettering has active teams in the Formula SAE, Baja SAE, Clean Snowmobile Challenge,
and AeroDesign competitions), providing community service (e.g. EWB students building a
handicap access ramp) and assisting students to develop a new product and start a business
(e.g. through KES and using the university’s new T-Space facility). Other student groups
advised by ME faculty include: the ME Honor Society Pi Tau Sigma (Profs. Zang and
Echempati), the Engineering Honor Society Tau Beta Pi (Prof. Das), the Self-Defense Club
(Prof. Stanley), the Firebirds (Prof Mazzei) and the Aerospace Club (Prof. Das).
Student Advising and Counseling: Faculty involvement in academic advising was discussed
in detail under Criterion 1, Section D. To summarize, the advising of ME students is a hybrid
system shared between the ME Department and the university’s Academic Success Center.
From the time that ME students are accepted by the university until the end of their
Sophomore I terms, they are advised by the ASC. The ASC staff meets with each student,
each term, to provide assistance with course selection and to develop a student’s long-term
academic and career plan. Starting with the student’s Sophomore II term, the primary
responsibility for advising transfers to the ME Department.
Within the ME Department, the primary source for academic advising is with ME
administrative staff, which includes: the Department Head, Dr. Craig Hoff; the Associate
Department head, Dr. Bassem Ramadan; and an Administrative Specialist, Ms. Trish Brown.
Students are encouraged to meet with ME faculty for advice on specialty options (such as
Automotive, Bioengineering, etc) and for career counseling. All ME students are required to
complete a comprehensive undergraduate thesis project under the supervision of a faculty
member. All ME faculty members participate in advising thesis projects.
Thesis Advising: Kettering University uniquely requires all students in all programs to
complete a co-operative education experience from the time they enter the university until
they graduate. For students entering as a freshman, this can amount to 2.5 years of internship
in a professional setting. Students are expected to complete a thesis project in their senior
year. Students initiate the process by submitting a Proposed Thesis Assignment (PTA) to the
Thesis Office, which distributes it to the thesis coordinator for the appropriate program.
PTAs from ME students are sent to the Associate Department Head, Dr. Bassem Ramadan
for distribution to an appropriate faculty member (which may or may not be an ME faculty,
depending on the project).
The thesis coordinator selects a “preferred” faculty advisor based on the subject matter as
well as the number of theses each faculty member has at the time. Note: ME Department
faculty average six to eight theses at a given time. The PTA is then forwarded to the
preferred faculty advisor. The faculty member can accept the thesis based on the PTA, accept
it conditionally based on changes to the PTA, or reject it. If the PTA is rejected, the thesis
coordinator tries to find another faculty advisor. Once a faculty advisor accepts a student’s
PTA, the student and the faculty advisor typically meet to go over the thesis requirements,
beginning with a plan of attack and a schedule (timeline) that must be prepared in
conjunction with the co-op employer. The faculty member typically meets with the student
and the student’s employer-supervisor to review the project plan and schedule to ensure that
they are achievable in the time allowed and that the necessary resources will be provided to
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the student. In some cases, the faculty advisor will provide help or guidance on the project,
but typically the student completes the thesis project at work with the resources available
there. Further communication with the faculty advisor may not be necessary until the first
draft of the thesis is complete.
The Thesis Office requires students to provide a copy of the first chapter of the thesis to the
faculty advisor in advance, but not all faculty advisors require it. The preliminary thesis has
usually been reviewed by the employer before it is submitted to the faculty advisor, but that
is not always the case. The faculty member reviews and annotates the preliminary thesis and
can accept the thesis outright, accept it conditionally - based on minor corrections, or reject
the thesis if it needs major corrections. Following the acceptance of the preliminary thesis the
Thesis Office performs a formatting review: table of contents, margins, page numbering,
figure and table labels and numbering, legends, and checks of grammar and punctuation.
After the thesis has been approved by the employer, the faculty advisor, and the Thesis
Office, the final copy of the thesis is, again, sent to the faculty advisor for review and a grade
(pass with distinction, pass, or fail). It would be rare to fail a thesis at this point; at this phase
it would only happen if the advisor conditionally approved the preliminary thesis and
required corrections were not made. A failing grade triggers further iterations until the
faculty advisor gives a grade of pass to the thesis.
Department & University Service: ME faculty provide a wide range of service within the
department and the university as a whole. Within the department, service may include
participating in one of the Discipline Group Committees (Dynamic Systems, Energy
Systems, or Mechanical Systems) and/or one of the Specialty Group Committees
(Automotive Systems, Alternative Energy Systems, Bioengineering or Design). These
committees have primary responsibility for assessment and the curriculum for those courses
which fall into the respective groups. Ensuring students cover appropriate educational
material, especially in courses that are prerequisites, is an important consideration. Another
important departmental committee is the Promotion and Tenure Committee (MEDPC); this
committee sets the criteria for promotion and tenure for ME faculty and evaluates candidates
as they apply. The MEDPC also evaluates non-tenured faculty annually to monitor their
progress. Other forms of service to the department include participating in open house-type
events, such as Discover Kettering, Prep for Success, and hosting prospective students.
At the university level, most committees are subcommittees that are linked, in some way, to
the Faculty Senate. There are three ME faculty that serve on the Faculty Senate (Profs. Das,
DiGuiseppe, and Dong) and many that serve on the various subcommittees. The
subcommittees of the Faculty Senate include: Recruitment and Retention (R&R), Academic
Computing Committee (ACC), Thesis Committee, Promotion, Tenure, and Ethics Committee
(PT&E), International Programs Committee (IPC), University Curriculum Committee
(UCC), Policy Review Committee (PRC), Resource Committee, and University Promotion
Committee (UPC).
Professional Development: Being engaged, professionally, is an important consideration for
faculty and helps them stay apprised of changing dynamics in the broader engineering
community. ME Faculty are actively engaged in professional development, as will be
detailed in the following section of this report.
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Interactions with Industrial and Professional Practitioners: Kettering faculty members
have uniquely strong interactions with industrial and professional practitioners through their
involvement with the university’s cooperative education program. Faculty are encouraged to
attend university-sponsored Job Fairs which are conducted to help our students find co-op
employment. Such activity helps us stay apprised of skill sets that are expected in the
marketplace. Additionally, several faculty have been successful finding research projects
through connections made at these events. Finally, faculty advisors are able to make industry
and professional connections through the process of advising thesis projects. These projects
typically involve a faculty advisor to visit the student’s employer to discuss the
project/timeline, tour the workplace and, perhaps, conclude with a wrap up visit. It is not
unusual for these interactions to initiate collaborative relationships and/or projects between
the employer and the faculty advisor. Kettering students are employed at more than 500
organizations worldwide (http://www.kettering.edu/co-op/co- op-employer-partners).
Other methods for encouraging faculty involvement with industry include participating in
alumni events, industry advisory boards, and professional societies.
D. Professional Development
Kettering University and the Mechanical Engineering Department offer faculty many
programs to support the professional development for their faculty, as described in the
following paragraphs.
New Faculty Professional Development Grant: Often, to attract the best possible candidate
for teaching, the university negotiates professional development grants for use with new
faculty members. At the time of their hire, new faculty members are provided startup funds.
The amount of startup funds is negotiated during the hiring process. These funds are
available for equipment purchases, travel, support for graduate assistants, professional
association fees, and other professional development expenses. Unused funds carry over to
future years.
Professional Development Accounts (PDAs): Faculty who participate in funded research
grants, consulting contracts, or who teach continuing education or overload courses, are
eligible to have funds placed into a personal PDA. For research grants and contracts, 10% of
the overhead associated with the overload compensation for the faculty is automatically
placed into their PDA. Faculty may place additional funds in their PDA in lieu of salary.
When teaching continuing education or overload courses, the faculty member may elect to
receive funds either as salary or as PDA funds. There is a tax advantage for placing funds
into a PDA as the PDA funds may be used for professional development without paying
income tax. The use of the PDA funds is limited and cannot be used for salary.
ME Department Travel and Research Support: The ME Department provides funds for
travel and research through both the departmental operating budget and ‘Faculty Services’
account. In the 2014-15 operating budget, $18,275 was set aside to support faculty travel.
Additional funds are available through the ‘Faculty Services’ account which is funded by
the revenues generated by faculty members’ involvement in research, consulting and
continuing education activities. Twenty five percent of overhead fees are distributed into the
faculty services account. In addition to faculty travel, the account is also used to help
support faculty initiated research projects.
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Provost’s Travel and Research Support: Provost, Dr. James Zhang, has recently announced
new programs to support faculty travel and research. Faculty travel funds are designed to
support presentations (e.g., papers, poster presentations, etc.) by faculty members who are
tenure track, tenured, or lecturers. Funds are not intended for travel to support service as an
officer of an organization, panel discussant, roundtable discussant, or panel chairperson.
The maximum award will be $1200 per applicant per year. Provost research grants will
provide matching funds to faculty members to support their research activities. These
activities include, but are not limited to: hiring student workers, purchasing materials for
research, and other research activities that will lead to a grant proposal at the end of funding
period. This matching fund provides up to a 100% match of up to $1,500 per application.
The match is limited to one application per faculty member per annum. These programs are
supported, in part, through the overhead on existing research projects. Thirty five percent of
university overhead is distributed for these purposes.
Office of Sponsored Research: The Office of Sponsored Research (OSR) facilitates all
facets of research grants and contracts at Kettering. They serve to identify grant
opportunities, provide guidance to faculty who desire to apply for grants, and administer
grants and contracts once they are awarded. A listing of the OSR resources can be found on
their website at http://www.kettering.edu/research)
In helping faculty to identify potential grant funders, the OSR recently subscribed to a
service with InfoEd Global. This service is an effective tool in helping Kettering faculty and
staff discover grant and contract opportunities. SPIN is web-based so it can be accessed
from anywhere, it is easy to use out-of-the-box, and it can be customized to bring back
individually tailored results for individualized research/expertise profiles. SPIN offers
active searching, automated opportunity matching, and daily opportunity notifications.
The OSR also provides support to faculty in grant preparation: 1) OSR ensures that
submissions comply with funding agency guidelines and institutional policies of Kettering
University; 2) OSR provides assistance with the completion of the application forms; 3)
OSR provides assistance with the planning and completion of the research budget; 4) OSR
secures sponsor clarifications when needed; and 5) OSR works individually with submitting
faculty members to ensure all application efforts are well coordinated and deadlines can be
met. Once a sponsored contract or grant is awarded, the OSR works closely with the
Principal Investigator during the award period to ensure all the requisites are met. The OSR
administers the financial aspects of the contract or grant to ensure that it follows the
guidelines of the sponsoring agency and that it follows the projected budget that was
submitted and approved by the sponsor.
In addition to the facilitation of research grants, the OSR offers other internal opportunities
including the Rodes Professorship and faculty research awards. The Rodes Professorship is
an honor conferred upon a Kettering faculty member in recognition of scholarly
achievement. It provides a $5,000 fund for the continued development of the individual and
recognizes the following distinguished attributes: a breadth and depth of knowledge, an
excitement of inquiry, a commitment to diligence, the courage to innovate, leadership in
developing and applying an area of knowledge, a simplicity of expression that comes from
full understanding, a contribution respected in the larger community, and the perspective to
place personal accomplishment in the larger context of human values.
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Faculty may also apply or be nominated for internal researcher awards. A maximum of four
awards are given out each year and are described further below. Recipients of the research
awards must have significant research accomplishments that includes
refereed
publications, proof of reports written for applied research sponsors, funded research,
patents, invited presentations, and elected positions in professional societies. Evidence of
consistent research activity at Kettering University must be provided.
 Outstanding New Researcher Award: Recipients must have less than five years of
service at Kettering University prior to the first day of fall term of fiscal year. Three
letters of recommendation are required; at least one must be from a Kettering
University faculty member. This award may be won only once.
 Outstanding Researcher Award: Recipients must have more than five years of service
at Kettering University prior to the first day of fall term of fiscal year. Recipients of
this award may be repeat winners. A prior winner will be eligible five years from the
first day of the fall term in the academic year the award was won. Three letters of
recommendation are required. At least one of these must come from someone outside
of Kettering University who is familiar with the nominee’s work. At least one must be
from a Kettering University faculty member.
 Distinguished Researcher Award: This award is for faculty with a sustained record of
research for over ten years at Kettering University. The winner must have more than
ten years of service at Kettering University. Four letters of recommendation are
required. Two must be from individuals outside of Kettering University familiar with
the nominee’s work and at least one must be from a Kettering University faculty
member.
 Outstanding Applied Researcher Award: This award recognizes significant, sustained
and funded applied research. Applied research encompasses all activities that lead to
the development or improvement of products, processes, services or materials. The
recipient must have more than five years of service at Kettering University, a record of
funded applied research over time (a minimum of three years), a minimum of $50,000
revenue generated from applied research (through the Office of Sponsored Research).
Research must have produced tangible and significant benefits for the sponsor. Three
letters of recommendation are required. At least one from someone outside Kettering
University who was directly involved in a significant applied research project for
which the nominee received substantial funding.
Center for Excellence in Teaching and Learning (CETL): CETL’s mission is to
provide resources and opportunities for faculty, staff and students to become better teachers
and learners. It provides professional development opportunities in the areas of
teaching enrichment, educational scholarship, and assessment. CETL sponsors a collection
of events including joint events with other universities/colleges in the Flint area. Seminars,
open forums, distinguished guest speakers, surveys, and brown bag lunches are some of the
programs that CETL sponsors. A list of past and upcoming events sponsored by CETL can
be found at the following URL (http://www.kettering.edu/offices-facilities/centerexcellence-teaching-and-learning).
The Kettering University library maintains a collection of multimedia holdings for CETL
including journals, books, periodicals, and videos related to teaching and learning. Most
materials are available for checkout to members of the Kettering Community.
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In addition, CETL sponsors teaching awards and educational travel grants. There are four
different awards given to multiple deserving faculty each year: the Outstanding Teaching
Award (teaching), the Tutt Award for Innovation in Teaching (pedagogical), the
Educational Scholar Award (scholarship), and the Faculty Distinguished Citizenship Award
(service).. All awardees are selected by a selection committee composed of past recipients,
faculty, staff, students and/or alumni. The educational travel grant supports participation in
conferences, workshops, etc., that are related to teaching and learning.
Innovation to Entrepreneurship (I2E): The Kern Family Foundation provided a $1.6 M
grant to Kettering University to support Kettering University faculty and teaching staff to
infuse an entrepreneurial and intrapreneurial (E/I) mindset in the classroom. The program
started with series of faculty workshops that were each 3.5 hours long for eight weeks in the
evenings. At the end of the workshop, faculty members were required to develop and
implement ways to incorporate entrepreneurship into their classroom. Many faculty
members were also invited and received additional grant support to develop more advanced
I2E activities in their courses and to attend regional and national workshops organized by
the Kern Entrepreneurship Education Network (KEEN).
Faculty Orientation Programs: The University provides training to new faculty to ensure
that they have, or are aware of, the resources available at Kettering. The orientation program
includes introductions to teaching with tutorials and demonstrations on how to use the
Blackboard On-line Delivery System, how to prepare syllabi, effective class engagement, an
orientation to the various departments on campus, etc. In addition, faculty members undergo
environmental health and safety training. New faculty members are also introduced to the
Office of Sponsored Research and are educated on the process/procedures for procuring
grants. The Office of the Provost also hosts luncheons for the new faculty to foster
interdisciplinary research collaborations and enhance teaching.
Distinguished Faculty Seminars: The Office of the Provost hosts a Distinguished Faculty
Research seminar series where faculty members are chosen to present their research to the
Kettering community. This opportunity allows researchers to disseminate their new and
exciting projects and fosters collaboration amongst researchers in other departments.
Mentorship: As part of the promotion and tenure process, new faculty members choose, or
are assigned, an associate or full professor as their mentor. This person serves as a point of
contact to the new faculty member and helps them to make significant progress in the areas
of teaching, scholarship, and service/citizenship. In addition, faculty members undergo
annual reviews with the Department Head and with the Department Promotion and Tenure
committee to discuss progress during the past academic year and to plan for future year(s).
Thesis Advising: An important professional development activity that is gained from the
co-op nature of Kettering University occurs when faculty members visit students during
Senior Thesis-related trips. At a minimum, these trips expose faculty to the latest
technology and inspire them to keep their classroom teaching fresh. Additional benefits
include strengthening the relationship between Kettering University and the student’s
employer; potentially allow opportunities for product/equipment donations, and even the
possibility of developing academic/industry sponsored research.
A summary of professional development activities for each faculty member is provided in
Table 6-4.
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Table 6-4. Faculty Professional Development Activities18
FT/
Faculty Name
Professional Development Activities
PT
FT  ASEE North Central Section Conference, 2012
Ali, Mohammad

ASME Congress and Exposition, 2013
FT  Developed and delivered an extensive engineering training
Alzahabi, Basem
program for SGMW automotive company, Liuzhou, China
FT  Integrated study of fracture fixation stability related to
hardware orientation. McLaren Foundation. $26,272,
November 2013.

Opportunity Seeking in a Highly Regulated Product Sector:
Medical Device Products from Concept to Investor Pitch.
KEEN Topical Grant Proposal $27,400 November, 2013.

Fatigue and biomechanical assessment of a stable
intramedullary nail for complex long bone fractures.
Atkinson, Patrick
McLaren Foundation. $23,850, 2010

Intelligent Orthopedic Fracture Implant System, Phase II
(IOFIS II). Department of Defense-Army. Funded Spring
2011 to Mott Community College, Kettering University,
SWRI. (Atkinson is co-PI). Grant total-$800,000.
Kettering portion-$203,000.

Analysis of enhanced stability for large animal models.
Funded Fall 2009 by the McLaren Foundation. $35,000
FT • Kern Entrepreneurial Education Network Winter
Conference
• Melissa Marshall: The Craft of Presenting
• Michael Prince: Active Learning Through Instructional
Atkinson, Theresea
Design
• LSTC: Introduction to DYNA
• Center for Excellence in Teaching and Learning: Teaching
and Learning Workshop
Berry, Joel
FT • CEO of GEI Global Energy Corp
FT • National Institute of Health, NSF Gender Summit North
America ( 2013)
• SAE Government and Industry and World Congress
Meetings (multiple years)
Brelin-Fornari,
• ASEE Annual Conference (2011)
Janet
• American Association for Laboratory Accreditation
(A2LA) ISO17025 Workshop (2010)
• “Entrepreneurship Across the Curriculum” Workshop
(2010)
Chandran, Ram
FT  Research with US EPA on Hydraulic Hybrid Vehicles
FT • Professional development workshop, Kettering University,
Das, Susanta
2014-2014.
18
Note: All faculty participate in the Fifth-year thesis program as advisors to student industry or research projects.
170
Faculty Name
Davis, Gregory
DiGiuseppe,
Gianfranco
Dippery, Richard
Dong, Yaomin
Echempati, Raghu
FT/
Professional Development Activities
PT
• NSF research proposal writing workshop, 2013-2014.
• Keen foundation entrepreneurship workshop, 2013-2014.
• Teaching development workshop, CETL, Kettering
University, 2010-2014.
• Webinar on various research topics, 2010-2014.
FT  KEEN Entrepreneurial Training, Kettering University,
2012

Session Co-Chair, “Engine Controls” sessions, Small
Engine Technology Conference, Society of Automotive
Engineers, Pisa, Italy, November 18-20, 2014.

Session Co-Chair, “Alternative and Advanced Fuels”
sessions, Powertrain Fuels and Lubricants Conference,
Society of Automotive Engineers, Birmingham, UK,
October 20-23, 2014.

Session Co-Chair, “Materials”, Small Engine Technology
Conference, Society of Automotive Engineers, Linz,
Austria, September 26-30, 2010.

SAE World Congress, annually (2010-2015)

SAE Clean Snowmobile Advisor, annually (2010-2015)
FT • KEEN Winter Conference, Tempe, AZ (2015).
• ANSYS Mechanical Heat Transfer, ANSYS, Ann Arbor,
MI (2013).
• Battery Seminar, Plug Volt, Plymouth, MI (2013).
• Introduction to ANSYS FLUENT, ANSYS, Ann Arbor,
MI (2012).
• DOE Annual SECA Workshops (2010, 2013).
• International Fuel Cell Science, Engineering and
Technology Conference (2010-2012).
FT  Consultant for Beasy Software and Services

CSE conference, with invited paper, Winnipeg, Manitoba,
June 2012.

2014 VR&D User’s Conference, Monterey, CA, October
2014, with invited paper.

Attended Aircraft Airworthiness and Sustainability
Conferences, 2010-2012 and 2014-2015.

Continuing education courses for PE license:
Optimization, Ethics, Failure Investigation, Gear Quality,
Technical Report Writing, and Finite Element Analysis.
2015
FT  ASEE Conference (2012, 2015)

SEM Annual Conference (2015)
FT • ICE-KEEN Innovation Workshops, UNH, CT (2014), UD,
Mercy, MI (2013), Orlando, FL (20120, St. Louis, MO
(2011), Eagle, WI (2011)
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Faculty Name
Eddy, Dale
Eddy, Kent
El-Sayed,
Mohamed
Guru, Satendra
Hargrove, Jeffrey
Hoff, Craig
FT/
Professional Development Activities
PT
• Panel Reviewer of research proposals: National Science
Foundation (USA), and Shota Rustaveli National
Foundation, Georgia (2009-2014)
• Entrepreneurship across Curriculum (EAC), Kettering
University (2010)
FT  On-line Siemens NX training
FT  On-line Siemens NX training
FT • ABET Program Evaluator (PEV) Training and Observer
Visit, 2014
• Editor-in-Chief, SAE Int. Journal of Materials and
Manufacturing, 2010-Present.
• Chair, SAE journals’ Editorial Board, 2010-Present
• Editor, Springer’s Central European Journal of
engineering, 2011-present.
• Chair of SAE Integrated Design and Manufacturing
Activity, April 2012-2014.
• President: Academy of Process Education June 2012-2013.
• Topic Organizer ASME "Vehicle Electrification..."
November 2012.
• Topic Organizer ASME "Advanced Automotive
Technologies ", November 2013.
• Editorial Board Member, Int. Journal of Robotics and
Mechatronics Engineering 2014
FT • Attending Oakland University in pursuit of my PhD in
Systems Engineering.
FT  Pursuing Ph.D. in ME studies at Oakland University
FT • FED Vehicle Development Project,
SES/TARDEC/Ricardo (2010-2012)
• Legacy Fuel System Testing, U.S. DOE (2010-2011)
• Green Mobility Laboratory Development, U.S. DOE
(2010-2011)
• Advantages of High-Voltage HEV Study, PAICE, LLC
(2010)
• SAE World Congress, annually (2010-2014)
• Formula SAE Competition, annually (2010-2014)
• ASEE Annual Conference, annually (2010-2012)
• Kettering CETL Work Learning (CETL), various
workshops (2010-2014)
• KEEN Winter Conference (2011, 2015), various oncampus workshops (2010-2014)
• Guest Professor, Reutlingen University, Reutlingen,
Germany (Fall 2011)
• IEEE Vehicle Power and Propulsion Conference, Lille,
France (2010)
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Faculty Name
Janca, Sheryl
Kamensky,
Kristina
Kowalski, Henry
Lemke, Brenda
Mazzei, Arnaldo
Navaz, Homayun
Peters, Diane
Pourmovahed,
Ahmad
Ramadan, Bassem
Stanley, Richard
FT/
Professional Development Activities
PT
PT  Kettering Center for Teaching and Learning (CETL),
various workshops (2014-present)

KEEN various on-line webinars (2014-present)

SafeKids World Wide (2010-present)

American Association for Laboratory Accreditation
(A2LA) ISO 17025 (2010)

Research in Crash Safety Center
PT  Research with Chemical Engineering

CEO of Prismatech
FT  FIRST Robotics mentor
FT • Mental Health First Aid, April 3, 2014, Kettering
University.
• National Instruments myRIO training, March 7, 2014,
Kettering University.
• True Kettering Faculty In Service, February 2014
FT • On-line Siemens NX training
ASEE Annual Conference, annually (2002-2011)
• SEM Annual Conference, annually (2002-Present)
• BAJA SAE Competitions, annually (2011-Present)
• SAE/JSAE Small Engine Technologies Conference in Pisa,
Italy (2014)
FT • Project Manager and Principal Investigator (PI), Chemical
Agent Fate Program, DoD Edgewood Chemical and
Biological Center (ECBC) (2005-2014)
• Project Manager and Principal Investigator (PI), Contact
Hazard Project Defense Threat Reduction Agency (DTRA)
(2010-2014)
• Active in AHRAE
FT • ASEE Annual Conference, annually (2011-2014)
• SWE Annual Conference, annually (2011-2014)
• Kettering CETL workshops (2013-2014)
• ASME IDETC conference (2011)
• ASME DSCC conference (2011, 2012)
• American Control Conference (2010)
FT  ASEE Conference 2012

International Conference on Renewable Energies and
Power Quality (ICREPQ’10)

International Youth Conference on Energy (IYCE 2015)
FT • POINTWISE software advanced grid generation
• SCORG software turbomachinary gride generation
• ANSYS/CFX Computational Fluid Dynamics software
• ANSYS/FLUENT Computational Fluid Dynamics
software
FT 
173
Faculty Name
Sullivan, Laura
Tavakoli, Massoud
Ubong, Etim
FT/
Professional Development Activities
PT

ASEE Annual Congress and Exposition, Louisville, KY,
June, 2010

Textbook development for John Wiley Publishing
FT • Ongoing training with Dr. Richard Komp, author of
“Practical Photovoltaics,” on manufacture and use of
photovoltaic cells for off-grid applications in the
developing world.
• League for Innovation STEMTech Conference, Kansas
City, MO, 2012
• Advisor for Engineers Without Borders
FT • Institute for Police Technology and Management (IPTM)
Special Topic Conference, May 2013.
• Visiting Professor, Univ. of Michigan Hospital
International Center for Automotive Medicine (ICAM),
2012
• Pediatric automotive crash injury research, U. of Michigan
Hospital International Center for Automotive Medicine
(ICAM)
• Ongoing contribution to Michigan Association of Traffic
Accident Investigators (MATAI) conferences
• Ongoing participation in round table automotive crash
injury case analysis at ICAM occupant injury case reviews
(International Center for Automotive Medicine), U. of
Michigan, Ann Arbor, MI
• Several years of participation in automotive crash injury
case analysis at CIREN occupant injury case reviews
(Crash Injury Research and Engineering Network), U. of
Michigan, Ann Arbor, MI
FT • Conference Technical Chair, Conference organizer, Track
chair, Session chair (2011), Executive member of the
Organizing Committee-ASME International Fuel Cell
Conference. Washington D.C. August 7-10, 2011.
• Conference General Chair, Conf. organizer, Track chair,
Session chair (2012), Executive member of the Organizing
Committee-ASME International Fuel Cell Conference. San
Diego, California Aug. 23-26, 2012.
• Scientific Committee member, International Conference on
Renewable Energies and Power Quality (ICREPQ'12 15)”.Spain.
• Executive Editor: Advances in Automotive Engineering
Journal
• Editor, Journal of Energy & Power Engineering
• Editor, Energy, Zambian Journal of Chemical Engineering
• Editor, Indo-American Journal of Mechanical Engineering
174
Faculty Name
Zang, Paul
Zgorzelski, Maciej
FT/
Professional Development Activities
PT
• Editor, ASME PEM Fuel cell Journal, etc.
FT • On-line Siemens NX training
• PACE PLM Conference, Annually 2010-2014
FT • On-line Siemens NX training
E. Authority and Responsibility of Faculty
All faculty members in the Department of Mechanical Engineering are associated with the
Bachelor of Science in Mechanical Engineering degree program. The program faculty have
primary responsibility for the curriculum of their degree program. Because of the size of the
department, the faculty are subdivided into three ‘core’ groups: Dynamic Systems, Energy
Systems, and Mechanical Systems. The faculty members within each group meet regularly,
and are in charge of making decisions regarding curricular matters with courses assigned to
the group. Course or curriculum changes that are recommended by the core groups are
referred to the entire department faculty, which acts as the final curriculum committee.
Changes that affect the entire ME program are decided at the departmental level. These types
of changes include degree requirements, catalog descriptions, credit hours, prerequisites, new
courses, or course deletions. After a change of this sort is approved by the ME faculty, it is
further reviewed by (1) the ME department head, (2) the University Curriculum Committee,
(3) the Faculty Senate, and (4) the Provost and Vice President for Academic Affairs (as the
president’s designee). Once approved, the documentation for the change is filed in the
Registrar's Office and serves as the basis for the official course description appearing in the
undergraduate catalog.
Actions that do not require a catalog change may be approved by the core group or
department faculty with only a notification to the University Curriculum Committee, Faculty
Senate, and Provost and Vice President for academic affairs. These include, for example, the
arrangement of course topics or wording of course learning objectives.
The department faculty and ultimately the academic department head have primary
responsibility for the consistency and quality of the courses taught. The consistency and
quality of many courses are assessed as part of the program outcome assessment progress
described in the section on Criterion 4.
In addition to the program's own assessment effort, the university provides a number of
resources to help the department faculty and the department head ensure consistency and
quality in all courses. The Office of Institutional Effectiveness conducts a student opinion
survey for each course, the results of which are available to the instructor and the department
head. The same office produces a report of the grade distribution in each course (average
grade, percentage of withdrawals, and percentage of failures), which is available to the
department head.
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CRITERION 7. FACILITIES
A. Offices, Classrooms and Laboratories
The Mechanical Engineering Department occupies two floors of the C.S. Mott Engineering
and Science Building. Administrative offices, faculty offices, laboratories and studios
(classrooms equipped with computers and other resources) are located on the second floor of
the building, as shown in
Figure 7-39. Other departmental laboratories and classrooms are located on the first floor of
the building, as shown in Figure 7-40.
Figure 7-39 Mott Building – Second Floor, showing ME Spaces
Figure 7-40 Mott Building – First Floor, showing ME Spaces
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Additional classroom space is available in the university’s main Academic Building, along
with two additional laboratory spaces; an engine test laboratory and an Advance Machining
Laboratory that is jointly managed by the ME and IME Departments. Overall, the ME
Department has more than 42,000 sq-ft of mixed-use instructional space.
A.1. Offices (Administrative, Faculty, Clerical, and Teaching Assistants)
Mechanical Engineering administrative, faculty, clerical, and graduate student offices are
located in the Mott Engineering and Science Center (MC). The building was renovated in
2003. All the offices are comfortable with modern desks and chairs. All faculty were
provided with updated laptop computers (minimum Core-i7 processors, 16GB RAM) in
2014. Staff computers were also recently updated (typically Core-i5 processors). The
department maintains a shared high-speed Xerox Workstation photocopier/printer/colorscanner with document processing capabilities, a B/W laser printer, a color laser printer, a
wide-format plotter and a fax machine. Additionally, faculty may elect to purchase personal
printers, scanners, etc. through their personal development accounts. The department’s
conference room is equipped with a video projection system and video conferencing
equipment.
Additional facilities include two student lounge areas that provide a comfortable environment
for student learning. Both lounge areas are equipped with flexible seating and whiteboards to
allow students to work in groups. One lounge is further equipped with a computer and
printer/scanner/copier. Two offices are allocated to student groups. One office is shared by
the four SAE Motorsports teams (Formula SAE, Baja SAE, Clean Snowmobile, and
AreoDesign) and the other office is shared by ASME and Pi Tau Sigma. Several additional
offices are allocated to graduate teaching assistants.
A.2. Classrooms and Associated Equipment
Upper-level ME courses and laboratories are taught primarily in the Mott Building using ME
Studios. All of the Studios are equipment with modern computers and video projection
systems. Examples of ME Studio spaces are shown in Error! Reference source not found..
All are adequate to support the program educational objectives and outcomes.
Figure 7-3 Examples of ME Studios. Left – Hougen Design Studio, Right – PACE Studio
The university provides about 40 classrooms for general use that may be scheduled for any
course through the Registrar’s Office. Most lower-level ME and support classes are taught in
these classrooms. They range in capacity from about 30 to 140 with a total capacity of 2,100
seats. The median classroom capacity is 50. The university has been systematically renovated
177
a number of classrooms each year. Most of the classrooms on campus are equipped with
video projection equipment.
A.3. Laboratory Facilities
The Mott Center (MC) provides state-of-the-art laboratories that support a ME program that
is focused on “hands-on” activities and engineering problem solving. Most laboratories
include an integrated classroom environment that provides a seamless transition from lecture
to experiment, supporting different student learning styles. Each laboratory has a faculty
coordinator who works with four full-time technicians responsible for evaluating equipment
needs and maintenance requirements for ME laboratory facilities. Table 7-62 provides a
general description of the core ME laboratory facilities. Additional details on the equipment
available in each lab are provided in Appendix C.
Table 7-62 Summary of ME Laboratory Spaces
Facility, Location (Size),
Purpose of Laboratory,
Coordinator’s Name
Activities Supported by Laboratory
Purpose: Teaching and research facility for combustion
Advanced Engine Research
engines
Lab
Activities: MECH-541Advanced Automotive Power
MC 1-123/125 (900 ft2)
Systems, MECH-544 Introduction to Automotive
Dr. Gregory Davis
Powertrains, student projects and faculty research
Purpose: Teaching facility for Computer Numerical Control
Advanced Machining Lab
(CNC) machining
AB 1-227 (1150 ft2)
Activities: IME403/604 CNC Manufacturing and student
Mr. Satendra Guru
projects
Bio & Renewable Energy
Purpose: Teaching facility for alternative energy systems
Lab
Activities: MECH-527 Energy and the Environment, MECHMC 2-138 (900 ft2)
528 Bio & Renewable Energy Lab, and student projects
Mrs. Brenda Lemke
Purpose: Teaching and research facility for bioengineering
Bioengineering Application
projects
Research Lab
Activities: MECH-350 Introduction to Bioengineering
MC 2-122 (1000 ft2)
Applications, MECH-554 Bioengineering Applications
Dr. Pat Atkinson
Project and other student projects
Combustion Research Lab
Purpose: Research facility for the application of CFD to
MC 2-246 (640 ft2)
automotive engine and systems design
Dr. Bassem Ramadan
Activities: Graduate research projects
Purpose: Teaching and research facility for automotive crash
Crash Safety Center
safety systems
MC 1-207/211/215/217
Activities: PHYS 114 Newtonian Mechanics, MECH-551
2
(2000 ft )
Vehicular Crash Dynamics, student projects and faculty
Dr. Janet Brelin-Fornari
research
Dynamic Systems
Purpose: Teaching facility for dynamic systems modeling
Laboratory MC 2-240
and control
(1,000 ft2)
Activities: MECH-330Dynamic Systems I: Modeling and
Dr. Ram Chandran
MECH-430 Dynamic Systems II: Controls, student projects
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Facility, Location (Size),
Coordinator’s Name
Purpose of Laboratory,
Activities Supported by Laboratory
and faculty research
Purpose: Teaching facility for thermodynamics, fluid
Energy Systems Laboratory
mechanics, and heat transfer
MC 2-230 (3300 ft2)
Activities: MECH-422Energy Systems Laboratory, student
Dr. Gianfranco DiGiuseppe
projects and faculty research
Engine & Chassis
Purpose: Teaching and research facility for automotive
Laboratories
engines and powertrains
AB 1-218/220 (6250 ft2)
Activities: MECH-540 Internal Combustion Engines, student
Dr. Bassem Ramadan
projects and research
Purpose: Teaching and research facility for experimental
Experimental Mechanics
stress analysis projects
AB 1-231 (1200 ft2)
Activities: MECH-514 Experiment Mechanics Projects,
Dr. Henry Kowalski
student projects and faculty research
Fabrication Shop
Purpose: Fabrication facility supporting student and research
2
MC 1-215 (1200 ft )
projects.
Mr. Dan Boyse
Activities: Student projects and faculty research
Purpose: Teaching and research facility for the development
Fuel Cell Research Center
of fuel cell systems
MC 1-103/107/109/115
Activities: MECH-526 Fuel Cell Engineering, MECH-626
(4000 ft2)
Hydrogen Storage Systems, student projects and faculty
Dr. Joel K. Berry, et al.
research
Purpose: Teaching facility for the development of
Hougen Design Studio
mechanical-electrical systems
MC 2-116 (5240 ft2)
Activities: MECH-311 Introduction to Design of Mechanical
Mr. Dale Eddy
Systems
Loeffler Freshman CAD
Purpose: Teaching facility for Computer Aided Design
Laboratory
(CAD) instruction
2
MC 2-146 (3200 ft )
Activities: MECH-100Engineering Graphical
Dr. Yaomin Dong
Communication and student projects
PACE
Purpose: Teaching facility for Computer Aided Engineering
GM e-design & e(CAE) and Product Realization instruction.
Manufacturing Studios
Support: MECH-300 Computer Aided Engineering, MECHMC 2-130 (800 ft2)
572 Rapid Prototyping Project, and student projects
Dr. Paul Zang
Purpose: Primarily to support SAE Collegiate Design Series
SAE Design Center
Projects, it is also used to support several automotive
MC 1225 (5185 ft2)
courses.
Dr. Greg Davis &
Activities: Student projects, MECH-542 Automotive Chassis
Dr. Craig Hoff
Systems, and MECH-544 Introduction to Automotive
Powertrains
Purpose: Teaching facility for sophomore signal analysis
Signal Analysis Laboratory
course
MC 2-234 (1000 ft2)
Activities: MECH-231Mechanical Signal Analysis and
Mrs. Brenda Lemke
student projects.
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Facility, Location (Size),
Coordinator’s Name
THE Car Laboratory
CC 1-250 (1390 ft2)
Dr. Greg Davis
Dr. Craig Hoff
Vehicle Durability Lab
MC10231 (1800 ft2)
Dr. Mohamed El-Sayed
Purpose of Laboratory,
Activities Supported by Laboratory
Purpose: Teaching facility that supports several automotive
systems courses
Activities: MECH-542Chassis Systems Design, MECH-544
Introduction to Automotive Powertrain and student projects.
Purpose: Teaching and research facility for vehicle durability
projects and student capstone projects
Activities: MECH-512 Mechanical Systems Design Project,
MECH-548Vehicle Design Project, student projects and
faculty research
Mechanical Engineering students also receive hands-on experiences in supporting courses
external to the department. These laboratories are Physics Laboratory (supports PHYS114/115 and PHYS-224/225), Chemistry Laboratory (supports CHEM-135/136 and CHEM145/146), Manufacturing Processes Laboratory (supports IME-101), and Engineering
Materials Laboratory (supports IME-301).
In addition to the teaching and research laboratories, the ME Department maintains a fully
functioning metal- and woodworking shop for equipment fabrication and repairs. These
facilities support student projects and faculty research activities.
B. Computing Resources
Kettering University mechanical engineering students are provided with an extensive range
of computer resources (computers and software) which are more than adequate to meet the
educational objectives of the program. The ME Department provides six studio spaces
(classrooms equipped with computer facilities), summarized in Table 7-62. Three of the
spaces (the Loeffler CAD Studio, the PACE CAE Studio, and the Fuel Cell Studio) are
available to ME students 24/7. The other spaces are available to ME students during normal
business hours (nominally, 8:00am to 6:00 pm).
Table 7-63 Summary of computing facilities in the C.S. Mott Building
Location
PCs Computers
Windows PCs w/Intel Core2 processors,
Denso Controls
15
16 GB RAM, 22” Wide Screen
Studio19
Monitors
High-end Windows PCs w/Intel iCore7
Fuel Cell Studio2
13 processors, 32 GB RAM, 22” Wide
Screen Monitors
High-end Windows PCs w/Intel iCore5
Hougen Studio1
11 processors, 16 GB RAM, 22” Wide
Screen Monitors
Loeffler CAD
High-end Windows PCs w/Intel iCore7
35
20
Studio
processors, 32 GB RAM, 22” Wide
19
20
Condition
Very Good,
Upgraded 2014
Excellent,
Upgraded 2015
Excellent,
Upgraded 2015
Excellent,
Upgraded 2015
These facilities are available to students during normal business hours (8:00am – 6:00pm)
These facilities are available to students 24/7.
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Location
PACE CAE Studio2
Signals Analysis Lab1
PCs Computers
Condition
Screen Monitors
High-end Windows PCs w/Intel iCore7
Excellent,
19 processors, 32 GB RAM, 24” Wide
Upgraded 2014
Screen Monitors
Windows PCs w/Intel Core2 processors,
12
Good
8 GB RAM, 22” Wide Screen Monitors
In addition to the computing facilities within the ME building, the university’s Department of
Information Technology (IT) supports many computing facilities around campus, including
facilities in the main Academic Building and freshman dormitories. The IT Department is
responsible for planning, designing, implementing, maintaining, and supporting hardware,
software, network infrastructure, multimedia, telecommunications, security, and electronic
systems. Additional details on the campus-wide computing resources can be found in
Criterion 8 Institutional Support and in Appendix D Instructional Summary.
Kettering University mechanical engineering students have access to a wide range of
industry-standard software. A summary of the software is provided below in Table 7-64. The
university has relationships with many of the software vendors, which allows the university
to purchase software at a deeply discounted rate. In particular, as a member of Partners for
the Advancement for Collaborative Engineering Education (PACE) consortium, the
university is able to provide many of the same software titles that are used by engineers at
GM.
Table 7-64 Summary of software available to ME Students
Software
Vendor
Purpose
Automotive powertrain simulation tool for
ADVISOR
NREL
hybrid electric vehicles
General purpose multi-physics simulation
ANSYS21
ANSYS
and visualization tool
Automotive vehicle dynamics simulation
CarSim
Mechanical Simulation
tool
Multi-purpose thermal-fluid modeling
Fire
AVL
software for internal combustion engines
Software for email, document preparation,
Google Apps
Google
and storage
Automotive engine and powertrain
GT Power Suite3
Gamma Technologies
simulation tool
Open architecture CAE tool for modeling,
3
HyperWorks
Altair
analysis and optimization.
Computer aided engineering and product
3
Inventor
Autodesk
development tool
Visual programming language for data
LabVIEW
National Instruments
acquisition and control
LS-DYNA3
Livermore Software
General purpose non-linear finite element
21
Available at discounted prices through the GM PACE Consortium
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Software
Vendor
Maple
MapleSoft
MapleSim
MapleSoft
Mastercam
Axsys Inc.
MATLAB/Simulink MathWorks
Minitab
Minitab Inc.
Multiphysics
COMSOL
Multisim
National Instruments
MSC Nastran3
MSC Software
NX 103
Siemens
Office
Microsoft
PC-Crash
MEA Forensic
STAR CCM3
CD-Adapco
Purpose
program
General purpose mathematical analysis and
visualization program
High performance physical modeling and
simulation software
Numerical control programming software
for CNC manufacturing
High-level technical computing language
for data analysis and modeling
General purpose statistical analysis tool
Simulation tool for electrical, mechanical,
fluid flow, and chemical applications
Analog and digital electrical circuit
simulation tool
Multidisciplinary structural analysis tool
Computer aided engineering and product
development tool
General purpose document suite with word
processor, spreadsheet, presentation tool…
Collision and trajectory physics simulation
tool for crash safety applications
General purpose multi-physics simulation
and visualization tool
Although Kettering University does not currently have a mandatory laptop computer
expectation for our students, our students are increasingly relying on laptops for their
computing needs. Kettering has been working to meet student needs in this regard. In 2013,
the university undertook an overhaul of its wireless communication network; high-speed
wireless communication connection points are now available in all campus buildings.
To improve student access to the computing software, a client/server system (known as KU
Cloud) was initiated in 2014. Much of the ‘core’ software is available to students from any
computer that has a high-speed connection, on-campus or off-campus. The software that is
available to students through KU Cloud includes: MS Office, MATLAB/Simulink, Maple,
LabVIEW, and Minitab. Computationally demanding software, such as CAD and CAE
software, is not available in this manner due to limitations of the hardware. However, the
licensing agreements for both Autodesk Inventor and Siemens NX allow students to
download the software directly to their machines, while they are actively enrolled students at
Kettering.
C. Guidance
The following paragraphs explain how ME students are provided appropriate guidance
regarding the use of the tools, equipment, computing resources, and laboratories.
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Laboratory Safety. For each laboratory-based course, faculty members provide a laboratory
safety overview at the initial class session. Students are instructed on the proper use of
equipment, personal safety protection, and emergency evacuation procedures. Each
laboratory has a phone for emergency use and an eye wash station as necessary. Additionally,
each laboratory has an assigned technician who is available immediately by cell phone or
pager if a need arises. For capstones and other project-based courses, students work closely
with ME technicians who provide instruction on how to use the manufacturing and test
equipment safely and provide oversight of the students while they are working in the
laboratories.
Kettering University also has a campus safety officer (Nadine Thor) who oversees the
maintenance of safety equipment, safety training to faculty and technicians, and the
availability of MSDS notices. Kettering laboratories are also checked by its insurance
provider for safety issues during unannounced visits.
Computing Resources: ME faculty provide the initial instruction on the use of computer
software that is used in their courses and are the primary resource for students with questions.
Help sheets are available on the IT website 22 for general purpose software, such as Microsoft
Office.
D. Maintenance and Upgrading of Facilities
The C.S. Mott building was extensively renovated in 2001. New classrooms and laboratories
were developed at that time and have been continuously updated and modernized. Funding
for updates comes from external grants, internal capital equipment grants, donations from
corporate partners, and the Mechanical Engineering Discretionary Fund account.
Laboratory Planning and Maintenance: Laboratory equipment planning is done by the
Department Head in consultation with the mechanical engineering faculty and technicians.
There are four full-time ME laboratory technicians responsible for installation and
maintenance of the laboratory infrastructure. New equipment is installed by the technicians
or, if necessary, by external contractors.
General Facilities Maintenance: The maintenance and repair of general spaces used by
faculty and students at Kettering University is performed by Facilities Management.
These spaces include hallways, bathrooms, general classrooms, general meeting rooms, etc.
Daily repair items are reported by users via a computerized work management system.
When a non-critical work request is received, a maintenance worker is targeted to respond
to the area within one working day. In addition, Facilities Management maintains a
prioritized list of capital renewal items for these areas. Projects are performed as funding
becomes available and are intended to enhance the appearance and vitality of the campus.
Information Technology Support: Installation, maintenance, and management of department
hardware, software, and networks are supported by Kettering’s Information Technology
(IT) Department. No personnel are dedicated expressly to the support of the Mechanical
Engineering Program. Instead, individual issues are addressed by initiating a help ticket
by email or telephone, which is then assigned to one of the IT support personnel.
A summary of some of the key upgrades to the ME infrastructure is provided in Table 7-65.
22
(Insert web link)
183
Table 7-65 Summary of key infrastructure upgrades
Year
Upgrades
Funded by
Quanser Quarter-Car Active Suspension
2015
Provost’s Office
Model
Loeffler Freshman CAD Lab Upgrade
2015
President’s Office
(37 Computers)
2015
44” Plotter
ME Department
Donation - General
2015
Student Automotive Research Area
Motors Foundation
Donation – General
2015
New Haas CNC Mill for Adv. Mfg. Lab
Motors Corporation
New engine dyno and transmission dyno Donation – General
2015
for Advance Engine Test Cell
Motors Corporation
2015
Fuel Cell Classroom PC Upgrade (11)
ME Department
2015
Tandem axle tilt deck trailer
ME Department
2014
PACE Lab PC Upgrade (20)
ME Department
New Haas CNC Mill for SAE Design
Donations – Team
2014
Center
Sponsors
New Anthropomorphic Test Dummies
Donations –
2010-14
(ATDs) for Crash Safety Center
Corporate Sponsors
Donation – Mott
2013
University-wide wireless upgrade
Foundation
2013
Horiba Emission Bench Rebuild
ME Department
Donation – Hougen
2013
Hougen Design Studio PC Upgrade (13)
Foundation
Fuel Injector Durability & Performance
Donation – Denso
2012
Benches
Corporation
2012
Micro Annular Low pressure gear pump
Fuel Cell
Grant – Corporate
2012
HYSTAT Maintenance
Sponsor
2012
Schatz Bench PC Upgrade & Training
ME Department
2011
Computational Simulation Lab PCs (5)
ME Department
Motion Engineering - High Speed
Donations –
2011
Camera?
Corporate Sponsors
ME Department/
2011
Turbine Technologies - Pump Lab
Provost Office
2011
Fuel Cell Test Station PC Upgrade
ME Department
2011
Multi-channel Digitizer (Energy Sys)
Provost Office
2011
Greenlight Test Station Installation
Grant - DOE
Donation – Hougen
2011
Hougen Design Studio PC Upgrade (14)
Foundation
2011
Haas CNC Mill – Fabrication Shop
ME Department
Amount
$25,000
$50,000
$6,504
$2,000,000
$100,000
$5,000,000
$16,016
$5,798
$28,145
$50,000
$148,404
5,000,000
$18,783
$15,840
$150,000
$5,587
$11,435
$20,750
$15,095
$65,126
$26,540
$20,750
$6,165
$14,848
$16,156
$80,000
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Year
2010
2010
Upgrades
Hybrid Integration Lab Construction &
Outfitting
Fuel Cell Lab B Venting System
PACE Lab Monitor Upgrade (20)
2010
Denso Lab Furniture Update
2010-11
2010
Interactive Flow Studies Equipment
2010
VEX Software and Kits for Lab work
Grand Total
Funded by
Grant
Grant
ME Department
Donation – Denso
Foundation
ME Department
ME Department
Amount
$239,218
$6,800
$5,100
$7,788
$7,600
$10,687
$8,124,135
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E. Library Services
The Kettering University Library provides access to extensive set of resources in both
electronic and hardcopy format. The library fully meets the needs of the department in
achieving the educational objectives of the program. The following paragraphs provide
additional details about the library services.
General Information: The Kettering University Library is located on the second floor of the
Academic Building, Room 2-202. The Library’s collection is housed in a 21,527 square foot
facility featuring quiet study carrels, group/team collaboration space, and comfortable
reading areas. There are 15 Windows-based, internet-connected computers for patron use as
well as two Xerox multi-function devices (MFD’s) which can be used to photocopy, print,
scan, email and fax documents. One of the MFD’s can output in color and one has a USB
connection for output to, or input from, a flash drive. There is wireless connectivity in the
library to connect personal mobile devices to the internet as well as a variety of electronic
readers (Kindles, iPads) available for student in-library use. There is also a networkconnected microfilm/microfiche viewer/printer and a variety of other audio/visual equipment.
Reference Materials: Library reference services are provided by three full-time professional
librarians on a rotational schedule, seven days a week, offering library service 83 hours each
week. There are eight support staff members who carry out the basic functions of library
service, such as, processing materials, serving customers at the circulation desk, and systems
administration for technology-based library products.
The Library contains approximately 159,370 book volumes, 37,430 electronic books and 390
current periodical subscriptions. Approximately 1,500 items are added to the Library’s
holdings each year. A small microfilm collection is available, and a large Society of
Automotive Engineers (SAE) collection is featured along with many other technical papers.
The NASA Collection is a unique feature that we are quite proud of in the library. The
Library of Congress classification system is utilized for organizing the collections. Books
and periodicals are available in open stacks for easy access. Student 5 th year and graduate
theses are kept in the Closed Reserve section of the Circulation area and are available upon
request by students and faculty. An electronic database containing senior theses was created
in 2008 for electronic access to this collection and work is underway to digitize additional
student thesis collections. The Library’s online catalog, PALnet (Public and Academic
Library Network), provides quick and effective searching for the location of library materials
and resources. Video players and tablet computers are available for patron use. The
Scharchburg Archives has a collection size of 5,600 linear feet and has several notable
collections dealing with automotive patents, the largest of these being the SAE Patent
Collection, 1790-1999, consisting of 3500 linear feet of individual vehicle patents from
around the world.
Library book selection is performed by three librarians, with oversight by the Director of
Library Services, following the guidelines detailed in the Library Collection Development
Guide. Additional input is sought from faculty. Recommendations are also accepted from
students and from other university staff. The librarians select materials in their areas of
collection responsibility and, through their selections, ensure that coverage in their areas is
current and that materials selected meet curriculum requirements in the various academic
departments. Various library review sources are used in the selection process: Choice,
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Library Journal, Publishers Weekly and publishers’ catalogs. To date, the Library has
approximately 43,667 journals that are full-text online, and the librarians continue to review
and implement new title holdings as they become available in electronic formats. The
Library’s electronic holdings include FirstSearch (with approximately 10 online databases),
SAE publications and standards (and the SAE Digital Library), ScienceDirect, MathSciNet,
and INSPEC (electrical engineering, physics and computing). The Library also selects
publications from the American Society of Mechanical Engineers, the American Society for
Testing and Materials, the Institute of Electrical and Electronics Engineers, the Society of
Automotive Engineers, and the Society of Manufacturing Engineers. Patrons wishing to
search the library catalog and online indexes may access these databases through the library
home page: http://www.kettering.edu/library.
Interlibrary Loan: The interlibrary loan service is a growing area of library services. Faculty
and student requests for materials that are not readily available in the Kettering Library can
be obtained through the ILL. The PALnet automation consortium provides access to the
holdings (more than 539,680 items) of the Kettering University, Mott Community College,
and Baker College libraries. In addition, the Library participates with other local libraries in
ARS (Academic Resource Sharing) to supply some requests for materials. These local
libraries include The University of Michigan–Flint, Baker College, and Mott Community
College. A special ARS card is required only at The University of Michigan–Flint; all others
require just a student, faculty, or staff member’s ID.
Library Instruction/Support: Library instruction is provided to individual classes upon
request of the instructor; this is a particularly good service for those classes that require a
research component. A Library extension of Blackboard is also offered for each general
subject area, to provide additional resources for students. Because of the Library’s extensive
electronic databases, reference librarians utilize one-on-one, hands-on orientation meetings
that provide learning opportunities for those who need assistance understanding the depth
and range of information available electronically. Librarians also assist in determining the
accuracy and reliability of information, helping patrons to understand that Google and other
Web-based search engines may not adequately supply the information needed for in-depth
research. The Library engages in continual review of best practices that will serve as models
for library instruction; these models include online instruction, distance education, virtual (or
digital) reference, 24/7 service, and an information commons. The Library, in its present
configuration, is hampered by the lack of a technology lab that could be used for large-group
library instruction and digital learning and teaching experiences, however, a new Learning
Commons is underdevelopment, which will become the new home for the library and will
provide student, faculty, and the community access to a rich array of advanced learning
technologies.
Overall Comments on Facilities
Kettering University believes that a successful environmental, health and safety program
contributes to the well-being and success of the university and is committed to providing a
safe and healthy environment for staff, faculty, students, visitors, and our neighboring
community. The university strives to promote health, safety, and environmental
responsibility in all activities for the following reasons: to comply with environmental and
safety laws and regulations both in spirit and substance; to make safety in the workplace,
laboratories, and classrooms a priority; to avoid creating any unreasonable environmental,
187
health, or safety risk at the university; and to accept that the responsibility for
environmental protection and safe work and laboratory practices rests with each individual
staff, faculty, and student.
The director of Environmental, Health, & Safety (EH&S), Nadine Thor, works diligently
with university departments and department managers to identify and correct
environmental, occupational health, and safety hazards. This collaboration provides
guidance and technical assistance in identifying, evaluating, and correcting environmental,
occupational health, and safety hazards. The EH&S Office develops proactive universitywide Environmental, Health & Safety (EHS) policies and programs which are cost
effective and efficient, it provides training and/or training materials as required by the
EHS program, it ensures overall institutional compliance with EH&S policies and programs
and with governmental statutes and regulations, and monitors the effectiveness of the
Kettering University EHS programs.
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CRITERION 8. INSTITUTIONAL SUPPORT
A. Leadership
The Mechanical Engineering Program is administered within the Department of Mechanical
Engineering. The ME Department is led by the Department Head, currently Dr. Craig J.
Hoff, Professor of Mechanical Engineering and the Associate Department Head, currently
Dr. Bassem Ramadan, Professor of Mechanical Engineering.
The Department Head is appointed by the Provost and Vice President for Academic faculty
Affairs. There is no fixed term of appointment associated with the department head position.
Dr. Hoff’s original appointment ran from January 2011 to June 2014. After a review by the
Provost, Dr. Hoff’s appointment was extended to July 2017.
The Department Head reports to the Vice President for Academic Affairs, currently Dr.
James Zhang, Professor of Electrical Engineering. Dr. Hoff is responsible for the overall
leadership of the department and program, the scheduling of classes, allocating department
resources, evaluation of department faculty and staff, recommending personnel actions
(including hiring and promotions), and representing the department and program externally.
Other duties are defined in the Kettering University handbook or assigned by the provost. In
addition to his administrative responsibilities, Dr. Hoff teaches 8 credit hours per year.
The Associate Department Head serves at the pleasure of the Department Head. Dr.
Ramadan’s appoint began in July 2014. His primary responsibilities include overseeing
advising efforts for both undergraduate and graduate students, assisting with course
scheduling and other assignments given by the Department Head. In addition to his
administrative responsibilities, Dr. Ramadan teaches 12 credit hours per year.
Departmental and program strategic planning, curricular issues, recruitment/retention efforts,
and implementation of all initiatives are developed through various faculty committees. The
Department Head and Associate Department Head work closely with each committee. The
current standing committees in Mechanical Engineering are shown in Table 8-66
Table 8-66 ME Department Committee Structure
Standing Committees
Duties of the Committee
Standing Subcommittees
Undergraduate Studies
Oversees the undergraduate
curriculum, student recruiting, and
other activities that support the
undergraduate program
Energy Systems,
Mechanics, and Dynamic
Systems & Controls
Graduate Studies
Promotion and Tenure
Oversees the graduate curriculum
and admissions
Oversees the faculty promotion
and tenure process
Admissions, Curriculum
---
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B. Program Budget and Financial Support
B.1 Budget/Budget Process
The annual operating budget at the department level is divided into two major categories as
described below: (1) personnel/salary costs, and (2) operating costs. The operating budget is
supplemented by a departmental discretionary account (which is funded with a portion of the
overhead from contracts), grants (both internal and external), and from donations from
alumni and corporate sponsors. A summary of ME Department expenditures in provided in
Table 8-67.
Table 8-67 Mechanical Engineering Department Budget 2009 – 2015
Operating Budget
Funds,
Supplies,
Personnel
Academic
Grants, Gifts,
Maintenance,
Budget/Salary
Year
and other
Travel
and Benefits
support
2014-2015
$95,964
$3,801,185
$31,626
2013-2014
$82,110
$3,536,647
$85,873
2012-2013
$80,987
$3,662,085
$29,355
2011-2012
$68,570
$3,770,864
$90,230
2010-2011
$85,200
$3,777,445
$24,490
2009-2010
$94,600
$3,981,438
$2,000
Total
Expenditures
(Excluding
Salary)
$127,590
$167,983
$110,342
$158,800
$109,690
$96,600
Personnel/Salary Budget: The largest portion of the departmental budget is attributed to the
salary and benefits for full time faculty and staff. Starting salaries and the salaries of existing
faculty and staff are ultimately established by the administration at Kettering University in
collaboration with the Department Head. Due to enrollment challenges, especially after the
economic downturn, Kettering University had been operating under budgetary constraints for
many years. The enrollment decline was reversed during the 2011-2012 academic year.
During the years of decline faculty and staff salaries were stagnant while starting salaries of
new faculty members have been competitive and reflect the general market conditions for
peer institutions. While there has been significant compression of the salaries among
Associate and Full Professors, the university has begun a process to help alleviate the burden.
Dr. Robert McMahan, President of Kettering University, began in August of 2011 and
recognized the need for salary adjustments. After several years of across-the-board salary
increases on the order of 2%, this year there was 3% pool for merit-based pay increases and a
small pool for addressing the issue of salary compression.
When finances for salary adjustments are available, the decisions on merit raises for faculty
members and staff will be decided by the Provost and Vice President for Academic Affairs
based on input from the Department Head.
Operating Budget: In addition to the salary/benefit expenses, Table 8-67 also shows the
operating budget and actual expenditures (excluding salary/benefits) for the indicated
academic years. The operating budget is used for laboratory and office supplies, printing and
copying costs, travel, software licenses and rentals, maintenance, and other miscellaneous
expenses. Additionally, funds from grants, gifts and overhead from research projects are used
190
to enhance the program. Overall, the ME Department has received adequate support to meet
its needs.
Budget Process: The annual budget cycle at Kettering University begins on July 1 st each
year, which is also the first day of the academic year under Kettering’s academic calendar.
The university provides each academic department with an operating budget for the fiscal
year which may be used for operations, supplies, and travel. The budget for the next
academic cycle is developed during the winter term. Since 2011, the budgeting process has
been inclusive. The starting point for the budget has started at 90% of the previous year’s
base-budget. Department head’s must then provide justification for returning their accounts
to 100% of the previous year’s base-budget or request a budget increase.
The budgeting process has been under continuous improvement. For the 2015-16 budget
cycle, department budget requests were shared with each department head so that
justifications for increases, overloads, and other issues could be discussed sensibly and
collegially. Additionally, there was a budget surplus for 2014-15 that was discussed among
the department heads to determine the most appropriate use of the funds for capital
improvements. The Provost and Vice President for Academic Affairs makes the final
decisions, on the departmental budget allocations and capital allocations for academic and
student affairs, based on a variety of criteria. The Provost then develops and submits a
divisional budget request to the President. The President and the President’s Cabinet then
review all divisional budget requests. As can be seen in Table 8-67, the Mechanical
Engineering Department operating budget has returned to levels seen prior to the economic
downturn in 2010.
B.2 Teaching Support
Most Mechanical Engineering courses are taught by full-time faculty members. Tenure-track
and tenured faculty, that have active research programs, have teaching loads of 24 contact
hours per year, which typically involves teaching two courses per term over three terms.
Tenured faculty members that do not have active research programs, may have 28 or 32
contact hours per year, depending on their level of service activities. Since class sizes are
small (typically less than 36 students) faculty do not typically have graders. On occasion,
when faculty members have an unusually high number of students, the faculty member may
request a grader and, if appropriate, a grader will be provided.
The department has funding for four graduate assistants. Two are assigned to work with
faculty as teaching assistants for the MECH300 Computer Aided Engineering course. Two
are assigned to work with faculty members that have active research programs. Laboratory
technicians also provide support to faculty members that teach laboratory oriented courses.
The department has a limited budget for supporting faculty travel to teaching workshops,
either through the department’s travel fund or through its discretionary account. Additional
support for travel can be attained through the Center for Excellence in Teaching and
Learning (CETL) and the Kern Engineering Education Network (KEEN). Faculty can
also use their Professional Development Account (PDA) to fund travel to support teaching
and learning.
191
Additionally, both the Center for Excellence in Teaching and Learning (CETL) and the
Kern Engineering Education Network (KEEN) conduct workshops on-campus often
through guest speakers.
B.3 Infrastructure, Facilities, Equipment Support
Funds for the routine maintenance of ME equipment is provided in the ME operating budget.
For instance, funds ($4000) for replacing the safety sensors in the Fuel Cell Laboratories
every 2-3 years are provided through the base operating budget. For less routine maintenance
issues, the Provost’s Office has a fund that can used. For example, in recent years, an engine
dynamometer failed and an emissions bench required extensive updating. Both of these
$20,000+ projects were funded with support from the Provost Office.
The ME discretionary account also allows for maintenance and upgrades. For instance, this
account was used to provide funding to upgrade computers in the PACE Studio and Fuel Cell
Studio in 2014 and 2015.
B.4 Adequacy of Resources
The operating budget for the Department of Mechanical Engineering has been adjusted
(upwardly) in recent years and the university has also made funding available for capital
improvements and essential maintenance. Funding is at a level that makes it possible to
adequately meet the needs of the program with regard to faculty, staff, facilities and
equipment.
C. Staffing
Department Staffing: The ME Department is adequately staffed. There are two
administrative assistants to support the department heads. One primarily supports the
department head, assisting with tracking the budget and other business paperwork. The other
primarily supports the associate department head and student advising matters. In addition,
there are 4-5 student workers that help with light office work.
There are four technicians that provide support for the many ME labs, student projects, and
faculty research projects. There is also a staff engineer that manages daily activities in the
Crash Safety Center.
Advising: Advising support is shared between the ME Department and the university’s
Academic Support Center (ASC). There are three full-time staff and an administrative
assistant to provide students services in the ASC. Within the department, one administrator is
in charge of organizing and distributing advising material, planning advising events, and
processing simple student requests.
Institutional Support Staff: Various units within the university provide additional services
that support the Mechanical Engineering program. These units are listed in Table 8-68.
Table 8-68 Kettering University Administrative Support Units
Support Services
Academic Support
Services (ASC)
Duties
In additional to providing advising support, the ASC staff
provides additional student services, which include providing
for student tutors, assisting students with academic
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Support Services
Duties
difficulties, and proctoring exams for students that require
testing accommodation.
Center for Culminating
Undergraduate
Experience (CCUE)
Provides support services relative to the student’s fifth-year
thesis project.
Co-op and Career
Services
Assists students with finding co-operative and permanent
employment.
Information Technology
(IT)
Provides support services for computing and communication.
Office of Institutional
Effectiveness
Manages the university’s assessment data and reporting.
Office of International
Programs
Provides assistance for students participating in the
university’s study abroad program.
Office of Sponsored
Research
Assists faculty with preparing and administering research
contracts. Provides oversight for graduate assistants.
Registrar’s Office
Manages the student registration process and maintains
student records.
University Advancement
Provides support for university fund raising.
Video Operations
Provides support for distance learning courses.
D. Faculty Hiring and Retention
D.1 Describe the process for hiring of new faculty.
The Head of the Mechanical Engineering Department is responsible for the staffing of
teaching positions based on the approved budget set by the Provost and Vice President of
Academic Affairs. For tenure-track faculty, the department head appoints a faculty
committee that conducts the search process and makes recommendations to the department
head. The committee is comprised of ME faculty from the sub-discipline that has the open
position. Typically, either the department head or associate department head also serves on
the committee. The search committee’s charge is to present its recommendations to the
department head, who then selects the candidate that best meets the overall needs for the
department. The department negotiates terms with the candidates and then prepares a hiring
proposal for the Provost’s consideration. Hiring contracts are issued by the Provost’s Office.
D.2 Describe strategies used to retain current qualified faculty.
Faculty retention is not a problem, faculty tend to stay until they retire. The ME
Department’s greatest strategy for retaining qualified faculty is to allow the faculty to pursue
their passion for teaching. Kettering is, first and foremost, a teaching school so it is an
excellent place for faculty that desire a career in teaching. The university’s structure also
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allows for opportunities to engage in leadership and decision-making activities. Giving
professors an active role in decision making, empowers and engages them in their own
success as well as that of the university.
New faculty members quickly learn that Kettering students are ‘different.’ Because of their
participation in the co-op program, Kettering students possess a maturity and interest in
learning that is unusually high. They are a lot of fun to teach and are particularly fun to work
with on projects. Kettering is also an excellent place for faculty interested in industryoriented applied-research. Because of Kettering’s strong co-op program, the university has
unusually strong links to alumni and corporate partners, which leads to many research
opportunities as well as consistent exposure to current practices in the engineering
marketplace.
E. Support of Faculty Professional Development
Mechanical Engineering faculty members have many opportunities for professional
development, as summarized in the following paragraphs:
Center for Excellence in Teaching and Learning (CETL): CETL provides professional
development opportunities in the areas of teaching enrichment, educational scholarship, and
assessment. In addition to other opportunities for faculty, CETL sponsors monetary teaching
awards and an educational travel grant. There are four different awards related to teaching,
pedagogical, scholarship, and service and given to multiple deserving faculty each year. The
educational travel grant supports participation in conferences, workshops, etc. related to
teaching and learning.
Office of Sponsored Research (OSR): OSR facilitates all facets of research grants and
contracts at Kettering. They also offer other internal opportunities including the Rodes
Professorship and faculty research awards. The Rodes Professorship is an honor conferred
upon a Kettering faculty member in recognition of scholarly achievement and provides a
$5,000 fund for the continued development and innovation in an applied area of knowledge.
Faculty may also apply or be nominated for internal researcher awards that include the
Outstanding New Research Award, Outstanding Researcher Award, Distinguished
Researcher Award, and Outstanding Applied Researcher Award. Computer Science faculty
have been recipients of many of these awards.
New Faculty Professional Development Grant: Each newly hired faculty member at the
assistant or associate professor level is provided by the university with a personal research
account. The amount of funding is negotiated during the hiring process. The funds are used
at the discretion of the faculty member and approved by the Department Head. These funds
can be used for conference travel, workshops, equipment, and other professional
development needs. Unused funds carry over to future years.
Professional Development Accounts (PDAs): Faculty who participate in funded research
grants or consulting contracts, or who teach continuing education or overload courses, are
eligible to have funds placed into a personal PDA. For research grants and contracts, 10% of
the overhead associated with the overload compensation for the faculty is automatically
placed into their PDA. Faculty may place additional funds in their PDA in lieu of salary.
The use of the PDA funds is limited and cannot be used for salary. Common uses for PDA
funds include conference travel, workshops, equipment, and other research supplies.
194
Entrepreneurship across the University: The Kern Family Foundation provided an initial
$1.6 million grant to Kettering University to support efforts to enhance the entrepreneurial
mindset of students. The initial program was called “Entrepreneurship across the
Curriculum” and consisted of a series of faculty workshops. At the end of the workshops,
faculty members were required to develop and implement ways to incorporate
entrepreneurship into their classroom. A follow-up $1.5 million grant has resulted in the new
“Innovation to Entrepreneurship (I2E)’ program, which continues to promote entrepreneurial
thinking among our students. In this program, Kettering faculty may make proposals for
developing new methods for promoting entrepreneurial thinking in their courses.
Provost’s Research Initiation and Improvement Account: The Office of the Provost
receives a percentage of the revenues generated by its faculty members’ involvement in
research. Thirty-five percent of the overhead is distributed in a research initiation and
improvement account which is used by the Provost and Office of Sponsored Research to
initiate and enhance research across the campus. Faculty and Department Heads submit
requests for funding to support research efforts to the Provost. The Provost decides which
projects to fund based on the strategic initiatives of the University.
Travel Budgets: The University provides an annual travel budget of about $18,000 to the
Mechanical Engineering Department. The Department Head determines which faculty
members will receive travel assistance based on funding history, need, and scholarly activity.
The Provost’s Office provides additional funding opportunities for faculty travel through that
office’s travel budget.
Sabbaticals: Tenured faculty members are eligible for a sabbatical after completing six years
of service. Although a simple accumulation of service does not guarantee the granting of a
sabbatical leave, Kettering University makes an effort to accommodate a qualified faculty
member’s application if the leave will result in scholarly enrichment, an increased
professorial competence of the faculty member, and an increase in value of the faculty
member to Kettering University. A half-year sabbatical leave will be compensated at full
pay. A full-year sabbatical leave will be compensated at one-half pay. Money for sabbaticals
is not explicitly budgeted for the department. Thus, any sabbatical leaves must be
accompanied by remaining faculty and/or adjunct support assuming the expected teaching
load of the professor on sabbatical. Sabbaticals must be approved by the Department Head
and Provost.
Thesis Advising: An important professional development activity that is due to the
experiential nature of Kettering University occurs when faculty members visit students
during senior thesis-related trips. Each student has an employer thesis advisor and a faculty
thesis advisor. During the thesis project, the faculty advisor, employer advisor and the
student meet at least once at the experiential site to review the thesis plan and establish the
expectations and timetable for completion of the thesis. This provides the opportunity for
faculty to develop connections with government laboratories and industrial partners, which
could ultimately lead to faculty professional development activities. These trips are supported
by the Center for Culminating Undergraduate Experiences.
Consulting: Many Kettering faculty members are engaged as consultants to industry.
Opportunities for consulting typically come from faculty members’ close interactions with
alumni, professional societies, and through thesis advising. However, it is not uncommon for
195
opportunities to arise simply from word of mouth, or Kettering’s or the professor’s
reputation. Kettering faculty are allocated one-day per week for consulting and research
activities.
Workshops/Seminars: Whenever possible, the ME Department sponsors on-campus
workshops to improve faculty skills, typically with industry-standard software. Again, it is a
win-win situation as the faculty members stay current on industry practices and they are
better able to work with students, preparing them for their co-op jobs and their postgraduation careers.
Following are department sponsored workshops that were held:

MapleSim Workshop September 26, 2102 (4 hours)

MapleSim Workshop, October 12, 2012 (5 hours)

LabVIEW Workshop, March 7, 2014 (9 hours)

ABET Seminar for all Kettering University faculty, March 2013

LabVIEW Certified Application Developer Training, April-May 2015 (24 hours)
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Appendix A – Course Syllabi
Syllabi are included for:

All required and elective Mechanical Engineering courses

All required engineering courses outside of Mechanical Engineering

All required mathematics and basic science courses

All required general education courses
Syllabi are sorted first by alphabetically by subject identifier, then numerically by course
number. Subject identifiers included are:

CE – Computer Engineering

CHEM – Chemistry

COMM – Communications

CS – Computer Science

EE – Electrical Engineering

HUMN – Humanities

IME – Industrial and Manufacturing Engineering

LS – Liberal Studies

MATH – Mathematics

MECH – Mechanical Engineering

ORTN – Orientation

PHYS – Physics

SSCI – Social Science
197
CHEM-135
Principles of Chemistry
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
3 (3)
Andrzej Przyjazny, Ph. D., Professor of Chemistry
Reg Bell, Ph.D., Professor of Chemistry
Chang, R., & Goldsby, K. A. (2013). Chemistry (11th ed). New
York: McGraw-Hill.
Reference Materials:
Catalog Description:
An introduction to fundamental concepts and applications of chemistry, including the Periodic
Table and chemical nomenclature, reactions, and reaction stoichiometry, atomic structure,
chemical bonding, and chemical equilibrium. Applied topics include batteries, fuel cells and
corrosion, and a description of the chemistry and uses of metals and nonmetals.
None
Prerequisites:
CHEM-136 Principles of Chemistry Lab
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Properly identify and/or name periodic groups, molecules and ions and basic inorganic
compounds.
2. Perform calculations involving unit conversions, mass/mole conversions, reaction
stoichiometry and reaction yields, concentration units, solutions preparation and
classical analytical methods.
3. Identify and write chemical equations for acid-base, oxidation-reduction and
precipitation reactions.
4. Describe the general characteristics of acid-base, oxidation-reduction and precipitation
reactions, and predict the products of these reactions.
5. Describe the structure of the atom and relate that structure to the concepts of chemical
bonding and reactivity, including quantum theory, periodic trends of the elements,
ionic/covalent bonding, molecular geometry, and bonding models.
6. Describe the physical and chemical properties of metals and nonmetals and their uses.
7. Describe chemical equilibria, write equilibrium constant expressions and predict shifts
in chemical equilibrium under the effect of different factors.
8. Describe the principles of electrochemical cells, batteries, fuel cells, and corrosion.
Student Outcomes: A
Topics Covered:
1. SI units, scientific notation, significant figures, unit conversions
2. Atoms, molecules, and ions
3. Stoichiometry
4. Reactions in aqueous solutions
5. Chemical equilibria
6. Applications of electrochemistry
198
7. Atomic structure
8. Periodic trends
9. Chemistry of metals and nonmetals
10. Chemical bonding
11. Molecular geometry
12. Exams
Three sessions per week of 60 minutes
Schedule:
199
Credits (Contact hours):
Course Coordinator:
CHEM-136
Principles of Chemistry Laboratory
(Core Course)
1 (2)
Lihua Wang, Ph.D., Associate Professor of Chemistry &
Biochemistry
In-house manual
Textbooks:
Reference Materials:
Catalog Description:
The laboratory introduces and/or illustrates chemical concepts and principles, and teaches the
skills of data collection and evaluation. The SI system is emphasized.
None
Prerequisites:
CHEM-135Principles of Chemistry
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Demonstrate understanding and application of common safety procedures in a chemical
laboratory setting.
2. Demonstrate the proper use of common laboratory glassware and instrumentation.
3. Interpret and apply data collected in the laboratory exercises.
4. Carry out chemical reactions and analytical procedures to achieve specified results.
5. Classify elements on the basis of their properties and chemical reactivity.
6. Utilize modern instrumentation and instrumental methods to quantify and/or identify
analytes.
7. Demonstrate evidence of effective teamwork and scientific communication.
Student Outcomes: A, B, D
Topics Covered:
1. Safety in the chemistry laboratory and measurements in chemistry
2. Conductivity
3. Qualitative and quantitative analysis
4. Acid-base titrations
5. pH, midterm exam
6. Electrochemistry
7. Periodic trends
8. Emission spectroscopy
9. UV/VIS and atomic absorption spectroscopy
10. Lab practical
One two-hour session per week.
Schedule:
Data processing, instrument-specific software.
Computer:
200
COMM-101
Written & Oral Communication I
(Core Course)
4 (4)
Denise Stodola, Ph.D., Associate Professor of Communications
None
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
Catalog Description:
This course is designed to help students write and speak effectively in academic settings and in
their work organizations. Basic principles underlying practical communication techniques are
taught, with an emphasis on skills for conveying technical and business information. Students
performance is analyzed as a means of promoting individual improvement.
None
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Use reasoning procedures of critical thinking
2. Analyze social-stylistic elements of workplace communication
3. Perform audience analysis
4. Prepare workplace documents
5. Deliver effective presentations
6. Use available resources for employing correct English mechanics
Student Outcomes: D, G
Topics Covered:
1. Foundations of communication (rhetoric, audience, means of persuasion)
2. Writing as a process (planning, writing, revising)
3. Business and professional documents (memos, letters, proposals)
4. Report writing (persuasive)
5. Research techniques (library and electronic research, APA documentation)
6. Presentation techniques (research, planning, graphics, visuals, performance)
Four 60-minute sessions per week or two 120-minute sessions per week.
Schedule:
201
Credits (Contact hours):
Course Coordinator:
Textbooks:
COMM-301
Written & Oral Communication II
(Core Course)
4 (4)
Joy Arbor, Ph.D., Assistant Professor of Communications
Liberal Studies Writing Guide (LSWG), available on Blackboard
Online texts and handouts
Reference Materials:
Catalog Description:
The course prepares students to launch their thesis project and to perform other advanced
writing and speaking tasks. Thus students will employ the concepts and skills gained in the
foundational course Written & Oral Communications I (COMM101). Emphasis is placed on
helping students to communicate effectively in regard to the technologies and business
purposes of their own workplace and profession. Students’ development of the required skills
is demonstrated in writing assignments and oral presentations. Credit must be received for the
course before a student’s Senior Thesis Assignment Proposal will be processed for its
approval.
COMM-101
Prerequisites:
None, JR Class Standing
Co-requisites:
Course Learning Objectives:
1. To build on concepts and strategies developed in COMM 101 to craft informative and
persuasive texts and oral presentations for particular purposes, audiences, and contexts
using rhetorical elements (purpose, audience, occasion, genre) and appeals (ethos,
logos, pathos).
2. To continue to develop an effective and reflective writing/presentation-development
process, using invention strategies, revision, proofreading, and peer response to
construct effective and error-free communication.
3. To communicate in a variety of professional, technical, and academic genres, including
the short report, analysis, memo, reflective essay, collaborative presentation, and
technical oral presentation.
4. To prepare to develop and write a Kettering thesis by rhetorically analyzing theses,
researching best practices in thesis work, and reflecting on one’s own challenges as a
writer and researcher.
5. To critically analyze communication situations and reflect on one’s ethical
responsibilities as an effective communicator.
Student Outcomes: D, G
Topics Covered:
1. Proposals (workplace and research-based)
2. Professional report writing on technical topics (rhetorical perspective)
3. Planning a senior thesis document (communication strategies)
4. Role of criteria in the structure of analysis (critical reading & analytical writing)
5. Graphics for illustrating text (presentation and interpretation)
202
6. APA documentation style and other thesis formatting requirements (using and
documenting secondary sources)
7. Advanced presentation techniques (principles and practice)Research techniques
(library and electronic research, APA documentation)
8. Presentation techniques (research, planning, graphics, visuals, performance)
Four 60-minute sessions per week or two 120-minute sessions per week.
Schedule:
203
ECON-201
Economic Principles
(Core Course)
Credits (Contact hours):
4 (4)
Course Coordinator:
B. Yongo-Bure, Ph.D., Associate Professor of Liberal Studies
Textbooks:
Beveridge, T. M., Case, K. E., Fair, R. C., & Oster, S. M.
(2012a). Study guide for Principles of microeconomics, tenth
edition, Case, Fair, Oster. Boston: Pearson Prentice Hall.
Case, K. E., Fair, R. C., & Oster, S. M. (2014). Principles of
economics (Eleventh edition). Boston: Pearson.
Reference Materials:
Catalog Description:
This course introduces the student to the economic way of thinking. Students learn how
individuals, firms, and societies make choices among alternative uses of scarce resources. A
survey course, it covers both introductory microeconomics and introductory macroeconomics.
The course combines applied theory and policy, and equips the student with the necessary
tools to analyze and interpret the market economy.
Prerequisites:
None
Co-requisites:
None
Course Learning Objectives:
Upon completion of this course, students should be able to:
1. Explain the behavior of individuals, firms, and societies in their quest for economic
betterment.
2. Analyze the interrelationships among the various economic entities and markets in the
macroeconomy.
3. Explain the role of institutions such as the central bank and commercial banks in the
economy.
4. Model a market graphically using supply and demand analysis.
5. Explain how firms maximize profits in different market structures.
6. Explain an economic dimension of a contemporary social and political issue.
Student Outcomes:
D, J
Topics Covered:
1. The Scope and Method of Economics
2. The Economic Problem: Scarcity and Choice
3. The Structure of the U.S. Economy
4. Demand, Supply, and Market Equilibrium
5. The Price System, Supply and Demand, and Elasticity.
204
6. The Production Process: The Behavior of Profit-Maximizing Firms
7. Short-Run Costs and Output Decisions
8. Costs and Output Decisions in the Long Run
9. Input Demand
10. Market Structures: Perfect Competition, Monopoly, Monopolistic Competition and
Oligopoly
11. Introduction to Macroeconomics
12. Measuring National Output and National Income
13. Macroeconomic Concerns: Unemployment, Inflation, and Growth
14. Aggregate Expenditure and Equilibrium Output
15. Taxes, Spending, and Fiscal Policy
16. The Money Supply and the Federal Reserve System
17. Money Demand, The Equilibrium Interest Rate, and Monetary Policy
Schedule:
Four 60-minute sessions per week or two 120-minutes sessions per week.
205
EE-212
Applied Electrical Circuits
(Core Course)
Credits (Contact hours):
4 (3)
Course Coordinator:
None required
Textbooks:
Reference Materials:
Catalog Description:
Topics include: Ohm’s law and Kirchhoff’s laws; series and parallel circuits; voltage and
current division rules; node-voltage and mesh-current methods; superposition; Thevenin’s, and
Norton’s theorems; first- and second-order R-L-C circuits; steady-state analysis and power
calculations for sinusoidally-varying (ac) sources; operational amplifiers; and diodes. This
course will not satisfy the requirements of an Electrical or Computer Engineering degree.
Prerequisites:
PHYS-224, PHYS-225
Co-requisites:
MATH-204 or MATH-204H, MECH-231L
Course Learning Objectives:
Upon completion of this course, students should be able to:
1. Apply Ohm’s law and Kirchhoff’s laws to determine the voltage drop across, the
current through, and the power dissipated/supplied by an element in an electric circuit.
2. Apply rules for simplifying circuits when circuit elements are connected in series and
parallel.
3. Determine the current through and voltage across a passive circuit element using
voltage division and current division rules.
4. Analyze simple circuits using node-voltage and mesh-current methods.
5. Simplify a circuit using Thevenin’s and Norton’s theorems.
6. Determine the current through and the voltage drop across an element using
superposition theorem.
7. Determine the average and effective values of various periodic waveforms.
8. Convert the time-domain circuit into its equivalent phasor-domain circuit.
9. Convert an ac quantity into its equivalent phasor-domain quantity and vice versa.
10. Obtain the current through, voltage across, and the power supplied/absorbed by a
circuit element using phasor analysis.
11. Determine the time-domain response of simple first-order circuits.
12. Analyze simple operational amplifier circuits
Student Outcomes:
A, B, C, D, E F, G, H, I, K
Topics Covered:
1. Review units, charge, current, energy, voltage, power and passive sign convention.
206
2. Review resistance, conductance, independent and dependent sources, Ohm’s law and
Kirchhoff’s laws.
3. Resisters in series and in parallel, voltage division and current division rule.
4. Node-voltage method.
5. Mesh-current method.
6. Superposition theorem.
7. Thevenin’s and Norton’s theorems.
8. First-order circuits.
9. Steady-state response of circuits containing ac sources using phasor analysis.
10. Operational amplifiers.
11. Exams.
Schedule:
Four 60-minute class periods or two 120-minute class periods per week.
207
FYE-101
First Year Foundations
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
1 (1)
Shari Luck, First Year Experience Coordinator
Newport, C. (2005). How to win at college: simple rules for
success from star students (1st ed). New York: Broadway Books.
Reference Materials:
Catalog Description:
This course will provide critical information on personal, academic and professional
development for first-year students. Class discussions will support student engagement in the
Kettering community, help make important connections for students to develop a sense of selfgovernance, and set a foundation for both a critical thinking and reflective learning mindset.
Students will learn to interact in the academic and cooperative work environments
successfully. Mentoring and interaction with the instructors will provide support and guidance
for students to be fully integrated into Kettering University. Discussions and assignments will
enhance student transition and acclimation to Kettering University.
None
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Through this course students will be able to:
1. Identify and describe university resources available to aid in individual success
2. Interact in campus, community and employer events and activities
3. Engage in class discussions, investigations and reflective exercises
Student Outcomes:
Topics Covered:
1. University specific resources
2. Academic policies
3. Strategies for time-management
4. Study habits
5. Preparing for and reflecting upon cooperative education experiences
6. Advising and registration
7. Campus engagement
60 minutes, 1 day a week
Schedule:
Information and assignments provided in Blackboard
Computer:
Laboratory:
208
Credits (Contact hours):
Course Coordinator:
Textbooks:
HUMN-201
Introduction to the Humanities
(Core Course)
4 (4)
David Golz, Ph.D., Associate Professor of Humanities
Boccaccio, G., Musa, M., & Bondanella, P. E. (1977). The
decameron: a new translation : 21 novelle, contemporary
reactions, modern criticism. New York: W.W. Norton.
Dante Alighieri, & Musa, M. (2003). The divine comedy.
London: Penguin Books.
Hansberry, L., Nemiroff, R., & Hansberry, L. (1995). A raisin in
the sun, and ; The sign in Sidney Brustein’s window (1st Vintage
Books ed). New York: Vintage Books.
Kaufman, M. (2001). The Laramie project (1st Vintage Books
ed). New York: Vintage Books.
Marshall, J. M. (2002). The Lakota way: stories and lessons for
living. New York, NY: Penguin Compass.
Reference Materials:
Catalog Description:
The humanities are disciplines focused on the study of literature, philosophy, and the arts. This
course is designed to introduce students to the humanities by examination of selected works in
drama, fiction, poetry, philosophy, and the fine arts. Formal graded writing assignments will
be integrated into the course.
COMM-101
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Contextualize works in architecture, painting, domestic arts, literature, etc. (e.g.
historically, geographically, politically, socially)
2. Upon close readings and descriptions of such works, frame questions concerning them
3. Assess divergent responses to such questions
4. Construct oral and written arguments in response to such questions
5. Interpret such works
6. Examine the ethical dimensions of such works
7. Visualize the perspectives of others
Student Outcomes: D, G, J
Topics Covered:
1. Drama
2. Poetry
3. Philosophy
4. Art
5. Fiction
209
6. Operational amplifiers
7. Exams
Four 60-minute sessions per week or two 120-minute sessions per week.
Schedule:
210
IME-100
Interdisciplinary Design & Manufacturing
(Core Course)
Credits (Contact hours): 4 (4)
B. Lee Tuttle, Ph.D., Professor of Manufacturing Engineering
Course Coordinator:
None
Textbooks:
Notes will be provided by the faculty teaching the course.
Reference Materials:
Catalog Description:
This introductory class exposes students to basic design principles, the materials of
manufacture, their structure and properties, and methods of processing them into everyday
products. A laboratory experience provides hands-on experience in many of these processes. A
second laboratory provides experience in mechanical design and electrical and computer
manufacturing.
None
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Work with fellow students on lab assignments to generate a team report (ME design
lab) or to create a finished product (IME lab).
2. Be able to discuss materials and processes in response to verbal questions and course
evaluations (quizzes).
3. Demonstrate the function of manufacturing processes and work on typical machinery
used to manufacture products.
Student Outcomes: D, G, K
Topics Covered:
1. Discussion of engineering disciplines at Kettering University
2. The interrelationship of materials, design and manufacturing processes.
3. Reverse engineering.
4. Virtual models and their role in design.
5. Prototyping using electrical and mechanical systems.
6. Written presentation of results.
Two 60-minute lectures; two 120-minute labs
Schedule:
211
IME-301
Engineering Materials
(Core Course)
Credits (Contact hours):
Course Coordinator:
4 (4)
Mark Palmer, Ph.D., Associate Professor of Manufacturing
Engineering
None
None
Textbooks:
Reference Materials:
Catalog Description:
Students will learn how to specify suitable materials for a given application based on
mechanical properties determined from experimental data. The selection of alternative metals,
ceramics, polymers and composites, and the management of materials properties to satisfy
design requirements will be discussed. Students will see how processing changes structure and
how this change in structure affects the mechanical properties of materials. Students will be
expected to communicate their findings in oral, written and visual form.
CHEM-135, CHEM-136, IME-100, MECH-210
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Work with fellow students on lab assignments to generate a team report (ME design
lab) or to create a finished product (IME lab).
2. Be able to discuss materials and processes in response to verbal questions and course
evaluations (quizzes).
3. Demonstrate the function of manufacturing processes and work on typical machinery
used to manufacture products.
Student Outcomes: D, G, K
Topics Covered:
1. Discussion of engineering disciplines at Kettering University
2. The interrelationship of materials, design and manufacturing processes.
3. Reverse engineering.
4. Virtual models and their role in design.
5. Prototyping using electrical and mechanical systems.
6. Written presentation of results.
Two 60-minute lectures; two 120-minute labs
Schedule:
212
LS-489
Senior Seminar Leadership, Ethics and Contemporary Issues
(Core Course)
Credits (Contact hours): 4 (4)
Ezekiel B. Gebissa, Ph.D., Professor of Social Science
Course Coordinator:
Joanne B. Ciulla, The Ethics of Leadership, (Wadsworth, 2003).
Textbooks:
Joanne B. Ciulla, Clancy Martin, Robert C. Solomon, eds.,
Honest Work: A Business Ethics Reader (Oxford University
Press, 2011).
Additional readings will be made available on Blackboard.
Reference Materials:
Catalog Description:
This course examines the interrelated subjects of leadership, ethics and contemporary issues.
Because it is a culmination of their general education, students in the course use the methods
and perspectives learned in the preceding general education courses. After examining general
theoretical approaches through a common text, the course will involve three “case studies”
with suitable assigned readings. One case study will focus on a corporation in order to
illustrate leadership, ethics and contemporary issues; a second will focus on a person in order
to illustrate leadership, ethics, and contemporary issues; the third will focus on an important
modern episode, event or condition that exemplifies issues of ethics and leadership.
Prerequisites:
COMM-101, COMM-301, ECON-201, HUMN-201, SSCI-201 a 300
level course in either Humanities or Social Science
None, Minimum class standing SR
Co-requisites:
Course Learning Objectives:
1. Demonstrate an understanding of the ethical dimensions of leadership in a
contemporary setting
2. Demonstrate an intellectually sophisticated understanding of the role of leaders in
shaping the moral environment
3. Demonstrate highly developed critical thinking skills to understand complex ethical
positions and choices.
4. Demonstrate an understanding of the cultural dimensions of leadership.
Student Outcomes: D, F, G, H, I, J
Topics Covered:
1. Ethics and effectiveness
2. Ethics of Virtue and Character
3. Ethics and self-interest: Psychological Egoism
4. Self-Interest and Moral Action: Ethical Egoism
5. Ethics of Duty or Deontological Ethics
6. Moral Luck
7. Ethics of Happiness or Utilitarian Ethics
8. Distributive Justice
9. Charismatic Leadership
213
10. Servant and Transformational Leadership
11. Ethical Relativism
12. Universal Moral Values
13. Ethical Dilemmas
Four 60-minute sessions per week or two 120-minute sessions per week.
Schedule:
214
MATH-101
Calculus I
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Leszek Gawarecki, Ph.D., Professor of Mathematics
Calculus: Early Transcendentals, James Stewart, 5th Ed.,
Brooks/Cole Publishing, 2002.
Reference Materials:
Catalog Description:
An introduction to the theory and techniques of differentiation of polynomial, trigonometric,
exponential, logarithmic, hyperbolic, and inverse functions of one variable. Also included are
limits, continuity, derivative applications and interpretations. Computer software will be used
to aid in understanding these topics.
Prerequisites:
Sufficient score on the placement exam, or permission of Department
Head
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Calculate limits involving all basic functions: algebraic, trigonometric, exponential,
logarithmic, and their inverses.
2. Verify continuity of basic functions.
3. Calculate derivatives of basic functions.
4. Determine the equation of the tangent line to a graph at a point.
5. Calculate derivatives using product rule, quotient rule, chain rule, and implicit
differentiation.
6. Use derivatives; to evaluate limits using L’Hospital’s Rule, to determine extrema of a
function, and as an aid in curve sketching.
7. Use basic modeling techniques to formulate related rates and optimization problems
and use derivatives to solve them.
8. Use the mathematical software MATLAB Mupad for graphing functions, determining
limits, and derivatives of functions.
Student Outcomes: A, E
Topics Covered:
1. Functions
2. Limits Differentiation
3. Applications
4. Use of MATLAB Mupad
5. Exams, quizzes
Four sessions per week of 60 minutes.
Schedule:
Computer:
Basic Arithmetic operations, defining and graphing functions, calculating
limits and derivatives with MATLAB Mupad.
Lab:
Projects involving arithmetic operations, defining and graphing functions, and
215
calculating limits and derivatives with MATLAB Mupad.
216
MATH-102
Calculus II
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Leszek Gawarecki, Ph.D., Professor of Mathematics
Calculus: Early Transcendentals, James Stewart, 5th Ed.,
Brooks/Cole Publishing, 2002.
Reference Materials:
Catalog Description:
Riemann integration and the Fundamental Theorem of Calculus, including applications to area,
volume, etc., and basic methods for conversion of integrals including change of variable,
substitutions, partial fractions, integration by parts, improper integrals and numerical
integration. Also introduced are sequences and series in one variable with emphasis on Taylor
Series. Computer software will be used to aid in understanding these topics.
MATH-101 with a minimum grade of C
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Recognize and apply various integral formulas to find antiderivatives for use in both
definite and indefinite integral situations.
2. Use Αchange of variable≅ substitutions to convert more complicated functional
expressions and their integrals into simpler forms so that the direct formulas of 1. may
be applied.
3. Know the definition of the Riemann Integral and to acquire a substantial working
knowledge of the evaluation and application of definite integrals, including numerical
approximations.
4. Have a reasonably good intuitive understanding of the relationship between the definite
integral and antiderivatives as given by the Fundamental Theorem.
5. Be functionally competent in the evaluation of improper integrals.
6. Have a formal understanding of sequences, series and demonstrate a substantial
knowledge of computations and related tests for convergence of series and of the
algebra and calculus of power series.
7. Evaluate integrals and Numerical Integration using MATLAB Mupad.
Student Outcomes: A, E
Topics Covered:
1. Introduction to the integral. Indefinite integrals, area under a graph, the definite
integral, the fundamental theorem of calculus, and numerical integration.
2. Applications of the integral. Area, volume, average value, mean value
theorem.Applications
3. Techniques of integration.
4. L’Hospital Rule and Improper Integrals.
5. Definition and convergence of a sequence. Tests of convergence of infinite series.
Power series, Taylor series and approximate a function by a Taylor Polynomials.
217
Schedule:
Computer:
Lab:
Four sessions per week of 60 minutes.
Instructor dependent
Instructor dependent MATLAB Mupad projects on evaluation of integrals,
Numerical Integration, etc.
218
MATH-203
Multivariate Calculus
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Leszek Gawarecki, Ph.D., Professor of Mathematics
Calculus: Early Transcendentals, James Stewart, 5th Ed.,
Brooks/Cole Publishing, 2002.
Reference Materials:
Catalog Description:
A study of polar coordinates, parametric equations, and the calculus of functions of several
variables with an introduction to vector calculus. Topics include surface sketching, partial
derivatives, gradients, differentials, multiple integrals, cylindrical and spherical coordinates
and applications. Computer software will be used to aid in understanding these concepts.
MATH-102 or MATH-102X or MATH-102H
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to (with computer when
appropriate):
1. Move back and forth between rectangular and polar coordinates in the plane and
rectangular, cylindrical and spherical coordinates in space.
2. Sketch 2- and 3-dimensional figures in each of these coordinate systems.
3. Move back and forth between rectangular and parameetric definition of functions, plot
and differentiate parametically represented functions.
4. Evaluate and plot multivariate functions.
5. Take limits and derivatives of multivariate functions.
6. Locate and evaluate unconstrained and constrained optima.
7. Set up and evaluate double and triple integrals in the coordinate systems above.
8. Find appropriate areas, volumes, moments and centers of mass.
9. Sketch vector fields and test if conservatives. Find divergence and curl.
Student Outcomes: A, E
Topics Covered:
1. Polar, cylindrical and spherical coordinates.
2. Parametric representations.
3. 3-D Geometry, lines.
4. Functions of several variables.
5. Partial and directional derivatives and surface geometry.
6. Optimization.
7. Multiple integrals and applications.
8. Vector fields.
9. Exams, tests, reviews, etc.
Four sessions per week of 60 minutes.
Schedule:
219
Computer:
Graphics and symbolic math with MATLAB Mupad
220
MATH-204
Differential Equations and LaPlace Transforms
(Core Course)
Credits (Contact hours): 4 (4)
Leszek Gawarecki, Ph.D., Professor of Mathematics
Course Coordinator:
Textbooks:
Differential Equations with Boundary Value Problems, Dennis G.
Zill and Michael R. Cullen, 5th Ed.
Reference Materials:
Catalog Description:
An introduction to the principles and methods for solving first order, first degree differential
equations, and higher order linear differential equations. Includes a study of the Laplace
transform and its application to the solution of differential equations. Existence and uniqueness
theorems for O.D.E.’s are also discussed.
MATH-203 or MATH-203H
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Understand the nature of a differential equation and the solution of a differential
equation.
2. Solve linear differential equations and common first-order first-degree differential
equations encountered in subsequent engineering courses and in engineering practice.
3. Use Laplace transform together with its basic properties as a useful method to solve
appropriate differential equations.
4. Use the Fourier Series as a tool for frequency analysis.
5. Solve differential equations using MATLAB Mupad.
Student Outcomes: A, E
Topics Covered:
1. Introduction and definition of terms, first-order first-degree equations.
2. Higher-order differential equations.
3. Laplace transforms.
4. Fourier Series.
5. Applications.
6. Exams, quizzes, review, etc.
Four sessions per week of 60 minutes.
Schedule:
Instructor dependent
Computer:
Lab:
Projects on solving first-order and higher-order differential equations by
MATLAB Mupad.
221
Credits (Contact hours):
Course Coordinator:
Textbooks:
MATH-305
Numerical Methods and Matrices
(Core Course)
4 (4)
Kevin TeBeest, Ph.D., Associate Professor of Applied
Mathematics
Gerald and Wheatley, Applied Numerical Analysis, 6th ed.,
Addison Wesley, 1999 (or instructor’s choice)
Reference Materials:
Catalog Description:
An introduction to numerical methods including the study of iterative solutions of equations,
interpolation, curve fitting, numerical differentiation and integration, and the solution of
ordinary differential equations. An introduction to matrices and determinants; application to
the solution of linear systems.
MATH-204 or MATH-204H
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Effectively approximate the real roots of single variable equations.
2. Perform matrix arithmetic and inverses, determinants, norms and condition.
3. Efficiently and effectively solve linear systems.
4. Approximate functions using interpolating polynomials, cubic splines and least
squares.
5. Accurately and efficiently approximate single variable derivatives and integrals.
6. Numerically solve first order initial value problems.
Student Outcomes: A, E
Topics Covered:
1. Solution of equations and systems of equations by iterative methods.
2. Matrices, determinants, systems of linear equations.
3. Interpolation, extrapolation, and curve fitting with least squares and cubic splines.
4. Numerical differentiation.
5. Numerical integration.
6. First-order differential equations.
7. Higher-order differential equations.
8. Tests, quizzes, etc.
Four sessions per week of 60 minutes.
Schedule:
Instructor dependent
Computer:
Projects on numerical methods using MATLAB Mupad.
Lab:
222
MATH-408
Probability and Statistics
(Core Course)
Credits (Contact hours): 4 (4)
Leszek Gawarecki, Ph.D., Professor of Mathematics
Course Coordinator:
Probability and Statistics for Engineers, by J. DeVore, 8th ed.
Textbooks:
Reference Materials:
Catalog Description:
This is a course in engineering statistics. Fundamentals of probability are introduced together
with examples of discrete and continuous random variables. Descriptive and inferential
statistics for one and two populations is covered. Simple linear regression, one-way and twoway and ANOVA DOE including factional designs are discussed. Elements of reliability and
SPC are covered. The use of statistical software is a necessary part of this course. A brief
introduction to MINITAB (a statistical package) is given.
MATH-203 or MATH-203H
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Upon completion of this course, the student will be able to:
1. Identify specific discrete and continuous probability models and random variables, and
calculate related probabilities.
2. Apply specific probability models to practical problems form the area of engineering.
3. Use techniques of descriptive statistics to provide exploratory analysis of data.
4. Calculate and interpret point and interval estimates of selected population parameters.
5. Formulate and test statistical hypotheses for selected parameters of single and multiple
populations and interpret the results.
6. Construct and apply control charts.
7. Formulate simple regression models and test related statistical hypotheses.
8. Design and analyze factorial experiments.
9. Use the statistical software MINITAB for descriptive and inferential statistical
analysis.
Student Outcomes: A, E
Topics Covered:
1. Descriptive Statistics.
2. Introductory probability.
3. Random variables, discrete and continuous models.
4. Sampling distributions and the Central Limit Theorem.
5. Estimation and test of hypotheses for single population.
6. Estimation and test of hypotheses for multiple populations.
7. Simple regression analysis.
8. DOE
9. Use of MINITAB.
223
10. Tests.
Schedule:
Computer:
Lab:
Four sessions per week of 60 minutes.
Exploratory data analysis and statistical inference with MINITAB.
Projects on collecting data and statistical analysis with MINITAB.
224
MECH-100
Engineering Graphical Communication
(Core Course)
Credits (Contact hours): 4 (6)
Dr. Yaominj Dong, Associate Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Bertoline, G. (2009). Technical graphics communications (4th
ed.). Boston: McGraw-Hill Higher Education.
Reference Materials:
Giesecke, F. et al., Technical Drawing 11th, Prentice Hall, Inc.;
UG Cast Tutorials
Catalog Description:
This computer aided design and drafting course is an introduction to engineering graphics and
visualization with topics to include sketching, line drawing, wire-frame section development
and elements of solid modeling. Also, this course will include the development and
interpretation of drawings and specifications for product realization. CAD, office, and webbased software will be used in student presentations and analysis.
None
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. To have students demonstrate the elements of 3D visualization and engineering
sketching techniques.
2. To have students demonstrate the basic structure, content and terminology of
engineering drawings.
3. To have students demonstrate the techniques and processes of elementary solid
modeling and visualization.
4. To have students demonstrate the visual and written requirements associated with
product realization.
To require students’ use of CAD, office, and web-based software to enable graphical
project based communication.
C, F, G, H, K
Student
Outcomes:
Topics Covered:
1. Introduction to Fundamentals of Sketching
2. Introduction to Visualization and Spatial Representation
3. Three Dimensional CAD Representations And Model Construction Processes
4. Drawing Projections: Orthographic, Isometric, Sectional, Auxiliary
5. Graphical and Written Requirements for Product Realization: Dimensioning,
Geometric Dimensioning & Tolerancing, and Working Drawing Requirements.
6. Introduction to Web-Based and Office Software for Graphical Communication.
Three 120 minute sessions per week.
Schedule:
Computer:
Five homework assignments from topics 3, 4, & 5 using Unigraphics NX 7.5
software. One homework assignment from topic 6 using Web-Based software.
Laboratory: One final project using Siemens NX and office software.
225
MECH-210
Statics
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Dr. Basem Alzahabi, Professor, Mechanical Engineering
Meriam, J. L. (2012a). Engineering mechanics (7th ed.). New
York: J. Wiley.
None
Reference Materials:
Catalog Description:
This course deals with a discussion and application of the following fundamental concepts: (1)
static force analysis of particles, rigid bodies, plane trusses, frames, and machines; (2) first and
second moments of area; (3) friction; (4) internal forces; and (5) stress deflection analysis of
axially loaded members. Topics covered will be (1) the static force and moment equilibrium of
two and three dimensional systems; (2) resultant forces and moments due to the application of
concentrated and/or distributed loads; (3) couples; (4) the center of mass and the area moment
of inertia of a rigid body; (5) shear force and bending moment diagrams of a rigid body; and
(6) the stress and deflection analyses of axially loaded members. Free body diagrams will be
formulated in a computer-aided environment in order to enhance the students’ critical thinking
and problem solving capabilities. Several open-ended homework and mini projects will be
assigned in order to incorporate a design experience in the course.
MATH-101 or MATH-101X
Prerequisites:
MATH-102 or 102X or 102H and PHYS 114/115
Co-requisites:
Course Learning Objectives:
1. Find the resultant of a system of forces
2. Draw complete and correct free-body diagrams
3. Determine the support reactions on a structure
4. Determine the forces in the members of a truss using:
a. The method of joints
b. The method of sections
5. Calculate the pin forces in a general frame structure
6. Locate the centroid of an area using the composite body approach
7. Determine the internal forces in a beam (load carrying member)
8. Drawing complete and correct shear force and bending moment diagrams
Student Outcomes: A, E, K
Topics Covered:
1. General Principles and Vector Mathematics
2. Concurrent Force Systems
3. Statics of Particles (Free Body Diagrams)
4. Rigid Bodies: Equivalent Force/Moment Systems
5. Distributed Forces: Centroids and Center of Gravity
6. Equilibrium of Rigid Bodies
7. Trusses, Frames and Machines
226
8. Internal Forces in Gears
Two sessions per week of 120 minutes
Schedule:
Basic skills using Siemens NX software suite or equivalent
Computer:
Laboratory: One Final Project using Unigraphics NX and Office software.
227
MECH-212
Mechanics of Materials
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Dr. Raghu Echempati, Professor, Mechanical Engineering
Beer, F. P. (Ed.). (2011). Mechanics of materials (6th ed.). New
York: McGraw-Hill.
None
Reference Materials:
Catalog Description:
The fundamental topics of this course include: normal and shear stress and strain, Hooke’s
law, Poisson’s ratio, generalized Hooke’s law, axial translation, torsion of circular bars, angle
of twist, bending of beams, flexure formula, flexural shear stress, beam deflections, combined
stresses, transformation of stresses, Mohr’s circle, statically indeterminate problems, columns.
The use of basic computational tools will be introduced at the end of several lecture modules
including: axial loading, torsional loading, and flexural loading. Homework and design
projects will be assigned.
MECH-210
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Apply the principles of Statics to determine the forces and moments on load carrying
members.
2. Analyze the stresses in load carrying members due to axial forces, bearing forces, torsional
moments, bending moments and shear forces.
3. Analyze the combined stresses in load carrying members due to axial forces, torsional
moments, and bending moments acting together.
4. Determine the deflection of load carrying, members due to axial loads, torsional moments and
bending moments.
5. Apply the principles learned from the objectives 1 through 4 to perform basic analysis
and sizing of different structural members.
Student Outcomes: A,C,D,E,G, I, K
Topics Covered:
1. Review of Statics – Internal Forces
2. Concepts of Stress and Strain: Hooke’s Law
3. Concepts of Stress
4. Deformation and safety factor as applied to:
a. Axial Loading (uniform and stepped bars), and
b. Torsion Loading (uniform and stepped bars)
c. Horse power calculations
5. Statically Indeterminate Problems as applied to:
a. Axial loading (uniform and stepped bars)
b. Effect of temperature (thermal stresses) in axial loading
6. Concepts of Bending Stress, deflection and safety factor as applied to:
a. Transverse Loading (Pure Bending) (uniform section bars with concentrated as well
228
as distributed loads)
b. Shear Force and Bending Moment Diagrams for the above
c. deflection of beams for simple loading by superposition (using deflection tables)
7. Transformations of stresses and Combined Loading:
a. Mohr’s circle for plane stress and determination of principal stresses
b. Equivalent stress using yield criterion
Additional Topics:
1. Effects of Stress Concentration in axial, torsion and transverse loadings
2. Statically Indeterminate Problems as applied to:
3. Tension loading (uniform and stepped bars), and
4. Torsion loading (uniform and stepped bars)
5. Transverse (Flexural) Shear effect
6. Strain analysis by Mohr’s principle and strain rosettes
7. Euler Buckling (long slender rods)
9. Tresca and von-Mises failure theories
Two sessions per week of 120 minutes
Schedule:
Computer:
Basic Computer Skills (MathCAD/Working Model/Excel/MS- Word/or
equivalent program) Siemens NX CAD Software
Laboratory: May include computer based design projects
229
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-231L
Signals for Mechanical Systems Lab
(Core Course)
1(2)
Brenda Lemke, Staff Lecturer, Mechanical Engineering
None
Rizzoni, Giorgio, Principles and Applications of Electrical
Engineering, McGraw-Hill
Catalog Description:
This lab complements the electrical engineering course, EE-212, and provides the necessary
knowledge and skills of electrical engineering to non-electrical engineering majors. It teaches
students how to use sensors and instruments to make meaningful measurements in mechanical
and electrical engineering systems. This lab course introduces students to: (1) the laws and
methods of circuit analysis (2) sensors used in measurements of displacement, temperature,
strain and fuel cell systems and (3) the amplifiers and other instrumentation used to process the
signals from these sensors.
None
Prerequisites:
EE-212
Co-requisites:
Course Learning Objectives:
1. Students will demonstrate the ability to generate and condition a signal using basic
measurement techniques and measuring devices.
2. Students will demonstrate the ability to operate instrumentation systems containing
sensors, signal conditioning electronics, and electronic amplifiers
3. Students will demonstrate the ability to analyze circuits containing resistors, capacitors
, and inductors using Kirchoff’s Current and Voltage Laws, Node Voltage Method,
Current and Voltage dividers, Superposition method and by reducing circuits to their
Thevenin Equivalents
4. Students will demonstrate a working ability in the analysis of mechanical and electrical
systems using computer software including MultiSIM and LabVIEW software for
simulation and data acquisition
Student Outcomes: A, E, G, K
Topics Covered:
1. Instruments used for signal generation and measurement
2. PEM Fuel Cell system performance
3. LabVIEW programming and data acquisition
4. MultiSIM programming for DC Circuit simulation
5. DC Circuit analysis
6. AC Circuit analysis
7. Operational Amplifiers
8. Sensors used for measuring system performance
One session per week of 120 minutes
Schedule:
National Instruments LabVIEW and MultiSIM software, Excel
Computer:
230
Laboratory:
One final self directed experiment.
231
Credits (Contact hours):
MECH-300
Computer Aided Engineering
(Core Course)
4 (4)
Course Coordinator:
Dr. Arnaldo Mazzei, Professor, Mechanical Engineering
Textbooks:
None
Reference Materials:
Bertoline, G. et al., Technical Graphics Comm., 4th Ed.,
McGraw-Hill, Inc.
Catalog Description:
This is a threaded continuation of MECH-100, Engineering Graphical Communication using
computer graphics and computer aided design techniques. These advanced techniques use
graphics primitives, construction functions, transformations, image control, dimensioning and
layers. Both two-dimensional drawings and three-dimensional wireframe, surface modeling,
and simulation modeling such as FEA and kinematic motion are covered.
Prerequisites:
MECH-100, MECH-212
Co-requisites:
None
Course Learning Objectives:
1. Apply the fundamental principles of statics and mechanics of materials using
computer aided engineering techniques such as FEA.
2. Apply modern analytical techniques to mechanical systems using computer aided
engineering techniques.
3. Use computational techniques to solve problems in mechanical systems.
4. Communicate effectively both individually and via engineering design team
presentations.
Student Outcomes: A, E, G, K
Topics Covered:
1. NX Modeling review
2. NX Assembly modeling and constraints
3. Drafting review
4. NX Parametric and inter-part modeling
5. Project assignment and discussion
6. NX Finite element method – Intro
7. NX Finite element method – Meshing
8. NX Finite element method – Boundary conditions and loading
9. Project Presentation
Two sessions per week of 120 minutes
Schedule:
Computer:
MS Offices ®, UGS NX
Laboratory:
Individual and team projects during the term
232
MECH-310
Introduction to Mechanical System Design
(Core Course)
Credits (Contact hours): 4 (4)
Course Coordinator:
Dr. Richard Stanley, Professor, Mechanical Engineering
Textbooks:
Meriam, J. L. (2012). Engineering mechanics (7th ed.). Hoboken,
NJ: Wiley.
Reference Materials:
Beer, F., (2009). Engineering Mechanics: Dynamics (6th
ed.).McGraw Hill
Catalog Description:
This course deals with a discussion and application of the following fundamental concepts: (1)
application and basics of Newtonian mechanics and physical laws; (2) a study of the
kinematics and kinetics of a particle including relative and absolute motion, friction concepts;
(3) additional analysis of particle dynamics using work-energy and impulse-momentum
methods, analysis of impact events; (4) analysis of a system of particle using work-energy,
impulse, linear and angular momentum; (5) kinematics and kinetics of a rigid bodies analyzed
in various reference systems; (6) additional analysis of rigid body dynamics using workenergy and impulse-momentum; (7) inertia quantities. Computational techniques will be
incorporated into several design projects throughout the semester to illustrate alternative
solution methods.
Prerequisites:
MATH 102 or MATH-102X or MATH-102H, and MECH-210, PHYS114, PHYS-115
Co-requisites:
None
Course Learning Objectives:
1. Analyze the kinematics of a particle in order to predict its motion in standard 1-D and
2-D coordinate systems.
a. Rectilinear (1-D) Motion
b. Motion in the Cartesian coordinate system
c. Motion in the normal-tangential coordinate system
d. Motion in the cylindrical coordinate system
e. Relative motion between two particles
2. Analyze a mechanical system and predict the forces acting on a particle or the motion
of a particle resulting from external forces.
a. Create a Free Body Diagram (FBD) of particle or a connected system or particles
(i.e. a pulley system).
b. Apply Newton’s Law to a FBD in any coordinate system listed in Objective 1
c. Apply impulse-momentum principles and impact loading principles.
3. Apply work-energy principles. Analyze the kinematics of a rigid body or a connected
system of rigid bodies in order to predict the motion of the body(s) and /or the motion
of a point on the body(s).
233
a. Apply kinematic principles to a rigid body in order to predict its angular motion.
b. Apply kinematic principles to a system of connected rigid bodies in order to
predict the angular motion of any of the connected bodies by using different
reference systems.
c. Apply kinematic principles to a system of connected rigid bodies in order to
predict the linear motion of a point on any of the connected bodies by using
different reference systems.
4. Analyze a mechanical system and predict the forces acting on a rigid body or the
motion of a rigid body resulting from external forces.
a. Create a Free Body Diagram (FBD) of rigid body or a connected system of rigid
bodies.
b. Calculate the mass moment of inertia of a rigid body.
c. Apply Newton’s Law to the FBD.
d. Apply work-energy principles.
Student Outcomes: A, E
Topics Covered:
1. Introduction
2. Review of Vector Mechanics, Free Body Diagrams, and Trigonometry,
3. Definitions of Particle/Rigid Body Mechanics, Newton’s Laws
4. Kinematics of a particle, relative motion, rectangular coordinates
5. Kinematics of a particle in normal-tangential and cylindrical coordinates
6. Kinetics of a particle using Newton’s Laws
7. Kinetics of a particle using work-energy and impulse methods, Impact
8. Particle dynamics applications
9. Kinematics of a rigid body, relative motion
10. Kinematics of a rigid body, different reference systems
11. Kinetics of a rigid body using Newton’s Laws
12. Kinetics of a rigid body using work-energy methods
13. Planar rigid body dynamics applications
Schedule:
Two sessions per week of 120 minutes
Computer:
Basic computer skills (MathCAD/Working Model/Excel)
Laboratory:
Several open-ended projects are planned that involve parametric studies
performed using computational tools.
234
Credits (Contact hours):
Course Coordinator:
Textbooks:
MECH-312
Mechanical Component Design I
(Core Course)
4 (4)
Dr. Theresa Atkinson, Assistant Professor, Mechanical
Engineering
Dr. Mohamed El-Sayed, Professor, Mechanical Engineering
Collins, J. (2003). Mechanical design of machine elements and
machines: A failure prevention perspective. New York, NY:
Wiley.
Reference Materials:
Catalog Description:
This course involves application of theory and techniques learned in the mechanics courses to
the concepts of mechanical component design. Through lectures and class example and
homework problems the student will be introduced to design methodology. This methodology
requires learning to develop and set-up a mechanical component design problem, through
properly understanding and solving the problem based upon the given data, design constraints,
making and verifying assumptions. Selection of the proper analytical tools as required,
producibility and maintainability of the design, materials selection, safety, and cost
considerations. Take-home project problems will enhance and demonstrate the type of study
and research required for design. Topics to be studied include strength and fatigue
considerations, shaft design, threaded fasteners, lubrication and bearings, springs, and
fundamentals of gear analysis, including forces, stresses and terminology.
MECH-212
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Develop, set-up, and solve mechanical component design problems based upon given
data and requirements.
2. Develop corrective action (define the cause for a problem and the design fixes)for
field problems.
3. Understand the need for proper design actions via discussions of current, news worthy,
design- related incidents.
4. Through mechanical component design homework and team-based problems
develop an appreciation for design tools and the ever-changing materials, processing
and analytical techniques available to design while providing an understanding of the
basics of design
Student Outcomes: A, D, E, F, G, H, J
Topics Covered:
1. Design for Static Strength/Yield Criteria
2. Fatigue Considerations in Design
3. Fatigue Considerations in Design
4. Design of Shafts
5. Springs
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6. Bearings and Lubrications
7. Threaded Fasteners
8. Gear Terminology, Gear Trains, and Gear Forces
9. Forces and Stresses in Gears
Two sessions per week of 120 minutes
Schedule:
Basic skills using MathCAD
Computer:
Laboratory: None
236
MECH-320
Thermodynamics
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
4 (4)
Dr. Homayun Navaz, Professor, Mechanical Engineering
Borgnakke, C., & Sonntag, R. (2012). Fundamentals of
thermodynamics (8th ed.).
Moran, M. (2014). Fundamentals of engineering thermodynamics
(8th ed.). Hoboken, N.J.: Wiley.
Catalog Description:
A study of the first and second laws of thermodynamics and their application to energy
transformations during various processes. Property relations are studied for pure substances,
ideal gases, mixture of ideal gases, and atmospheric air. Steam power cycles, refrigeration
cycles, spark-ignition and compression-ignition engines, and turbine cycles are evaluated to
determine performance parameters and energy efficiencies.
PHYS-224, PHYS-225
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Identify the state and properties of a pure substance in a single or multiple phase
(mixture).
2. Develop in-depth understanding of mass and energy conservation laws.
3. Identify, formulate, and solve problems in classical thermodynamics.
4. Demonstrate a systematic and structured approach to problem solving.
5. Apply fundamental principles to analyze components of a thermodynamic cycle
(turbines, compressors, etc.).
6. Apply thermodynamic laws to design a cycle or a thermodynamic.
7. Utilize thermodynamic tools to perform a preliminary design of a complex system
(or cycle).
Student Outcomes: A, B, C, D, E, G, H, I, J, K
Topics Covered:
1. Introduction, pressure, temperature, energy, work and heat definitions
2. 1st Law of thermodynamics, energy balance – process and cycles, closed systems
3. Properties: Phase diagrams, table look-up
4. Conservation of Energy - Processes and cycles in a closed system
5. Ideal gas law – Processes and cycles with ideal gases – Open systems - SSSF and
USUF
6. Second Law: Thermal reservoir, Kelvin-Planck and Clausius statements, Reversible
and irreversible processes, Temperature scales, Carnot Cycle, maximum efficiency
7. Entropy: for pure substances and ideal gases
8. 2nd Law for closed systems, isentropic processes
9. 2nd Law for open systems, Cycles: Refrigeration, Rankin
10. Otto, Diesel, and Brayton cycles
237
11. Review and final exam
Two sessions per week of 120 minutes
Schedule:
Basic computer skills (MS Word, Excel and MATLAB or equivalent
Computer:
Laboratory: No required laboratory experiences.
238
MECH-322
Fluid Mechanics
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Dr. Bassem Ramadan, Professor, Mechanical Engineering
Munson, B., & Okiishi, T. (2013). Fundamentals of fluid
mechanics (7th ed.). Hoboken, NJ: John Wiley & Sons.
None
Reference Materials:
Catalog Description:
This is a first course in Fluid Mechanics that involves the study of fluid flow in ducts and over
objects. The course introduces the fundamental aspects of fluid motion, fluid properties, flow
regimes, pressure variations, fluid kinematics, and methods of flow description and analysis.
Presents the conservation laws in their differential and integral forms, and their use in
analyzing and solving fluid flow problems. In addition, the concept of using similitude and
dimensional analysis for organizing test data and for planning experiments is introduced. The
effects of fluid friction on pressure and velocity distributions are also discussed. The effects of
compressibility (various density) on fluid flows are also included.
MECH-320
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Determine pressure distribution in fluids at rest and to calculate hydrostatic forces
(magnitude and line of action) acting on a plane and curved surfaces.
2. Draw streamlines in a given flow and to determine pressure variations along and
normal to streamline.
3. Determine the velocity and acceleration of the fluid for steady and unsteady flows.
4. Apply the control volume concept to describe fluid flow through the application of
conservation of mass, momentum, and energy.
5. Apply the governing differential equations (mass, momentum, energy) to analyze
fluid flows.
6. Plan and understand experiments, as well as understand and correlate data through
the use of similitude and dimensional analysis.
7. Apply the basic principles to the flow of viscous incompressible fluids in pipes,
multiple pipe systems, and ducts, to determine friction losses.
8. Utilize existing experimental and numerical data to analyze external flows, and to
calculate drag and lift forces acting on immersed bodies.
9. Study the effect of compressibility on steady, isentropic, one-dimensional flow of an
ideal gas in a varying cross-sectional area duct.
Student Outcomes: A, B, C, D, E, I, J, K
Topics Covered:
1. Introduction. Units. Definitions. Properties of a Fluid. Fluid Statics. Pressure
Variation and Measurement. Hydrostatic Forces and Buoyancy.
2. Eulerian and Lagrangian flow descriptions. Fluid dynamics. Definition of static,
dynamic, and stagnation pressure. Bernoulli’s equation.
239
3. Fluid kinematics. Fluid velocity and acceleration. Presentation of the conservation of
mass, momentum, and energy equations in differential form.
4. Reynolds transport theorem. Control volume analysis of continuity, momentum, and
energy.
5. Similitude, dimensional analysis, and modeling. Buckingham Pi theorem.
6. Viscous incompressible flow in pipes. Flow between parallel plates. Fully developed
flow. Laminar and turbulent blows.
7. Friction factor. Moody diagram. Simple pump in a pipeline. Piping networks.
8. Boundary layer theory. Flow over flat plates. Flow over immersed bodies. Drag and
lift.
9. Compressible flows. Mach number and the speed of sound. Isentropic compressible
one-dimensional flow of ideal gases.
10. Comprehensive final examination
Two sessions per week of 120 minutes
Schedule:
Basic computer skills (MS Word, Excel)
Computer:
Laboratory: None
240
MECH-330
Dynamic Systems with Vibrations
(Core Course)
Credits (Contact hours): 4 (5)
Dr. Janet Brelin-Fornari, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Reference Materials:
Barak, Mathematical Modeling of Mechanical and Multidiscipline
Systems, John Wiley & Sons, Inc. Any Edition
Kreyszig, Advanced Engineering Mathematics, John Wiley &
Sons, Inc. Any Edition
Catalog Description:
This is a first course in System Dynamics. The object of this course is to provide an
understanding into basic principles, methods, and analysis underlying the steady state and
dynamic characterization of physical systems and components. The focus is on a
mechanical/electrical, multi-discipline approach. Construction of mathematical models of
systems using Bond-graphs and analysis through computer simulation in the time domain
using Matlab Simulink, is emphasized. Application of modeling techniques to understanding
the behavior of free vibration (damped and undamped), forced vibration for harmonic
excitation, and systems involving multi-degrees of freedom, will be discussed.
MATH-204 or MATH-204H, MECH-310
Prerequisites:
MATH-305 or MATH-307, EE-210 or EE-212
Co-requisites:
Course Learning Objectives:
1. Create Bond Graph models of dynamic systems that include mechanical
translation, mechanical rotation, electrical circuits, and multidisciplinary systems
a) Identify the components of mechanical, electrical, and multidisciplinary systems
b) Know the symbols, attributes, constitutive equations, and interactions of system
components
c) Know how transducers convert energy in multi-disciplinary systems and be able to
identify transducer type – transformer or gyrator
2. Derive the mathematical model for dynamic systems
a) Derive state-space equations for mechanical, electrical, and multidisciplinary
systems, including SISO and MIMO systems, using Bond Graphs
i.
Express linear state-space equations in matrix form
ii.
Express SISO linear equations in transfer function (block diagram) form
iii.
Derive state-space equations for systems with derivative causality
b) Derive equations of motion for mechanical systems using:
i.
Lagrange’s Equation – SDOF and MDOF
ii.
Express SISO linear equations in transfer function (block diagram) form
3. Determine parameters and response measures of linear systems
a) Derive the characteristic equation of a linear system – SDOF
b) Solve for the eigenvalues of a linear system – 1st and 2nd order
c) Determine the time constant(s) of a linear system
d) Find the natural frequency(ies) of a linear system – 2nd order
e) Find the damping ratio(s) of a linear system – 2nd order
f) Investigate and analyze vibration resonance of SDOF mechanical systems
g) Determine the initial and final values of a system in response to constant steady
241
state inputs – initial and final value theorems
4. Use Matlab Simulink to simulate and analyze the responses of dynamic systems to
various inputs including (but not limited to) step, discrete sinusoidal, and
frequency spectrum
a) Determine and analyze time domain solutions of differential equations in Matlab
b) Generate and analyze frequency response using Bode plots
c) Generate and analyze block diagram (transfer function) models in Simulink
Student Outcomes: A, B, C, E, K
Topics Covered:
Lecture:

Course Overview; Math Review

DOF; Lagrange’s Equation; 1 DOF EOM from i.) force and ii.) energy balance

1 DOF with dampers

Characteristics of a 2nd order, 1 DOF Systems; Multi-DOF systems

Tetrahedron of State; One port elements of Bond Graphs

Multi-port elements of Bond Graphs, Construction Method for circuits

Construction Method for mechanical systems; Transformer constants

1st order state equations from Bond Graphs

2nd order (and higher) state equations from bond graphs
 Characteristics of 2nd order systems from state equations; Causal conflict
Computer Lab:

Understanding/solving linear differential equations with constant coefficients

Basic linear algebra

Understanding the response of the free vibration spring-mass-damper system

Understanding the response of the forced vibration spring-mass-damper system

Project: Forced Vibration of a mechanical system

Transfer functions and introduction to Matlab Simulink

Block Diagram Math

Understanding the response of the first order system
 Project: Mathematical modeling and system analysis
Two 90 minute lectures one 120 minute lab
Schedule:
Basic computer skills and Matlab Simulink (Professional or Student Edition )
Computer:
242
MECH-350
Introduction to Bioengineering Applications
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Patrick Atkinson, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Reference Materials:
Medical Instrumentation: Application and Design, 3rd edition by
Webster, John Wiley
Catalog Description:
This course deals with a discussion and application of the following fundamental concepts. (1)
basic anatomy and physiology of the overall human body; (2) basic anatomy and physiology
of specific structures including brain, ear, eyes, heart, kidney, gastro-intestinal system,
articular joints, and bones; (3) an appreciation of the engineering basis for current and
developmental products designed to diagnose and replace these biological structures; (4)
exposure to biochemistry, biomaterials, and biomechanics at a fundamental level; and (5) an
understanding of current laws which govern bioengineering device manufacturing. A semester
project will require the student to rigorously research an existing product or emerging
technology of relevance to bioengineering and the human body.
BIOL-241, and/or CHEM-145, MECH-212
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Understand basic human anatomy and physiology terms and biological concepts.
2. Understand the basis for major organ function/dysfunction and diagnostic techniques
using engineering concepts
3. Understand the basis for the design of prosthetic devices designed to replace or
augment failing or debilitated biological systems
4. Research an existing or emerging technology designed to replace or augment failing or
debilitated biological systems
Student Outcomes: A, C, F, H, I, J, K
Topics Covered:
1. Basic anatomy and physiology
2. Ear function, hearing aids, inner ear accelerometer
3. Eye function, restoring sight, tissue engineering
4. Kidney function, dialysis
5. Heart function and diagnosis, pacemakers, heart valves, stent installation
6. Brain function and diagnosis: electroencephalography
7. Articular joints, arthritis, total joint arthroplasty, anterior cruciate ligament
reconstruction
8. Gastrointestinal dysfunction and diagnosis
9. Fetal development and monitoring
10. Federal Drug Administration requirements
Two 120 minute sessions per week.
Schedule:
243
Computer:
Laboratory:
Basic computer skills such as Powerpoint presentations
One semester research project is required on a topic of mutual interest to the
student and the class.
244
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-412
Mechanical Component Design II
(Elective Course)
4 (4)
Dr. Raghu Echempati, Professor, Mechanical Engineering
Collins, J., & Busby, H. (2010). Mechanical design of machine
elements and machines: A failure prevention perspective (2nd
ed.). Hoboken, NJ: Wiley.
Mechanical Design of Machine Elements and Machines – A
Failure Prevention Perspective, JA Collins, Wiley, 2003.
Fundamentals of Machine Component Design, RC Juvinall &
KM Marshek, Wiley, 2006.
Catalog Description:
This course is an extension of MECH-312, Mechanical Component Design I. Topics to be
studies will include wear and contact stress analysis, helical and bevel gear systems, impact
analysis, temperature effects in design, introduction to fracture mechanics, code based design,
welded connections, and topics selected by the students. Course work will consist of lectures
plus, the students will perform research on these topics and provide written and oral reports,
including examples.
IME-301, MECH-312
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Develop, set-up, and solve mechanical component problems based upon given data and
requirements.
2. Develop corrective action for manufacturing and field problems (define the cause for a
problem and the design fixes).
3. Recognition of the need for an ability to engage in proper design actions via
discussions of current, newsworthy, design-related incidents.
4. Through team-based research and problem solving, develop an understanding of the
fundamentals of engineering research, as will be required “on-the-job” and apply it to
delivering written or oral reports and discuss applications of that particular research.
Student Outcomes: A, C, D, E, E, F, G, I, J, K
Topics Covered:
1. Materials and materials considerations in design
2. Deflection analysis
3. Fastener design considerations
4. Ethics in engineering
5. Design for welding
6. Friction and friction components
Two 120 minute sessions per week.
Schedule:
Basic skills using MathCAD or equivalent
Computer:
Laboratory: None
245
MECH-420
Heat Transfer
(Core Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Dr. Gianfranco DiGiuseppe, Associate Professor, Mechanical
Engineering
Bergman, T. (2011). Introduction to heat transfer (6th ed.).
Hoboken, NJ: John Wiley & Sons.
None
Reference Materials:
Catalog Description:
This course addresses the principles of heat transfer by conduction, convection, radiation and
energy conservation, fins, steady-state and transient problems, and analysis and selection of
heat exchangers.
MECH-320
Prerequisites:
MECH-322
Co-requisites:
Course Learning Objectives:
1. Identify the three modes of heat transfer: conduction, convection and radiation for a
given energy system.
2. Analyze physical heat transfer problems by reducing them to workable mathematical
models.
3. Solve heat conduction problems in steady-state and transient conditions through
application of rate equations and the conservation of energy law.
4. Solve convective heat transfer problems by determining convective heat transfer
coefficients and the corresponding heat transfer rate for forced and natural, external
and internal convective heat transfer problems.
5. Design heat exchangers and analyze their performance.
6. Solve radiation heat transfer problems incorporating surface radiative properties.
7. Utilize suitable numerical techniques and computer tools in the formulation and
solution of open-ended heat transfer design problems in a project team setting.
Student Outcomes: A, B, C, D, E, K
Topics Covered:
1. Conduction, convection, radiation basics; rate equations; energy balance and the
control volume and control surface concepts
2. 1-dimensional steady-state conduction, plane and radial geometries; heat diffusion
equation; boundary and initial conditions
3. Thermal resistance models, heat generation problems; design of fins
4. Two-dimensional steady-state conduction; numerical methods
5. Transient conduction problems
6. Dimensionless analysis; forced external convection problems
7. Forced internal convection problems, natural convection problems
8. Heat exchanger fundamentals; U-factor calculation; LMTD and -NTU methods
246
9. Heat exchanger design and analysis; phase-change heat exchangers
10. Radiation heat transfer design; effects of surface properties; view factors
11. Final examination and team design project
Two sessions per week of 120 minutes
Schedule:
Computer:
Basic computer skills (MS Word, Excel and MATLAB or equivalent).
Students use IHT and FEHT software provided with text for open-ended heat
transfer design problem solving.
Laboratory: Design project solving current technical problems involving heat transfer
principles.
247
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-422
Energy Systems Laboratory
(Core Course)
4 (6)
Dr. Ahmad Pourmovahed, Professor, Mechanical Engineering
Pourmovahed, A., & Navaz, H. (2007). Energy Systems (3rd
ed.). Hoboken, NJ: John Wiley & Sons.
Borgnakke, C., & Sonntag, R. (n.d.). Fundamentals of
thermodynamics (8th ed.).
Fundamentals of Engineering Thermodynamics (8th. ed.). (2014).
New York: John Wiley & Sons.
Munson, B., & Okiishi, T. (2013). Fundamentals of fluid
mechanics (7th ed.). Hoboken, NJ: John Wiley & Sons.
Bergman, T. (2011). Introduction to heat transfer (6th ed.).
Hoboken, NJ: John Wiley & Sons.
Janna, W. (2015). Design of fluid thermal systems (4th ed.).
Stamford, CT: Cengage Learning.
Catalog Description:
A laboratory course dealing with the detailed application of the first and second laws of
thermodynamics; continuity, momentum, and energy equations; and principles of conduction,
and convection to a variety of energy systems. Topics such as internal and external flows,
refrigeration, psychrometrics, aerodynamic lift and drag, pump and fan performance,
compressible flow and shock waves, free and forced convection, and heat exchangers are
covered. Computational fluid dynamics (CFD), automatic data acquisition, flow visualization,
and a design experience are incorporated into various laboratory experiments.
MECH-320, MECH-322
Prerequisites:
MECH-420
Co-requisites:
Course Learning Objectives:
1. Apply the fundamental principles of thermodynamics, fluid mechanics, and heat
transfer.
2. Apply modern measurement techniques and experimental methods to energy systems.
3. Apply computational techniques to energy systems.
4. Apply team working skills.
5. Communicate effectively.
6. Design and conduct experiments.
7. Analyze and interpret data.
8. Implement experimental results in a design process.
9. Work professionally in the area of thermal systems including the design and realization
of such systems.
Student Outcomes: A, B, C, D, E, G, K
Topics Covered:
1.
Safety Guidelines, Error Analysis, Pipe Flow, Flow Meters
248
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Schedule:
Computer:
Laboratory:
Road Load Simulation - Design Project Initiation
PEM Fuel Cell Performance
Centrifugal Pump
Fan Laws
Compressible Flow
Jet Engine
Design Projects
Lift, Drag & Aerodynamics
Cylinder Convection and/or Air-conditioning
Final examination and team design projects
Three sessions per week of 120 minutes
Basic Computer Skills (MS Word, Excel)
249
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-430
Dynamic Systems with Controls
(Core Course)
4 (5)
Dr. Ram S. Chandran, Professor, Mechanical Engineering
None
Barak, Mathematical Modeling of Mechanical and
Multidiscipline Systems, John Wiley & Sons, Inc. Any Edition
Kreyszig, Advanced Engineering Mathematics, John Wiley &
Sons, Inc. Any Edition
Catalog Description:
This is a second, follow up course in System Dynamics. The objective of this course is to
provide an understanding into basic principles and methods underlying the steady state and
dynamic characterization of feedback control systems. The focus is on multi-discipline
approach as in the previous course. Construction of mathematical models of systems using
Bond-graphs, block diagrams and development of transfer functions and state space models is
emphasized. System performance is studied mainly using computer simulation (both in time
and frequency domains) software tool(s). Design of control systems is attempted using the
same computer simulation tools. Introduction to some advanced topics in control systems is
also provided.
MATH-305, MECH-330
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
10. Model simple engineering systems involving multiple feedback loops. The system
will include at least two disciplines, such as electrical-mechanical, electrical-fluidmechanical combinations
11. Analyze the system performance in Time and Frequency domainsLaplace/inverse Laplace transform solution for simple cases, evaluate the system
(response) characteristics using indices such as natural frequency, damping ratio,
eigen value, time constant and band width.
12. Evaluate the system performance characteristics, such as stability and speed of
response based on accepted metrics in time and frequency domains
13. Simulate the system performance in time and frequency domains using accepted
professional simulation tools, such as MATLAB/SIMULINK
14. Design simple controllers, such as, P, PI, PD and PID, for systems to meet certain
performance objectives using the modeling and simulation tools, such as
MATLAB/SIMULINK, detailed in the course
Student Outcomes: A, B, C, D, E, K
Topics Covered:
12. Introduction to first order systems (mechanical translation/rotation), modeling and
simulation using software tools. Review of Bond graph techniques.
13. Modeling and simulation/response of First order systems (step and ramp commands.
Simulation of system response using the software SIMULINK.
250
14. Modeling of Second order systems. Introduction to evaluation of response
characteristics of second order systems. Simulation of system response using the
software.
15. Introduction to modeling and simulation of higher order Multi domain systems.
Development of bode plot, using MATLAB. Hardware experiment on a mass-spring
damper system and identifying system transfer function using input and response data.
16. Continuation of frequency response (analysis) using bode plot for higher order
systems including third and fourth order systems
17. Effect of feed back in second order systems, increase of natural frequency, and
decrease of damping.
18. Stability of feed back control systems using Routh’s criterion. Introduction to root
locus techniques. Continuation of Root locus study. Design of Controller using
Zeigler-Nichols rules.
19. Design of a PI, PD and PID controller using root locus and Zeigler –Nichols rules.
Assignment of a comprehensive Controller design project for a higher order
electromechanical position control system.
Two 90 minute lectures one 120 minute lab
Schedule:
Computer:
Basic computer skills ( MS Word, Excel ) and some familiarity with
MATLAB/SIMULINK.
Laboratory: Two
251
MECH-490
Fluid Power Systems
(Elective Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (6)
Dr. Ram Chandran, Professor, Mechanical Engineering
Collins, J., & Busby, H. (2010). Mechanical design of machine
elements and machines: A failure prevention perspective (2nd
ed.). Hoboken, NJ: Wiley.
Reference Materials:
Catalog Description:
This course begins with basic hydraulics circuits followed by the sizing and control of
hydraulic cylinders and motors. Prime movers are introduced and matched to system
requirements. Valves are described while circuit tracing and component recognition are
emphasized. The course also addresses air consumption, pneumatic component sizing and
ladder logic. There will be limited consideration of hydraulic servo and two design projects.
MECH-300
Prerequisites:
MECH-312
Co-requisites:
Course Learning Objectives:
Student Outcomes:
Topics Covered:
1.
Three 120 minute sessions per week.
Schedule:
Computer:
Laboratory:
252
MECH-510
Analysis and Design of Machines and Mechanical Assemblies
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Raghu Echempati, Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Norton, R. (2012). Design of machinery: An introduction to the
synthesis and analysis of mechanisms and machines (5th ed.).
New York: McGraw-Hill.
Reference Materials:
Mechanical Engineering Design, by Shigley and Mischke, sixth
edition, McGraw Hill, 2001.
Machine Design: An Integrated Approach by Robert L. Norton
(2nd ed.), Prentice Hall, 2000; (or) Machine Design by Robert
Juvinall.
Design of Machinery by Norton, 2003 Edition, Mc-Graw-Hill.
Kinematics, Dynamics and Design of Machinery, by Waldron
and Kinzel, John Wiley & Sons, 1999.
Mechanisms and Mechanical Devices Source Book, N.P.
Chironis, McGraw-Hill, 1991.
Mechanism Design, Volume I by Erdman, Sandor and Kota, (4rd
ed.) Prentice Hall, 2000.
Catalog Description:
The main aim of this course is to integrate the concepts of kinematic and dynamic analysis to
the design of machines and mechanical assemblies used in automotive, medical equipment and
other applications. These include (but not limited to) the analysis and design of reciprocating
engine sub-systems such as, piston cylinder mechanism, steering linkages, window and doorlock mechanisms, over-head valve linkage system, flywheel, gears and gearboxes, universal
coupling and automotive differential. Synthesis of mechanism systems used in medical
equipment area will also be covered. Kinematic and dynamic characteristics such as
displacement, velocity, acceleration and forces are analyzed by graphical and analytical
methods. CAE tools will be used to perform kinematic, dynamic and stress analyses and
fatigue design of these systems using CAE tools. Temperature effects will also be included
wherever appropriate in the design. Several practical design projects will be assigned during
the term of this course.
MECH-300, MECH-310, MECH-312
Prerequisites:
MECH-330
Co-requisites:
Course Learning Objectives:
1. Apply the integration of the fundamental concepts of rigid body kinematics in relative
motion, solid mechanics, computer aided engineering through computational and
design tools.
2. Apply fundamental mechanics principles to the kinematic, dynamic and fatigue stress
analyses of mechanical components, subsystems and systems.
3. Use state-of-the-art CAE software tools to formulate, conceptualize, design, analyze,
and synthesize open-ended problems pertaining to mechanical systems.
4. Develop strategies to improve the product and process design based on the results
253
obtained.
Student Outcomes: A, C, D, E, E, I, J, K
Topics Covered:
1. Introduction to analysis and design of mechanical systems
2. Kinematic and dynamic analysis of machines and mechanism systems, including realworld industrial applications
3. Analysis and design of engine mechanism system with applications
4. Analysis and design of overhead valve systems
5. Analysis and design of compound and epicyclic gear trains involving helical gears;
AGMA standards
6. Analysis and design of automotive differential system using bevel and hypoid gears;
AGMA standards
7. Study and design of worm gears; AGMA standards
8. Introductory kinematic synthesis and applications to medical devices
9. Materials and manufacturing considerations in design; incorporation of ASME
standards
Two 120 minute sessions per week.
Schedule:
CAD Analysis Software, ADAMS, and NX
Computer:
Laboratory:
254
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-512
Mechanical Systems Design Project
(Elective Course)
4 (4)
Dr. Mohamed El-Sayed, Professor, Mechanical Engineering
Lecture Notes
The Engineering Design Process by Atila Ertas and Jesse Jones,
John Wiley & Sons 1993
Catalog Description:
The fundamental topics of this course include: The engineering design process, ethics,
teamwork, brainstorming, conceptual designs, proposal writing, project planning, project
management, product attributes, design criteria, engineering targets, physical simulation,
virtual simulation, analysis techniques, design synthesis, alternative designs, bill of materials,
bill of process, manufacturability, product variations, product quality, design reports and
presentations. Note: Satisfies ME Senior Design Project requirement.
IME-301 or PHYS-342, MECH-300, MECH-312
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Creative thinking in design.
a. Students will be able to brainstorm and think creatively to achieve alternate design
solutions.
2. Teamwork and communication skills.
a. Students will be able to form teams and work effectively with others to achieve
design goals.
b. Student will be able to present their ideas, plans and design alternatives in written
and oral formats.
3. Project planning and management.
a. Student will be able to use project-planning tools to plan tasks, timing and
coordinate design activities.
4. Ident5’product attributes and design criteria.
a. Student will be able to use systematic design process thinking to analyze the
conceptualized product attributes and transfer these attributes to design criteria and
engineering targets
5. Product simulation and synthesis.
a. Student will be able to apply their education and co-op experiences to simulate the
conceptualized product in the intended environment and synthesize to achieve
targets and attributes.
Student Outcomes: C, D, E, F, G, H, I, J, K
Topics Covered:
1. Ethics
2. The engineering design process
3. Team formation and working in teams
255
4. Brainstorming and creativity in design
5. Project selection and Proposal writing
6. Project planning
7. Proposal in class presentations
8. Conceptualized product attributes and design criteria
9. Product analytical and physical Simulations
10. Design analysis, synthesis and optimization
11. Writing progress reports
12. Project management and Bill of Material
13. Alternative Designs selection and costing
14. Manufacturability
15. Bill of process
16. Product variations and quality
Two 120 minute sessions per week.
Schedule:
Computer:
Basic Computer Skills (CAD, FE Analysis, MathCAD/Working
Model/Excel,/MSWord,/MS-Project,/MS-PowerPoint or equivalent programs)
Laboratory: One open-ended design project.
256
MECH-514
Experimental Mechanics
(Capstone Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
4 (6)
Dr. Henry Kowalski, Professor, Mechanical Engineering
None
Theory and Design for Mechanical Measurements by Richard S.
Figlio and Donald E. Beasley (third edition), John Wiley & Sons,
Inc., (1995)
Measurement and Instrumentation in Engineering by Francis S.
Tse and Ivan E. Morse, Marcel Decker, Inc.
Sensors Volumes 1 thru 6, Edited by W. Gopel, J. Hesse, and J.
N. Zemel, Verlagsgellschaft mbH, Germany
Experimental Stress Analysis, by James W. Dally and William F.
Riley, (third edition), McGraw - Hill, Inc.
www.vishay.com, Vishay International, Inc. Valley Forge, PA
Catalog Description:
The primary purpose of this course is to provide fundamental knowledge in the theory and
practical experience in the application of mechanical engineering measurements. Viewed as a
system, consideration is given to the performance, limitations, and cost of the detection –
transducing stage, the signal conditioning stage and the final termination or readout –
recording stage. Sensors such as resistive, capacitive or inductive are considered for the
transducing stage. Signal conditioning stage emphasizes the use of a Wheatstone Bridge
circuit, operational amplifiers and digital processing. The final readout or termination stage
considers visual readouts such as analog or digital meters, charts or scopes in addition to
memory devices such as computer hard drives and microprocessors. Nearly 2/3 of the time is
spent on an approved team project that produces experimental measurements, which adds
knowledge or understanding to some theoretical concepts or rhetorical inquiry.
IME-301 or PHYS-342, MECH-300, MECH-312, MECH-330
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Identify the three fundamental components of a measuring system.
2. State the historic allegory and subsequent legal authority to control measurements.
3. Identify the legal standards currently in use domestically and internationally, cite their
advantages, limitations and conversions.
4. Recognize the importance and practicality of reporting meaningful numerical data
precisely and significantly.
5. Identify error, bias, precision, uncertainty, and confidence in data representation and
apply appropriate stochastic procedures to experimental data.
6. Represent data in appropriate and meaningful graphical representation. Selecting
appropriate software to quantify time related characteristics.
7. Identify the characteristics of a first and second order measurement system.
8. Ascertain the fundamental sensing principle of basic transducers. Specifying either a
current or typical voltage circuit for the second stage of a measuring system along
257
with any necessary amplification, attenuation or filtering.
9. Specify a measuring system's termination state.
10. Write a proposal formulating a specific measuring system designed to gain an
understanding that strengthens, supports, or quantifies some theory or rhetorical
question.
a. Identify the costs, safety issues and ethical concerns associated with the measuring
system.
b. Devise and execute a timetable to implement the measurement system within a
specific time frame and in the context of a team effort.
c. Organize and complete a schedule of activities and responsibilities to implement
the measuring system.
d. Identify and acquire needed resources including sources of pertinent information
on-line through the Internet in order to complete the measuring system.
11. Present a formal report in electronic format of the results from the measuring system
including at least the team's observations, conclusions and recommendations.
Student Outcomes: A, B, C, E, F, G, I, J, K
Topics Covered:
1. Fundamentals of a measurement system, Standards, Data analysis and presentation.
2. Measurement system's time dependency and response, first and second order systems,
transducing sensors, signal conditioning, project formulation – ethical considerations,
project management
3. Readout devices, Formulation of a measuring system.
4. Implementation of a measuring system project.
Three 120 minute sessions per week.
Schedule:
PC based software - primarily Microsoft Word and Excel, and Matlab
Computer:
Laboratory: Group formulation, specification and implementation of an open-ended
(undefined) measuring system that adds understanding to theory or a rhetorical
inquiry - Capstone experience
258
MECH-515
Failure and Material Considerations in Design
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Paul Zang, Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Hertzberg, R. (2012). Deformation and fracture mechanics of
engineering materials (5th ed.). Chichester: John Wiley & Sons.
Reference Materials:
Fracture and Fatigue Control in Structures, 3rd Edition, JH
Barsom and ST Rolfe, ASTM, 1999.
Mechanical Behavior of Materials – Engineering Methods for
Deformation, Fracture, and Fatigue , 2nd Edition, NE Dowling
Prentice-Hall
Failure of Materials in Mechanical Design ~ Analysis, Prediction,
Prevention, 2nd Edition, JA Collins, Wiley
Catalog Description:
Designing components that are safe and reliable requires efficient use of materials and
assurance that failure will not occur. Even still, components do fail. In this course, students
will be introduced to the techniques of designing for life and material considerations involved
in that process. In addition, students will also study how to analyze those components which
do fail, and evaluate safe-life and remaining life in a design through the study of real-life
component design and current failures.
None
Prerequisites:
MECH-412
Co-requisites:
Course Learning Objectives:
1. Develop, set-up, and solve mechanical component problems based upon life and
material considerations; and, analytically evaluate failed components including
recommended efforts to correct the problem.
2. Develop corrective action for field problems.
3. Develop and recognize the importance and need for proper design actions via
discussions of current, newsworthy, design-related incidents.
Student Outcomes: A, C, D, E, F, G, H, J, K
Topics Covered:
1. Stress-strain relations
2. Inelastic stresses
3. Notch effects
4. High cycle fatigue
5. Fracture mechanics
6. Low cycle fatigue
7. Variable amplitude loading
8. Cumulative damage/cycle counting
Two 120 minute sessions per week.
Schedule:
Basic skills using MathCAD or equivalent
Computer:
259
Laboratory:
260
MECH-516
Introduction to Finite Element Analysis with Structural Application
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Basem Alzahabi, Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Logan, D. (2012). A first course in the finite element method
(Fifth ed.). Stamford, CT: Cengage Learning.
Reference Materials:
Catalog Description:
The theory of the Finite Element Method will be introduced. Applications of static and
dynamic finite element analysis of real world mechanical systems will be performed.
Commercial F.E.A. codes such as SDRC/I-DEAS and MSC/NASTRAN will be utilized.
MECH-212, MECH-310, MECH-330
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Analyze simple structures for stresses and deflections using the finite element method
a. For a given geometry and loading on a structure, the students will be able to
construct a proper finite elements model, apply loading and boundary conditions,
and performed static analysis utilizing a commercial finite element code.
b. For the same structure, the students will be able to post process the results of the
finite element analysis, and verify the validity of the results through secondary
analyses.
2. Analyze simple structures for temperature distributions using the finite element
method
a. For a given geometry, material properties, and constant thermal boundary
conditions, the students will be able to construct a proper finite elements model,
apply loading and boundary conditions, and performed steady state thermal
analysis utilizing a commercial finite element code.
b. For a given geometry, material properties, and constant thermal boundary
conditions, the students will be able to construct a proper finite elements model,
apply loading and boundary conditions, and performed transient thermal analysis
utilizing a commercial finite element code.
3. Analyze simple structures for natural frequencies and mode shapes using the finite
element method.
a. For a given geometry and material properties of a structure, the students will be
able to construct a proper finite elements model, apply boundary conditions, and
performed dynamic finite element analysis utilizing a commercial finite element
code to determine the natural frequencies and mode shapes.
b. For the same structure, the students will be able to post process the results of the
finite element analysis, and animate the mode shapes to verify the validity of the
results.
Student Outcomes: A, C, K
Topics Covered:
261
1. An Overview of Finite Element Analysis
2. One Dimensional Finite Elements (Trusses & Beams)
3. Two Dimensional Finite Elements (Plates & Shells)
4. Three Dimensional Finite Elements (Solids)
5. Steady Thermal Finite Element Analysis
6. Transient Thermal Finite Element Analysis
7. Static Finite Element Analysis
8. Dynamic (Normal Mode) Finite Element Analysis
Two 120 minute sessions per week.
Schedule:
Unix and NT Commercial Finite Elements codes such as UG-NX and
Computer:
Laboratory:
MSC/NASTRAN.
There will be 5 Computer Laboratory Assignments, and a final project. All will focus
on the analysis of real world mechanical systems.
262
MECH-521
Energy and Environmental Systems Design
(Capstone Course)
Credits (Contact hours): 4 (4)
Dr. Bassem Ramadan, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
None
Reference Materials:
Catalog Description:
The objective of this course is to provide a comprehensive capstone design experience in the
engineering and design of energy systems. Students will work in design teams to complete the
design of an energy efficient and environmentally friendly system for use in a residential or
commercial building, a power plant, or any other system that requires energy. The course
covers one or more of the following energy sources or energy conversion devices: fossil, solar,
wind, tidal, hydro, wave, biomass, geothermal, alternative fuels, or fuel cells.
IME-301 or PHYS-342, MECH-300, MECH-312, MECH-420
Prerequisites:
MECH-422
Co-requisites:
Course Learning Objectives:
1. Perform psychrometric analyses on moist air
2. Calculate heating loads in buildings
3. Calculate heat gains from solar radiation using ASHRAE’s method
4. Calculate cooling loads using heat gains from transmission heat, solar
heat gains, lighting, equipment, people, and infiltration air
5. Determine supply air requirements to supply the heating/ cooling and ventilation air
6. Design duct systems to determine size, velocity, pressure drop, and layout of duct
systems
7. Perform solar radiation analysis to determine solar incident beam and diffuse
radiation using solar angles
8. Analyze solar flat plate collectors to determine the amount of heat available to
heat a fluid flowing in the collectors
9. Analyze wind turbines to determine wind power and energy available for power
generation
10. Design renewable energy systems including geothermal and energy from ocean
waves
Student Outcomes: A, C, E, H, K
Topics Covered:
1. Psychrometrics
2. Heating load calculation
3. Solar radiation
4. Cooling load calculation
5. Ventilation and air distribution
6. Renewable Energy
a. Solar Energy
263
b. Wind Energy
c. Geothermal Energy
d. Energy from the Oceans
Schedule:
Computer:
Laboratory:
Two 120 minute sessions per week.
Basic computer skills, Energy analysis software
None
264
MECH-523
Applied Computational Fluid Dynamics
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Homayun Navaz, Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Anderson, J. (1995). Computational fluid dynamics: The basics
with applications. New York: McGraw-Hill.
Homayun K. Navaz Applied Computational Fluid Dynamics
Reference Materials:
John D. Anderson, Computational Fluid Dynamics, 2nd Edition, 2001.
Catalog Description:
This course includes solution methods to the Navier-Stokes equations in a discrete domain.
Grid generation, coordinate transformation, discretization, explicit, implicit, semi-implicit, a
variety of algorithms, post-processing, and interpretations of results are discussed. Solution
techniques for compressible and incompressible flows, their applicability, robustness, and
limitations are covered. External and internal flows with and without chemical reactions are
also discussed. The learning process involves hands-on experience on grid generation, setting
up a CFD code, post-processing, and a thorough discussion on the results. The students will
work on a final project that is a practical problem of significant magnitude and importance to
industry. This work must be publishable in the student’s journal or presentable in a conference.
Prerequisites:
MECH-320, MECH-322 and MATH-313 or MATH-418, or MATH-423,
or Permission of Instructor
None
Co-requisites:
Course Learning Objectives:
1. Generate computational grid for the problem in hand.
2. Set up any CFD program to do a job.
3. Set up correct boundary condition for any problem.
4. Run CFD Codes to convergence.
5. Produce graphical representation of results (Post-processing).
6. Utilizing JANNAF (Joint Army NASA Navy Air Force) standard numerical tools to
produce solution for practical problems with chemical reactions.
7. Interpretation of simulation results.
8. Understand the Necessity of experimental validation with available data in the
literature.
9. To be able to successfully complete a project in team environments.
Student Outcomes: A, B, C, D, E, G, H, I, J, K
Topics Covered:
1. General Discussion, Concepts, Layout of the Course
2. Derivation of the Navier-Stokes Equations, Discussion of the Fully
3. Conserved Form, Inviscid and viscous fluxes
4. From Boundary Layer Equations to Full Navier-Stokes and
5. Corresponding Applications
6. Behavior of the Navier-Stokes Equations - Classification of PDE’s
265
(Week 1
7. Stability Analysis
8. Discretization Methods
9. Explicit and Implicit Schemes
10. Grid Generation and Coordinate Transformation
11. Characteristics and Boundary Conditions
12. Steady-State and Time-Dependent Algorithms
13. Discussion of Algorithms for Incompressible Flows
14. ADI Method
15. Upwind Algorithms
16. Advanced Topics in CFD and Multi-Species Flows
17. Navier-Stokes for Multi-Species Flows
Two 120 minute sessions per week.
Schedule:
Continuous usage of computer laboratories Software: ©Fluent, ©ROYA, ©GRIDGEN,
Computer:
©
Tecplot
Laboratory:
1. Constructing grids for a liquid rocket engine.
2. Learning the post-processing (using ©Tecplot) by using an existing
CFD code output.
3. Constructing grids for 2D, and 3D problems.
4. Producing CFD results for 2D and 3D problems – multi-species with
no chemical reaction (Frozen chemistry flow).
5. Producing CFD results for 2D and 3D problems – multi-species with
equilibrium chemistry.
6. Producing CFD results for 2D and 3D problems for multi-component
finite rate chemistry.
7. Producing CFD results for the liquid rocket engines.
8. Producing CFD results for external flows (e.g., Jet Interaction problem
with chemistry)
266
(Week 6
MECH-525
Introduction to Multiphysics Modeling and Simulation in
Fluid Mechanics and Heat Transfer
(Elective Course)
Credits (Contact hours): 4 (4)
Course Coordinator:
Dr. Gianfranco DiGiuseppe, Associate Professor, Mechanical
Engineering
None
Textbooks:
Reference Materials:
R. E. Sonntag, C. Borgnakke, and G. J. Van Wylen,
Fundamentals of Thermodynamics, 7th Edition, Wiley, 2009.
B. R. Munson, D. F. Young, and T. H. Okishi, Fundamentals of
Fluid Mechanics, 5th Edition, John Wiley and Sons, 2006.
F. P. Incropera, D. P. DeWitt, and T. L. Bergman, Introduction to
Heat Transfer, 5th Edition, John Wiley & Sons, 2007.
Catalog Description:
This course solves a variety of engineering problems with the aid of computational software
mainly in the field of fluid mechanics and heat transfer. Pipe flow, incompressible flow,
laminar and turbulent flow, drag, and lift are subjects covered during the first part of the
course. In the second part, topics in heat transfer are used such as conduction in solids, fin
design, convection, heat exchangers, and radiation. In a third part, selected topics in electrical
conductive media and reaction engineering are also covered. This course compliments MECH322 and MECH-420 and could be considered an extension of the two courses where problems
are solved in 2D and 3D using computational software. Different types of meshes will be
discussed, post-processing of data will be analyzed through graphical techniques, and
graphical results will be compared to well-known analytical solutions. Students will also
complete a final project where both fluid mechanics and heat transfer physics will be used to
solve practical engineering problems.
MECH-322, MECH-420
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. To draw or import CAD geometries into COMSOL Multiphysics
2. Generate different types of meshes for different geometries
3. Set up a model with all mathematically correct conditions and input parameters
4. Apply correctly all necessary boundary conditions
5. Students will learn how to model and solve 2D and 3D heat conduction problems
6. Students will solve problems involving coupled equations of heat transfer, fluid flow,
and other relevant physics
7. Run COMSOL Multiphysics to obtain graphical or other results
8. Interpret the results and when possible compare with well known analytical solutions
9. Utilize a suitable numerical technique and computer tools in the formulation and
solution of open-ended coupled fluid mechanics/heat transfer design problem in a
project team setting
Student Outcomes: A, B, C, D, E, G, I, J, K
267
Topics Covered:
1. Introduction to COMSOL Multiphysics
2. Review of fluid mechanics and Navier-Stokes Equations
3. Pipe flow and incompressible flow
4. Laminar and turbulent flow
5. Drag and lift
6. The heat equation
7. Conduction in solids
8. Convection
9. Radiation Exchange Between Surfaces
10. Electrical conductive media and reaction engineering
11. Team design project
Two 120 minute sessions per week.
Schedule:
Computer:
Assignments requiring the use of the computational software COMSOL
Multiphysics, excel, and word
Laboratory:
268
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-526
Fuel Cell Science & Engineering
(Elective Course)
4 (4)
Dr. Etim Ubong, Associate Professor, Mechanical Engineering
Barbir, F. (2005). PEM fuel cells theory and practice.
Amsterdam: Elsevier Academic.
Fuel Cell Systems Explained. James Larminie, Andrew Dicks.
John Wiley & Sons, 2003, 2nd ED.
Fuel Cell Fundamentals, Ryan O’Hayre, Suk-Won-Cha, Whitney
Colella, Fritz B. Prinz. John Wiley 2006.
Designing and building fuel cells by Colleen S. Spiegel. McGraw
Hill, 2007.
Principles of Fuel Cells. Xianguo Li. Taylor & Francis Group,
2006.
Journal of Power Sources
ASME International Fuel Cell conference publications 20022009
Catalog Description:
The objectives of this course are to introduce the students to and provide an extensive
experience in the engineering and design of fuel cell devices. The course lecture will cover the
five main types of fuel cells and their operational parameters and applications, efficiency and
open circuit voltages. Other topics include: fuel cell systems, compressors, turbines, fans,
blowers, pumps, DC voltage regulation and voltage conversion, fuels for fuel cells and
methods of processing. Codes and standards of operating a fuel cell powered device will be
presented as well as laws regulating the transportation of hazardous materials contained within
these devices. Students will also study the design requirements for the introduction of fuel
cells into various devices such as: golf-cart, bicycles, laptops, toys, road signs, etc. The lecture
is supported with laboratory experiences.
Prerequisites:
CHEM-237/238 or CHEM-361 or PHYS-452, MECH-325 or MECH420
None
Co-requisites:
Course Learning Objectives:
1. Identify the electrolytes, temperature range and operation of PEMFC, DMFC, AFC,
PAFC; MCFC, SOFC, and DMFC.
2. Analyze the efficiency and open circuit voltages of a fuel cell.
3. Identify the fuel cell over-voltages: activation, ohmic, crossover and concentration
losses and apply the Nernst/Butler Vollmer equation.
4. Apply fuel cell equations to compute the mass flow rates of reactants, heat generated
and water produced in a hydrogen fuel cell.
5. Size and analyze a fuel cell stack.
6. Model a fuel cell stack using COMSOL Multi-physics software.
7. Demonstrate the systematic approach in reforming various types of fuels to obtain
269
hydrogen and reformates, and also hydrogen storage techniques.
8. Develop an in-depth understanding of safety and regulatory issues regarding
transportation, storage and onboard transportation of FC devices in passenger aircrafts
and mass transportation systems.
Student Outcomes: A, B, C, E, H, I, J, K, L, M, N
Topics Covered:
1. Hydrogen fuel cells- introduction, types, basic principles
2. Basic Chemistry and thermodynamics
3. Electrochemistry
4. Main cell components, material properties and processes
5. Operating conditions and diagnostics
6. Stack design
7. Modeling
8. Hydrogen production and storage
9. System design
10. Laboratory exercises
11. Safety, codes and standards
Two 120 minute sessions per week.
Schedule:
Computer:
One-two assignments requiring the use of FC software to simulate fuel and
oxidant flow rates and predict various processes occurring in the cell. Use of
COMSOL Multi-physics software to simulate the fuel cell.
Laboratory: Five laboratory exercises using: Hydrogenics, Heliocentris F-50 10-cell stack
~40W, and a multi-station-SERC test bench using a single cell (low and high
temperature PEM), one 200 W stack; and 1 kW stack.
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Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-527
Energy and the Environment
(Elective Course)
4 (4)
Dr. Ahmad Pourmovahed, Professor, Mechanical Engineering
None
Fanchi, J.R., “Energy Technology and Directions for the Future”,
2004
Nersesian, R.L., Energy for the 21st Century: A Comprehensive
Guide to Conventional and Alternative Sources, M.E. Sharpe,
2006
Catalog Description:
This course covers energy conversion and conservation, fossil fuels, renewable and bio-fuels,
solar, geothermal and nuclear energy, alternative energy (wind, water, biomass), hydrogen as
an energy carrier, historical context of the technology, the role of energy in society (economic,
ethical, and environmental considerations), energy forecasts and the trend toward a hydrogen
economy. Public policy, global warming and CO2 footprints and offsetting are also discussed.
Several laboratory experiments including solar heating, ethanol production and wind energy
will be included in this course.
None
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Acquire an in-depth knowledge of fossil fuels (oil, coal, natural gas, etc.) and their role
in today’s power production and meeting other energy needs, the history of energy
consumption, energy forecasts, and the importance of sustainable energy.
2. Acquire an in-depth knowledge of solar energy, wind energy, geothermal energy,
hydropower and nuclear energy, fuel cells, hydrogen production, storage and safety.
3. Acquire an in-depth knowledge of bio-fuels, natural gas, LNG, bio-gas and their
applications.
4. Acquire an in-depth knowledge of the environmental effects of energy production and
consumption, global warming and CO2 footprints, carbon offsetting, capture and
sequestration.
5. Acquire an in-depth knowledge of electricity generation and distribution and energy
conservation.
6. Apply knowledge of mathematics, science and engineering to conventional and
sustainable energy systems.
7. Analyze and interpret data from fuel cells, solar panels and wind turbines.
8. Function on multi-disciplinary teams in the area of sustainable energy.
9. Develop an ability to work professionally in both conventional and sustainable energy
systems areas including the design and analysis of such systems.
10. Understand the impact of energy production and use in a global and societal context.
Student Outcomes: A, C, K
Topics Covered:
271
1. Introduction, Thermodynamic Concepts, Importance of Sustainable Energy
2. History of Energy Consumption, Heat of Combustion of Fuels
3. Energy Forecasts, Aviation and Automotive Energy Consumption
4. Solar Energy
5. Nuclear Energy
6. Fluid Mechanics Concepts, Hydropower
7. Wind and Wave Energy, Geothermal Energy, Biomass, Synfuels
8. Fuel Cells
9. Hydrogen Production, Storage and Safety, Energy Storage
10. Midterm Exam Solutions, Heat Transfer Concepts
11. Natural Gas/Bio-Gas and Applications
12. Environmental Effects of Energy Production and Consumption
13. Global Warming and CO2 Footprints
14. Carbon Offsetting, Capture and Sequestration, LNG, Energy Conservation
15. Electricity Generation and Distribution, Ethanol/Bio-Diesel Fuels
Two 120 minute sessions per week.
Schedule:
Computer:
Laboratory:
272
MECH-528
Bio and Renewable Energy Laboratory
(Elective Course)
Credits (Contact hours): 4 (5)
Dr. Ahmad Pourmovahed, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Reference Materials:
Catalog Description:
This course provides an opportunity for the students to perform hands-on laboratory
experiments in the area of sustainable energy. The fundamental principles required will be
provided prior to laboratory experimentation. Topics covered include but are not limited to
PEM and solid oxide fuel cells, energy storage in batteries and ultra-capacitors, heat of
combustion and calorimetry, solar-thermal energy and photovoltaics, wind energy, ethanol
production from corn and sugar and bio-diesel extraction from algae, A field-trip is also
included as a part of this course.
MECH-320, MECH-322
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Apply the fundamental principles of thermodynamics, fluid mechanics and heat
transfer to sustainable energy systems.
2. Apply modern measurement techniques and experimental methods to sustainable
energy systems.
3. Conduct experiments on a variety of sustainable energy systems.
4. Analyze and interpret the collected experimental data.
5. Apply team working skills.
6. Communicate effectively.
Student Outcomes: A, B, E, G, H, J, K
Topics Covered:
1. PEM Fuel Cells
2. Sterling Engines
3. Energy Storage in Batteries, Battery Pack Charge-Discharge Characteristics
4. Heat of Combustion of Fuels and Calorimetry
5. Solar-Thermal Energy , Solar Water Heating
6. Photovoltaics, PV Panel Efficiency
7. Wind Energy, Wind Mill Performance and Efficiency
8. Bio-Fuels, Ethanol Production from Corn & Sugar
9. Extracting Bio-Diesel from Algae
Two 120 minute sessions per week.
Schedule:
Computer:
Laboratory:
273
MECH-529
Design and Modeling of Fuel Cell Systems
(Elective Course)
Credits (Contact hours): 4 (4)
Course Coordinator:
Dr. Gianfranco DiGiuseppe, Associate Professor, Mechanical
Engineering.
Textbooks:
Barbir, F. (2005). PEM fuel cells theory and practice.
Amsterdam: Elsevier Academic.
Reference Materials:
S. Singhal and K. Kendall, Editors, High Temperature Solid
Oxide Fuel Cells: Fundamentals, Design and Applications,
Elsevier, New York 2003.
James Larminie and Andrew Dicks, Fuel Cell Systems
Explained, John Wiley & Sons, 2nd Edition, 2003.
Xianguo Li., Principles of Fuel Cells, Taylor & Francis Group,
2006.
R. E. Sonntag, C. Borgnakke, and G. J. Van Wylen,
Fundamentals of Thermodynamics, 6th Edition, Wiley, 2003.
B. R. Munson, D. F. Young, and T. H. Okishi, Fundamentals of
Fluid Mechanics, 5th Edition, John Wiley and Sons, 2006.
F. P. Incropera, D. P. DeWitt, and T. L. Bergman, Introduction to
Heat Transfer, 5th Edition, John Wiley & Sons, 2007.
ASME Journal Fuel Cell Science and Technology
Journal of Power Sources
Journal of The Electrochemical Society
Catalog Description:
A fuel cell is an electrochemical device that directly converts energy from fuels into electrical
power. It has the potential for highly efficient and environmentally-friendly power. Recently,
emphasis has been placed into the development of fuel cell systems for power sources
including portable, APU, and stationary applications. The fundamental principles applied to
fuel cells including the relevant electrochemistry, thermodynamics, and transport processes
will be reviewed in this course. The primary focus will be on fundamental principles and
processes in proton exchange membrane fuel cells and solid oxide fuel cells including
modeling of both types of cells. An introduction to fuel cell stack design and system
integration will be presented, in which the analysis and optimization of various components
will be discussed. A survey of the cutting-edge issues including the future direction of fuel cell
technology will also be conducted. Class projects will focus on the design of a fuel cell system
for an application chosen by the students where teamwork will be emphasized. This course is
designed to provide the student with the know-how to design a fuel cell system for a specific
application of power generation.
MECH-322, MECH-420
Prerequisites:
MECH-422, MECH-526
Co-requisites:
Course Learning Objectives:
1. Identify the different fuel cells and their operating conditions.
2. Understand the role that thermodynamics and efficiency plays in the operating voltage
274
of fuel cells and stacks.
3. Identify the fuel cell resistance losses such ohmic, kinetics, diffusion, fuel
maldistribution, and concentration losses.
4. Apply the fundamental laws to fuel cell systems such as mass, energy, and momentum
balances.
5. Analyze subcomponents that make up a fuel cell system such as fans, pumps,
compressor, and turbines.
6. Identify the different types of fuels that can be used in fuel cell system including
reforming techniques.
7. Develop an understanding of the electrical output from a fuel cell system, including
inverters, converters, and electric motors.
Student Outcomes: A, B, C, E, F, H, I, J, K
Topics Covered:
1. Introduction to fuel cells
2. Solid Oxide Fuel Cells
3. Review of thermodynamics, efficiency, and electrochemistry
4. Fuel cell stack design and components
5. Heat and mass transfer in fuel cell systems
6. Fluid mechanics in stacks
7. Modeling of fuel cells
8. Modeling of fuel cell stacks
9. Balance of plant in fuel cell systems
10. Fans, pumps, and mass flow controllers
11. Compressors and turbines
12. Electrical converters and inverters
Two 120 minute sessions per week.
Schedule:
Computer:
Assignments requiring the use of software such as Unigraphics,
Matlab/Simulink, and/or COMSOL to design stacks, to simulate fluid flow,
heat and mass transfer, and electrical flow in fuel cell systems.
Laboratory:
275
MECH-540
Introduction to Internal Combustion Engines and Automotive Power Systems
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Etim Ubong, Associate Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Heywood, J. (1988). Internal combustion engine fundamentals.
New York: McGraw-Hill.
Reference Materials:
C.F.Taylor. The Internal Combustion Engine in Theory and
Practice. Vol.1&2. MIT Press, 4th Ed. 1989.
C.R.Ferguson, & Kirkpatrick. Internal Combustion Engines and
Applied
Thermosciences. John Wiley & Sons, Inc.2nd. Ed. 2000.
Willard W. Pulkrabek, Internal Combustion Engines, Prentice
Hall, Inc.
H. Heisler. Advanced Engine Technology. 1st and 2nd Ed. SAE,
1999.
Gordon P. Blair. Design and Simulation of Four Stroke Engines.
SAE, 1999.
Richard L. Bechtold. Alternative Fuels Book. Properties, Storage,
Dispensing
Vehicle for Facility Modification.
James Larminie, Andrew Dicks. Fuel Cell Systems Explained
John Wiley and Sons. 2003.
Catalog Description:
The fundamentals of internal combustion engines (ICE) is an introduction to engine design
with topics that include: air capacity, engine vibration, kinematics and dynamics of the crank
mechanism, air cycles, combustion, petroleum and alternative fuels, engine electronics and
fuel cells. Automotive emissions, government standards, test procedures, instrumentation, and
laboratory reports are emphasized.
MECH-320
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Demonstrate extensive mastery of the fundamental principles which govern the design
and operation of internal combustion engines as well as a sound technical framework
for understanding real world problems.
2. Analyze the physical engine operating parameters: brake torque, brake power,
mechanical efficiency, mean effective pressure, volumetric efficiency, fuel conversion
efficiency, compression ratio, emissions, etc.
3. Analyze and comprehend the influence of configuration, firing order, inertia forces,
induction distribution on engine balance. Understand various methods of balancing
single and multi-cylinder engines.
4. Analyze the ideal models of an engine (Otto and Diesel cycles) and the
thermodynamic relations for engine processes.
276
5. Apply various methods of fluid motion within the cylinder: swirl, tumble and squish to
improve engine performance.
6. Comprehend combustion in spark ignition and diesel engines including how novel
techniques: gasoline direct injection principle, homogeneous charge ignition engine are
accomplished in internal combustion engines.
7. Understand engine electronics (engine electronic management system). Apply the
fundamental principles of combustion characteristics of fossil fuels to understand the
combustion characteristics of alternative fuels into engines and study fuel cells and its
components.
8. Apply modern measurement techniques and test methods to analyze engine processes.
9. Identify the environmental issues and extent of the problem of pollutant formation and
control in internal combustion engines related to various methods of power production
and the government legislation.
10. Communicate test outcomes effectively, orally and in writing.
Student Outcomes: A, B, C, D, E, G, H, K
Topics Covered:
1. Introduction (Engine types and their operation). Engine design and operating
parameters.
2. Air capacity. Engine Vibration. Dynamics and kinematics of the engine crank
mechanism
3. Air cycles. Lubrication, friction and wear.
4. Charge motion within the cylinder. Combustion in spark ignition (SI) engines
5. Detonation and pre-ignition combustion. Combustion in diesel engines
6. Engine emissions and controls. Engine performance characteristics
7. Performance of SI, CI and supercharged engines
8. Fuel cells: types.
9. Engine electronics.
Two 120 minute sessions per week.
Schedule:
Basic Computer Skills (ISOPLOT, MS Word, MicroSoft Project, Excel)
Computer:
Laboratory:
One experiment and a laboratory report in every laboratory session.
Assignments for Laboratory
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MECH-541
Advanced Automotive Power Systems
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Gregory Davis, Professor, Mechanical Engineering
Course Coordinator:
Course Notes
Textbooks:
Reference Materials:
Pulkrabek, W., “Engineering Fundamentals of the Internal
Combustion Engine,” Prentice Hall, 1997.
Stone, R., “Introduction to Internal Combustion Engines,” SAE,
1999.
Catalog Description:
This course serves to expand student’s knowledge of automotive power systems. Topics
covered include, detailed thermodynamic cycle analysis of various power cycles, emerging
alternative fuels and power systems for automotive use (current topics include high-blend
alcohol/gasoline fuels, gasoline direct injections (GDI) engines, hybrid electronic Powertrains,
and fuel-cells). Students are also expected to work on design projects which are determined by
the instructor. Students are expected to work on projects leading to the development of
presentations and/or technical papers for professional society meetings (i.e. SAE, Global
Powertrain Congress, etc.).
MECH-540
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Students will demonstrate the ability to perform engine performance calculations.
2. Students will demonstrate the ability to work in groups to mathematically model
various engines, including the effects of intake and exhaust conditions in order to
design a new system.
3. Students will demonstrate the ability to work in groups designing and conducting
laboratory experiments.
4. Students will demonstrate an understanding of the emissions formation and control
processes including the effect of changing operating conditions.
5. Students will demonstrate an understanding of alternative fuels and power systems and
their effects on the environment.
6. Students will be exposed to professional organizations through the use of field trips.
7. Students will demonstrate the ability to work on a topic which is relevant to industry.
Student Outcomes: A, B, C, D, E, F, G, H, I, J, K
Topics Covered:
1. Air Standard Engine Cycle review.
2. Development of engine testing and performance equations.
3. Extension of Air Standard models to include exhaust and intakes.
4. Mathematical models used to predict effects of various operating parameters.
5. Introduction to alternative power systems.
6. Emissions formation and control.
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7. Introduction to alternative fuels.
8. Professional field trips.
9. Design and execution of engine experiments
10. Work on contemporary projects
Two 120 minute sessions per week.
Schedule:
5-6 assignments requiring the use of spreadsheet, equation-solvers, etc.
Computer:
Laboratory: 3 projects using automotive engine test equipment.
279
MECH-542
Chassis System Design
(Elective Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
4 (4)
Dr. Arnaldo Mazzei, Professor, Mechanical Engineering
Reimpell, J., & Stoll, H. (2001). The automotive chassis
engineering principles : Chassis and vehicle overall, wheel
suspensions and types of drive, axle kinematics and
elastokinematics, steering, springing, tyres, construction and
calculations advice (2nd ed.). Oxford: Butterworth Heinemann.
Bosch Automotive Handbook, Sixth Edition, SAE International,
2004
Automotive Chassis Development Handbook, 2009 Edition,
R. Lundstrom, T. Drotar, J. Peterson, J. Skvarce, J. Walker and T
Matthews.
Catalog Description:
The objective of this course is to provide a comprehensive experience in the area of
automotive chassis engineering. Students will work in teams to complete a chassis design
project applicable to passenger cars or light trucks. The course covers tires and wheels, brakes,
suspensions and steering. A vehicle system approach is used in learning and applications and
the logic of vehicle dynamics and the science of improvement are integrated into the course
content. Professional computer aided engineering tools are introduced and applied in the areas
of suspension design and overall vehicle dynamic performance.
MECH-330
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Given a vehicle, identify automotive chassis anatomy and architecture.
2. Given basic vehicle data, predict (calculate) weight distribution parameters.
3. Given braking performance metrics predict (calculate) vehicle brake system design
parameters.
4. Given steering performance metrics, predict (calculate) vehicle steering system design
parameters.
5. Given ride and handling performance metrics, predict (calculate) vehicle suspension
system design parameters.
6. Given chassis system performance metrics and professional vehicle CAE software,
perform a case study design analysis for an existing vehicle.
Student Outcomes: A, C, E, I, K
Topics Covered:
1. Vehicle and Chassis System Architecture and Anatomy
2. Vehicle Weight Distribution and Tire Patch Forces Under Steady Acceleration,
Braking & Cornering
3. Low Speed Steering
4. Brake System Performance and Design Analysis
280
5. Ride Performance and Suspension System Design Analysis
6. Handling Performance and Suspension System Design analysis
7. Case Study Design Analysis (Term Project)
Two 120 minute sessions per week.
Schedule:
Basic computer skills (MS Word and EXCEL)
Computer:
Laboratory:
281
MECH-544
Introduction to Automotive Powertrains
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Gregory Davis, Professor, Mechanical Engineering
Course Coordinator:
Course Notes
Textbooks:
Reference Materials:
Wong, J.Y., “Theory of Ground Vehicles”, 2nd Edition, John
Wiley & Sons, 1993.
Gillespie, T., “Fundamentals of Vehicle Dynamics”, SAE, 1992.
Catalog Description:
An introduction to the performance of motor vehicle and the design of automotive power
transmission systems. Topics covered include, loads on the vehicle, evaluation of various
engine and vehicle drive ratios on acceleration performance and fuel economy, manual
transmission design, and automatic transmission design.
MECH-212
Prerequisites:
MECH-312
Co-requisites:
Course Learning Objectives:
1.
Students will demonstrate the ability to calculate road loads on a motor vehicle.
2.
Students will demonstrate the ability to select appropriate gear ratios for a given
engine/chassis combination.
3.
Students will demonstrate the ability to mathematically model the acceleration of
an automobile.
4.
Students will demonstrate the ability to mathematically model the fuel economy of
an automobile.
5.
Students will demonstrate an understanding of the operation of automotive
clutches.
6.
Students will demonstrate an understanding of the operation of manual
transmissions.
7.
Students will demonstrate an understanding of the operation of automatic
transmissions.
8.
Students will demonstrate the ability to use modern automotive test equipment.
Student Outcomes: A, B, C, D, E, G, J
Topics Covered:
1.
Vehicle required tractive effort and horsepower.
2.
Torque and horsepower available characteristics of various power sources.
3.
Selection of vehicle axle and transmission ratios.
4.
Mathematical models used to predict vehicle acceleration.
5.
Mathematical models used to predict vehicle fuel economy.
6.
Design considerations for manual transmissions.
7.
Design considerations for automatic transmissions
Two 120 minute sessions per week.
Schedule:
Computer:
5-6 assignments requiring the use of spreadsheet, equation-solver, etc.
282
Laboratory:
Additionally, each student has a project where they utilize and write their own
PC time-based automotive performance simulation program and use it to
design an optimum vehicle drivetrain.
6-8 projects using automotive test equipment; inertial dynamometer, chassis
dynamometer, fifth-wheel, etc.
283
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-545
Hybrid Electric Vehicle Propulsion
(Elective Course)
4 (4)
Dr. Craig J. Hoff, Professor, Mechanical Engineering
Course notes
Ehsani, M. (2010). Modern electric, hybrid electric, and fuel cell
vehicles: fundamentals, theory, and design (2nd ed.). Boca Raton:
CRC Press.
MATLAB & Simulink Software
Catalog Description:
This course is an introduction to the principles of hybrid electrical vehicle propulsion systems
for Mechanical and Electrical Engineering students. A major emphasis of the course will be to
broaden the mechanical engineering student’s knowledge of electrical engineering so that
he/she can understand the fundamentals of electrical motors, electrical motor controls, and
electrical energy storage systems. The course is also intended to strengthen the knowledge of
electrical engineering students relative to automotive powertrain design. With this background,
the integration of these hybrid electric components into the hybrid electric vehicle powertrain
system will be studied, including electric energy storage (batteries, flywheels, ultra-capacitors)
and electrical energy production-fuel cells. Relevant codes and standards will be emphasized.
None
Prerequisites:
None
Co-requisites:
Senior
Class Standing:
Course Learning Objectives:
1. Students will demonstrate an understanding of the advantages & disadvantages of
hybrid electric vehicles.
2. Students will demonstrate an understanding the operating characteristics of various
hybrid electric vehicle components, including: chassis, internal combustion engine,
electric motors, and energy storage systems.
3. Students will demonstrate an ability to model the operation of various hybrid electric
vehicle components using MATLAB/Simulink software.
4. Students will demonstrate an ability model the performance of a hybrid electric vehicle
using MATLAB/Simulink software, including vehicle acceleration performance and
range performance.
Student Outcomes: A, C, E, J, K
Topics Covered:
1. Hybrid vehicle introduction – components, layout, operation
2. Road load calculations and vehicle required tractive effort and horsepower
3. Conventional vehicle characteristics and engine/powertrain mapping
4. Fuel economy considerations & modeling
5. Electrical engineering fundamentals
6. Electrical motors – design characteristics & powertrain mapping
7. Electrical energy storage (batteries, flywheels, ultra-capacitors)
284
8. Electrical motor controllers - function, hardware & control strategy
9. Computer modeling of hybrid vehicle propulsion systems w/MATLAB/Simulink
Two 120 minute sessions per week.
Schedule:
10 assignments requiring the use of MATLAB/Simulink
Computer:
Laboratory: None
285
MECH-546
Vehicle Systems Dynamics
(Elective)
20013 – 2014 Catalog data: 4 credit hours
Course Coordinator:
Dr. Arnaldo Mazzei, Professor, Mechanical Engineering
Textbooks:
Gillespie, T. (1992). Fundamentals of vehicle dynamics.
Warrendale, PA: Society of Automotive Engineers.
“Race Car Vehicle Dynamics” By Miliken SAE
“SAE Handbook of Automotive Engineering”
Edited by Haus-Herman Braess and Ulrich Seiffert SAE
International– Transactions (To be listed during the course)
Reference Materials:
Catalog Description:
This course presents an introduction to vehicle dynamics from a vehicle system perspective.
Theory and applications are related to the interaction and performance of vehicle subsystems.
Powertrain, brakes, steering, suspensions and wheel and tire systems are discussed. Governing
equations of motion are derived and solved for both steady state and transient conditions. Ride
and handling concepts are presented followed by mathematical modeling. Chassis design factors
(CDF) and their effect on ride and handling are emphasized. Computer simulation using
software, such as CarSim, will be used as an integral part of the course and for projects assigned
during the term. Overview on state-of-the-art technology and latest developments in the field of
vehicle systems dynamics (e.g., SAE, publications) will be part of this course.
MECH-330
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Ability to obtain the mathematical models of vehicles for ride and handling analysis,
synthesis and design.
2. Apply scientific tools to the development and transformation of physical models to
mathematical and computer simulation models
3. Ability to perform numerical analysis of vehicle models by means of computer
simulation.
4. Ability to estimate and predict the effect of changing Chassis Design Factors (e.g.
Weight, dimension, stiffness, damping and so forth) on ride and handling criteria.
5. Ability to analyze and evaluate the performance characteristics for ride quality control
and handling behavior of ground motor vehicles.
6. Ability to comprehend the driver-vehicle ground system.
Student Outcomes: A, B, C, E, I, K
Topics Covered:
1. Acceleration performance
2. Tire fundamentals, tire patch forces
3. Braking performance
4. Ride fundamentals
5. Cornering fundamentals
286
6.
7.
8.
9.
Suspensions systems
Steering systems
Roll-over fundamentals
Chassis Design Factors (CDF) and their effect on vehicle systems
Schedule:
Computer:
Laboratory:
Two 120 minute sessions per week.
Excel, CarSim
SAE Garage sessions (to be scheduled)
287
MECH-548
Vehicle Design Project
(Capstone Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
4 (4)
Dr. Mohamed El-Sayed, Professor, Mechanical Engineering
None
Handbook of Automotive Engineering, Ulrich W. Seiffert, Hans
Hermann Braess, SAE Publications 2005.
Catalog Description:
This course deals with a comprehensive vehicle design experience progressing from problem
definition through ride, handling, chassis design, performance analysis to sketches, alternate
design, general design, layout drawings, parts list of the chassis, body, suspension powertrain
and culminating with small-scale model of the vehicle and its subsystems. Note: Satisfies ME
Senior Design Project requirement.
IME-301 or PHYS-342, MECH-320
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Creative thinking in automotive design
1.1. Students will be able to brainstorm and think creatively to achieve alternate design
solutions.
2. Teamwork and communication skills
2.1. Students will be able to form teams and work effectively with others to achieve
design goals.
2.2. Student will be able to present their ideas, plans and design alternatives in written
and oral formats.
3. Project planning and management.
3.1. Student will be able to use project planning tools to plan tasks, timing and
coordinate design activities.
4. Identify automotive systems attributes and design criteria.
4.1. Student will be able to use systematic design process thinking to analyze the
conceptualized product attributes and transfer these attributes to design criteria and
engineering targets
5. Automotive systems simulation and synthesis.
5.1. Student will be able to apply their education and co-op experiences to simulate the
conceptualized product in the intended environment and synthesize to achieve
targets and attributes.
Student Outcomes: A, B, C, D, E, F, G, H, I, J, K
Topics Covered:
1. The Automotive Design and Development Process
2. Team formation and working in teams
3. Brainstorming and creativity in Automotive design
4. Project selection and Proposal writing
288
5. Project planning
6. Proposal in class presentations
7. Automotive Bill of Materials
8. Analytical and physical Simulations
9. Automotive systems analysis and Integration
10. Automotive systems synthesis and optimization
11. Writing progress reports
12. Engineering Ethics
13. Project management
14. Design progress in class presentations
15. Alternative Designs
16. Design to Cost
17. Automotive Design for Manufacturability
18. Automotive Bill of process
19. Automotive products’ assembly and variations
20. Quality issues in Automotive Engineering
21. Writing final reports
22. Final design in class presentations
Two 120 minute sessions per week.
Schedule:
Computer:
Basic Computer Skills (CAD, FE Analysis, Automotive Performance
Simulation, MathCAD/Working Model/Excel,/MS-Word,/MS-Project,/MSPowerPoint/or equivalent programs)
Laboratory: One open-ended design project.
289
MECH-550
Automotive Bioengineering: Occupant Protection and Safety
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Patrick Atkinson, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Reference Materials:
Hybrid III: The first human-like crash test dummy, by Mertz and
Backaitis, Society of Automotive Engineers, 1st Edition
Catalog Description:
This course deals with a discussion and application of the following fundamental concepts: (1)
an overview of Federal Motor Vehicle Safety Standards; (2) basic anatomy and physiology of
the overall human body; (3) introduction to injury biomechanics including rate, load, and
acceleration dependent injury mechanisms; (4) overview of injury prevention strategies
including a variety of air bags, multipoint restraint systems, and occupant sensing
methodologies; (5) the basic structure and function of anthropomorphic test devices; (6)
introduction to experimental crash simulation; (7) virtual occupant simulation using
MADYMO or similar computational tools.
MECH-310
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Understand basic human anatomy and physiology terms and concepts.
1.1. The students will be able to identify basic anatomical directions, cutting planes,
and body segment motions.
1.2. The students will be able to identify the major organs of the head and abdomen,
and the musculoskeletal system.
2. Understand the basis of tissue biomechanics and injury.
2.1 The students will apply the concept of linear and vistoelastic material models to
various tissues including abdominal organs, bone, cartilage, ligaments, and
musculature.
2.2 The students will apply the concept of material failure to explain the basic
mechanism for injury including rate-, load-, and acceleration-dependent
phenomenon. Knowledge of such phenomenon will be demonstrated with
respect to a variety of tissues (musculoskeletal, abdominal and cranial organs)
and loading conditions (uniaxial, multiaxial, torsion, combined loading).
2.3 The students will be able to explain the basis for prominent injury assessment
reference values (IARV’s) which form the basis of the FMVSS requirements.
2.4 The students will be able to explain the design basis for anthropomorphic test
devices including mass-moment inertia representations, sensor design, and ranges
of motion.
3. Understand the basis for the design of injury prevention strategies in the automotive
crash environment.
3.1. The students will apply general engineering knowledge to explain the basis for air
bag and seat belt function including the basis of electronic and mechanical
sensors used to activate such systems.
290
3.2. The students will apply their engineering and anatomical knowledge to explain
the design basis for injury prevention strategies such as air bags and seat belts
with regard to the interaction between vehicle dynamics, occupant dynamics, and
injury biomechanics concepts.
4. Understand the basis for experimental crash simulation.
4.1. The students will apply general engineering knowledge to explain the basis for
common sled and whole vehicle testing including barrier, vehicle-to-vehicle,
rollover, frontal, side, rear impact and offset impact testing.
4.2. The students will apply general engineering knowledge to explain the
instrumentation and imaging challenges associated with high speed impact events
such as occur during vehicle accidents.
4.3. The students will be able to perform rudimentary sled testing experiments in the
Kettering University crash sled laboratory and report their results.
5. Understand the basis for virtual occupant simulation during automotive crashes.
5.1. The students will apply theoretical models to simulate the occupant response
using validated dummy models in a virtual environment using commercially
available software.
Student Outcomes: A, H, I, J, K
Topics Covered:
1. Introduction, basic anatomy and physiology
2. Tissue mechanics, basic injury biomechanics
3. Basis for injury assessment reference values
4. History and basis for the Hybrid III and SID dummies
5. Design and basis of injury prevention strategies
6. Experimental crash simulation: sled design
7. Experimental crash simulation: instrumentation
8. Experimental crash simulation: sled laboratory
9. Virtual crash simulation: theoretical basis of various codes
10. Virtual crash simulations: frontal crash simulation
11. Virtual crash simulations: frontal crash simulation
Two 120 minute sessions per week.
Schedule:
Advanced computer skills (MathCAD/Working Model/Excel/MADYMO)
Computer:
Laboratory: Several open-ended experimental and computational projects are planned.
291
MECH-551
Vehicular Crash Dynamics and Accident Reconstruction
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Massoud Tavakoli, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Reference Materials:
Vehicle Accident Analysis and Reconstruction Methods, Brach
and Brach, SAE Int.
Catalog Description:
This course deals with a discussion and application of the following fundamental concepts: (1)
2D and 3D dynamics of vehicular crash, (2) application of linear and angular momentum
principles to vehicular impact, (3) application of energy principle to vehicular impact, (4)
estimation of crash energy from vehicular crush profile, (5) vehicular crash pulse analysis, (6)
occupant kinematics, (7) dynamics of rollover and pole collision, (8) crash data recorder
(CDR) analysis, (9) and special topics in accident investigation forensics.
MECH-310
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Apply basic particle and rigid-body dynamics
1.1. The students will be able to use particle and rigid-body dynamics to compute the
pre-impact trajectory of a vehicle based on accident scene evidence.
1.2. The students will be able to use particle and rigid-body dynamics to compute the
post-impact trajectory of a vehicle based on accident scene evidence.
2. Apply conservation of linear and angular momentum principles
2.1. The student will apply the principle of conservation of linear momentum to relate
the pre- and post-impact velocities of a vehicle.
2.2. The student will apply the principle of conservation of angular momentum to
relate the pre- and post-impact rotational velocities (pitch, yaw and roll) of a
vehicle.
3. Understand crash and crush energy calculations
3.1. The student will apply the principle of conservation of energy to compute the
crash energy.
3.2. The student will compute the crush energy from the deformation profile of a
vehicle.
4. Understand the elements of vehicular crash pulse
4.1. The student will be able to analyze a typical vehicle crash pulse to identify
maximum acceleration levels and pulse duration.
4.2. The student will understand the effect design for crash worthiness on crash
severity.
4.3. The student will apply several curve fitting estimations to a typical vehicle crash
pulse.
5. Understand Occupant Kinematics
5.1. The student will learn how to determine occupants’ path with respect to the
292
vehicle interior once a collision has occurred.
5.2. The student will understand the concept of “ride-down” and its benefits.
6. Become familiar with several aspects of sensors and data processing in crash testing
6.1. The student will learn about accelerometers used in crash testing.
6.2. The student will learn about data filtration and processing in crash testing.
6.3. The student will learn about sensors and signal collected from Anthropomorphic
Test Devises.
Student Outcomes: A, B, E, J, K
Topics Covered:
1. Introduction, basic particle impact dynamics
2. Two-dimensional rigid body impact dynamics – linear momentum principle
3. Two-dimensional rigid body impact dynamics – Angular momentum principle
4. Crash Energy – Conservation of energy principle
5. Crush energy estimation methodologies
6. Crash pulse analysis and estimation
7. Researching NHTSA and other government agency data bases
8. Occupant kinematics
9. Sensors and signal processing
10. Anthropomorphic Test Devices
11. Special topics: tire mark analysis, lamp filament analysis, litigation, etc.
Two 120 minute sessions per week.
Schedule:
Advanced computer skills (Working Model/Excel/PCCrash/Motion Analysis)
Computer:
Laboratory: A mini-sled impact project will be used in conjunction with motion analysis.
293
MECH-554
Bioengineering Applications Project
(Capstone Course)
4 (4)
Dr. Massoud Tavakoli, Professor, Mechanical Engineering
None
The Mechanical Design Process, Ullman, McGrw-Hill Pub.
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
Catalog Description:
This course deals with a comprehensive design experience focusing on a project with direct
application to the bioengineering field. The course emphasizes the steps of a typical design
process (problem identification, research, and concept generation) culminating in a
documentation of the preferred embodiment of the design concept. The conceptual design will
then be further developed through the application of sound engineering analysis and tools.
Note: Satisfies ME Senior Design Project requirement.
Prerequisites:
IME-301 or PHYS-342, MECH-300, MECH-310, MECH-312, MECH350
None
Co-requisites:
Course Learning Objectives:
1. Understand the steps involved in a typical design process
1.1. The students will be able to see design as a process rather than an event.
1.2. The students will be able differentiate the various steps of a typical design
process.
2. Develop the discipline required for proper implementation of a typical design process
2.1. The students will be able to execute the various steps of the design process in a
disciplined fashion without short changing and/or circumventing any of the steps.
3. Apply scientific tools to the development of each design step
3.1. The students will be able to use design tools such as objective tree to properly
define design goals, constraints and scope.
3.2. The students will be able to use design tools such as brainstorming, concept tree,
abstraction, etc. to generate design concepts.
3.3. The students will be able to use design tools such as Pugh’s decision matrix to
select from a pool of design concepts.
3.4. The students will be able to use design tools such as failure mode effect analysis
(FMEA) to generate refine concepts.
3.5. The students will be able to use computational tools such as finite elements
analysis (FEA) and dynamic simulation software (e.g. Working Model) to
develop detailed designs.
3.6. The students will be able to use manufacturing tools such as laser scanning, rapid
prototyping and CNC machining to fabricate design prototypes.
4. Work in teams and manage an open-ended project with strict
4.1. The students will be able to function as members of a design team.
4.2. The students will be able to manage an open-ended design project.
5. Use written, oral and graphical communication skills effectively
294
5.1 The students will be able to present design concepts graphically and orally, while
documenting their work according to an established set of professional
publication guidelines (e.g. SAE, ASME).
Student Outcomes: C, E, F, G, J, K
Topics Covered:
1. Problem identification
2. Background research using patents, journal articles and commercial literature
3. Concept generation
4. Concept selection and feasibility assessment
5. Detailed Design Proposal
6. Detailed Design Analysis
7. Design Review
8. Finalization of Design
9. Project Presentation
Two 120 minute sessions per week.
Schedule:
CAD (NX), dynamic simulation tools (e.g. Working Model), finite element analysis
Computer:
Laboratory: The entire course consists of an open-ended design project.
295
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-562
Compressible Flow/Gas Dynamics
(Elective Course)
4 (4)
Dr. Homayun Navaz, Professor, Mechanical Engineering
Anderson, J. (2002). Modern compressible flow: With historical
perspective (3rd. ed.). Boston: McGraw-Hill.
Zucker, R. D., Fundamentals of Gas Dynamics, Matrix
Publishing Company
Lipmann, H. W., and A. Roshko, Elements of Gas Dynamics,
John Wiley & Sons, Inc.
Catalog Description:
The course includes the derivation and physical interpretation of the Navier-Stokes equations
for compressible flows. Analysis of one dimensional flows with discussions on normal,
oblique, and bow shocks. Sound waves and unsteady wave motion are also covered. The
method of characteristic (MOC) is taught and standard JANNAF CFD codes is utilized to
understand the compressible flows and shock formation and behavior. The study is then
further carried out to nozzle flows and jet/shock layer interaction. The students are required to
not only understand the conventional methods used to obtain solution for compressible flow
problems, but also to be able to utilize CFD and experimental methods to obtain solution for
complex problems.
MECH-320, MECH-322 or Permission of Instructor
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Understanding of basic concepts in compressible flow and gas dynamics
Understanding the nature of sound and shock waves
2. Understanding the normal, oblique, and bow shocks
3. Understanding the method of characteristics, its application, and practical value
4. Understanding of subsonic, choked flow, supersonic, and hypersonic Utilizing
JANNAF (Joint Army NASA Navy Air Force) standard numerical tools to produce
solution for practical problems
5. Interpretation of simulation results
6. Validation of numerical solutions with experimental data 9. To be able to successfully
complete a project in team environments
Student Outcomes: A, B, C, D, E,G, H, I, J, K
Topics Covered:
1. Review of essential topics in thermodynamics
2. Navier-Stokes equations - Full conservation form
3. One-dimensional flows
a. Isentropic relations
b. Normal shock relations
c. Sound waves
4. Oblique shocks and expansion waves - Quasi one-dimensional flows
296
5. Choked flow/Choked jets - Unsteady wave motion
6. Traveling shock waves - Linearized supersonic flows
7. Linearized supersonic flows - Method of Characteristics (MOC)
8. MOC – TDK Code
9. MOC
10. Introduction to transonic and hypersonic flows
11. Review and final exam
Two 120 minute sessions per week.
Schedule:
JANAAF Standard Codes: TDK, VIPER, ROYA, LTCP
Computer:
Laboratory:
1. Computer Lab on 1-D isentropic flow through a duct with normal shock
- Shock capturing techniques.
2. Computer Lab on oblique shocks
3. Computer Lab on nozzle flow with shocks
4. Computer Lab on the MOC
5. Computer lab on moving shock waves
6. Computer lab on fuel detonation
7. Computer Lab on transonic/hypersonic flow
8. Design Project
297
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
MECH-564
Aerodynamics and Wing Theory
(Elective Course)
4 (4)
Dr. Homayun Navaz, Professor, Mechanical Engineering
Kuethe, A., & Chow, C. (1998). Foundations of aerodynamics:
Bases of aerodynamic design (5th ed.). New York: J. Wiley.
Aerodynamics of Wings and Bodies by H. Ashley and M.
Landahl, Dover Publishing Company, 2002
Catalog Description:
The course includes discussions on fundamentals of inviscid and viscous incompressible
flows. Important topics in fluid mechanics such as potential flow, vortices, point sources, and
coupling of inviscid and boundary layer flows are covered. Two and three dimensional wings
(or airfoils) and some exact solutions to such flow problems are discussed. Semi-analytical
methods for disturbance distribution on wings are introduced by perturbation method. The
computational Panel method for two and three dimensional aerodynamics problems is
discussed. Commercial computer programs are used to solve realistic problems in a three
dimensional space.
Prerequisites:
MECH-320, MECH-322, MATH-305 or MECH-522, or permission of
instructor
None
Co-requisites:
Course Learning Objectives:
1. Develop understanding of fluid mechanicconcepts involved in low speed aerodynamics
2. Find basic solutions for simple aerodynamic problems in 1-D and 2-D space
3. Analyze small disturbance propagations in a flow and calculate lift and drag forces
4. Find exact and use perturbation method to find semi-exact solutions for an
aerodynamic problem involving wings and airfoils
5. Analyzing three dimensional bodies and wings with aerodynamic
6. Use numerical Panel method to solve complex aerodynamic problems
Student Outcomes: A, C, E, J, K
Topics Covered:
1. Review of essential topics in fluid mechanics (pathline, streamline, streakline, vortices)
2. Navier-Stokes equations - Full conservation form – Inviscid and viscous flows
3. Solution to potential flows
4. Propagation of small disturbances over airfoils
5. Perturbation method and its application in aerodynamics
6. Three-dimensional problems with small disturbances
7. Numerical Panel method
8. Numerical solutions for two dimensional flows
9. Numerical solutions for three dimensional flows
10. Unsteady incompressible potential flows
11. Review and final exam
298
Schedule:
Computer:
Laboratory:
Two 120 minute sessions per week.
MATLAB
Numerous problems to be solved by using computer programs
299
MECH-570
Computer Simulation of Metal Forming Processes
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Raghu Echempati, Professor, Mechanical Engineering
Course Coordinator:
Course Notes
Textbooks:
Reference Materials:
William F. Hosford and Robert M. Caddell, Metal Forming –
Mechanics and Metallurgy, Prentice-Hall, Inc. 2nd Edition, 1995.
Tylan Altan, Soo-Ik Oh and Harold L.Gegel, Metal Forming –
Fundamentals and Applications, American Society for Metals,
1992.
DYNAFORM/LS-DYNA Lab manuals.
N.M. Wang and S. C. Tang (editors), Computer Modeling of
Sheet Metal Forming Process, The Metallurgical Society, Inc.,
1985.
S. R. Reid, Metal Forming and Impact Mechanics, 1995.
Catalog Description:
The main aim of this course is to introduce some of the latest techniques for modeling bulk
and surface deformation processes through computer simulation. This requires an integration
of the knowledge attained in other related courses such as engineering materials, solid
mechanics, dynamics, and computer-aided engineering. The computer simulations include
sheet metal forming operations, rolling, swaging and the other bulk deformation processes.
Modern high-speed computer aided design methodology is introduced to study the behavior of
the material during metal forming process, including the study of the strain pattern.
Commercially available one-step and incremental software codes such as Quickstamp®, and
LS-DYNA® will be used for the course. These solution procedures along with limitations of
the software will be discussed with emphasis on techniques in an applied manner.
IME-301, MECH-212, MECH-310
Prerequisites:
MECH-300
Co-requisites:
Course Learning Objectives:
1. Understand the benefits of virtual forming and its consequences on the early stages of a
product design.
2. Integrate the concepts learned in engineering materials, solid mechanics, dynamics and
computer-aided engineering to understand the large deformation processes such as
sheet metal forming and bulk metal forming.
3. Understand the difference between the implicit and the explicit integration schemes
used in the solution processes.
4. Enhance their understanding and correct interpretation of the results of modeling and
simulation, and to develop strategies to improve the product and process design based
on the results obtained.
Student Outcomes: A, C, D, E, H, I, K
Topics Covered:
1. Review and introduction to various metal forming processes
300
2.
3.
4.
5.
6.
7.
Plastic behavior of engineering materials, power law of plasticity
Introductory finite element analysis (linear and nonlinear)
Basics of sheet metal forming with practical modeling considerations
Benefits of virtual forming of bulk deformation processes
Discussion of one-step and incremental solvers
Discussion of the numerical methods used for modeling large deformation processes
(implicit versus explicit integration schemes) and computer codes
8. Pre- and Postprocessing, and solving by use of commercial software
9. Interpretation of results and course review
Two 120 minute sessions per week.
Schedule:
Computer:
UNIX based software installed on metruck and/or galaxy servers will be used
(DYNAFORM/LS-DYNA, HyperMesh/ HyperForm, I-DEAS)
Laboratory: Several laboratory exercises that are open-ended involving computer
simulation and parametric studies on the modeling and analysis of nonlinear,
large deformation processes will be assigned.
301
MECH-572
CAD/CAM and Rapid Prototyping Project
(Capstone Course)
Credits (Contact hours): 4 (6)
Dr. Paul Zang, Professor, Mechanical Engineering
Course Coordinator:
None
Textbooks:
Instructor notes
Reference Materials:
Catalog Description:
Capstone design project course in which students acquire an integrating experience leading
them from CAD of a part (designed using sculptured surface and solid modeling techniques),
through rapid prototyping of that part (using stereolithography) and into mold or die design
and manufacture (using CAD/CAM system such as Unigraphics NX). This course can be used
as an ME Elective or Free Elective if another ME capstone course is completed.
MECH-100, MECH-300
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Demonstrate the fundamental principles of Modeling, Assembly and Manufacturing
using computer aided engineering techniques using CAD, CAM and Rapid
Prototyping.
2. Demonstrate modern analytical techniques to mechanical systems using computer
aided engineering techniques such as Surfacing and Rapid Prototyping.
3. Demonstrate the ability to use computational techniques applied to mechanical
systems.
4. Demonstrate the ability to use team skills through the development of open ended
multi-person projects.
5. Demonstrate the ability to communicate effectively through individual and team
presentations.
Student Outcomes: A, C, D, E, G, K
Topics Covered:
1. CAE Modeling and Assemblies Review
2. Introduction to CAM Manufacturing
3. Working as a Virtual Team
4. Surface Modeling
5. Rapid Prototyping
6. CAD/CAM w/ NX
7. Project Presentations
8. Capstone Project Submission
Schedule:
Three sessions per week of 120 minutes (2 hours of lecture plus 4 hours in the
lab)
Computer Skills (MS Word, Excel, NX)
Computer:
Laboratory: At least one individual RP project and one final team capstone project during
the term.
302
MECH-580
Properties of Polymers
(Elective Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
4 (4)
Sperling, L. (2006). Introduction to physical polymer science (4th
ed.). Hoboken, N.J.: Wiley.
Reference Materials:
Catalog Description:
This course begins with thermo-mechanical properties of commodity thermoplastics and
includes a review of structure/nomenclature. The course then addresses: polymer shape and
size, amorphous and crystalline states, Tg, Tm, rubber elasticity and viscoelasticity (creep).
There will be materials’ selection and design projects.
IME-301, MECH-212, MECH-300
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. List thermo-mechanical properties of commodity thermoplastics
2. Draw structures and give names for selected thermoplastics.
3. Estimate CED, modulus, specific volume and. Tg from structure.
4. Correlate free volume with. Tg
5. Estimate crosslink density from the shear modulus.
6. Derive an apparent modulus from creep data.
Student Outcomes: A, E, G, K
Topics Covered:
1. Thermo-mechanical properties.
2. Structure-nomenclature
3. Thermoplastic material selection.
4. Polymer shape and size.
5. Amorphous and crystalline states.
6. Free volume, Tg and Tm
7. Rubber elasticity.
8. Viscoelasticity and creep
Two 120 minute sessions per week.
Schedule:
CAD drawings of all geometries. FEA simulations of loading. Plastic
Computer:
material data base searching..
Laboratory:
303
MECH-582
Mechanics and Design Simulation of Fiber-Reinforced Composite Materials
(Elective Course)
Credits (Contact hours): 4 (4)
Dr. Yaomin Dong, Associate Professor, Mechanical Engineering
Course Coordinator:
Textbooks:
Hyer, M., & White, S. (2009). Stress analysis of fiber-reinforced
composite materials (Updated ed.). Lancaster, Pa.: DEStech
Publications.
Reference Materials:
Catalog Description:
This course focuses on the properties, mechanics, and design simulation aspects of fiberreinforced composite materials. Topics include: constituents and interfacial bonding,
microstructure and micromechanics, theory of anisotropy, classical laminate theory, material
characterization, failure and damage, manufacturing techniques, composite structure design,
and introduction of nanocomposite.
MECH-212, MECH-300
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Understand the fundamental properties of composite materials;
2. Apply the fundamental principles of mechanics of composite materials; Apply modern
analytical techniques to mechanical systems with composite materials;
3. Apply computational techniques to mechanical systems with composite materials;
4. Understand the manufacturing processes and cost analysis in composite materials; [ME
5. Demonstrate effective communication and teamwork skills through technical
presentations and reports in term projects.
Student Outcomes: A, E, G, K
Topics Covered:
1. Introduction of Fiber-Reinforced Composite Materials
a. Fibers – Carbon/Glass/Polyeric
b. Matrices – Thermoset/Thermoplastics
2. Manufacturing Techniques
a. Close-Mold Processes
b. Open-Mold Processes
c. Processes for Short-Fiber Composite Materials
d. Processes for Continuous-Fiber Composite Materials
3. Elastic Stress-Strain Characteristics
a. Stress and Deformation
b. Relationships among Material Properties
c. Stress-Strain Relations
4. Engineering Properties Using Micromechanics
a. Material Properties of the Fibers and Matrix
304
b. Tension in Fiber Direction - Extensional Modulus and Poisson’s Ratios
c. Transverse Tensile Loading - Extensional Modulus and Poisson’s Ratios
d. Theory of Elasticity
5. Classical Laminate Theory
a. The Kirchhoff Hypothesis
b. Laminate Stiffness Matrix
6. Failure Theories
a. Maximum Stress Criterion
b. The Tsai-Wu Criterion
7. Introduction of Nanocomposites
a. Nanotechnology – “Small is Big”
b. Nanomaterials – Nanoparticles, Nanotubes, Nanocomposites
c. Properties
d. Applications
8. Term Project
Two 120 minute sessions per week.
Schedule:
CAD drawings and FEA simulations.
Computer:
Laboratory:
305
MECH-584
Plastics Product Design
(Capstone Course)
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
4 (6)
Dr. Paul Zang, Professor, Mechanical Engineering
None
Material Selection – Thermoplastics and Polyurethanes, Bayer,
1995
Snap-fit Joints for Plastics a design guide, Bayer, 1996
Part and Mold Design – Thermoplastics, Bayer, 2000
Moldflow Plastic Advisers software (ver. 2010-R2) online
tutorials
NX7.5 Mold Wizard, EDS course materials
Catalog Description:
Capstone design class for Plastics Product Design Specialty students. A comprehensive
product plastic design experience beginning with problem definition, which leads to material
selection and progresses into physical design. Students will perform structural FEA and mold
filling simulations on solid models. Computing piece price and tooling costs will complete the
design process.
IME-301 or PHYS-342, MECH-300, MECH-310, MECH-312
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
1. Design plastic products using CAD/CAE tools.
2. Select plastic materials.
3. Perform structural and mold-filling simulations.
4. Design mold tooling for injection molding.
5. Communicate design results visually; orally and in writing.
Student Outcomes: A, C, D, E, F, G, J, K
Topics Covered:
1. Principles of designing from plastics
2. Creating plastic part solid geometry with UG NX.
3. Snap-fit joint design and FEA
4. Filling simulations and material selection with Moldflow.
5. Mold design in UG NX Mold Wizard
6. Team project
Three 120 minute sessions per week.
Schedule:
Computer:
Solid and surface modeling using UG NX. Loads analysis, and snap-fit joint
design using FEA NASTRAN solver. Material selection, and fill process
simulation using Moldflow, ver 2010-R2. Mold design using UG NX’s Mold
Wizard. Report and final presentation using Microsoft Word and Powerpoint.
Laboratory:
1. Course introduction, refresher of UG NX solid and surface modeling
skills
306
2. Designing parts from plastics, FEA/ NASTRAN structural analysis
refresher
3. Introduction to injection molding process and equipment simulation
using Moldflow Plastic Adviser
4. Introduction to basic functionality of UG NX Mold Wizard for tooling
design
5. Presentation of individual assignment results. Term project definition,
discussions
6. Advanced functionality of UG NX Mold Wizard, project work
7. Project progress review
8. Project work
9. Final presentations of project results, discussions
10. Project final report due
307
PHYS-114
Newtonian Mechanics
(Core Course)
Credits (Contact hours):
3 (4)
Course Coordinator:
Dr. Kathryn Svinarich, Associate Professor of Physics
Textbook:
Randall Knight, Physics for Scientists and Engineers: A Strategic
Approach, Volume 1, Third edition (Addison Wesley, 2013)
Knight, Student Workbook, Volume 1 Mastering Physics Student
Access Kit (http://masteringphysics.com/)
ISBN-10: 0321844386
ISBN-13: 9780321844385
Reference Materials:
None
Catalog Description:
A calculus based introduction to classical Newtonian mechanics including vectors,
translational and rotational kinematics and dynamics, work, energy, impulse, and linear and
angular momentum.
Prerequisites:
MATH-101, Calculus I or MATH-101X, Calculus I, extended version
Co-requisites:
PHYS-115, Newtonian Mechanics Laboratory
MATH-102, Calculus II or MATH-102H Calculus II with Honors
Course Learning Objectives:
1. Define and distinguish between fundamental terms in Newtonian mechanics,
particularly those (e.g. velocity and speed) that are easily confused.
2. Express mechanical concepts and relationships in everyday language, mathematical
formulations, graphical and pictorial representations.
3. Apply the laws of Newtonian mechanics to solve problems involving particles and
solid bodies rotating about a fixed axis, using systematic strategies.
4. Understand what a vector is, and perform basic vector operations: translating between
representations, addition and subtraction, and scalar product.
5.
Apply integral and differential calculus (graphical or formula based) to relate
mechanical quantities.
Student Outcomes:
(a): an ability to apply knowledge of mathematics, science, and applied sciences
 Performance Indicator (a.1): The ability to connect theory with application
 Performance Indicator (a.2): The ability to interpret mathematical and physical
terms
(e): an ability to identify and solve applied science problems
 Performance Indicator (e.2): An ability to use advanced mathematics to solve
problems
 Performance Indicator (e.3): An ability to execute and calculate when solving
problems
Topics Covered:
308
12. Vectors (components, addition and subtraction, scalar product).
13. 1-D and 2-D kinematics
14. Newton’s laws of motion and Free-body diagrams
15. Conservation Laws: Energy and Momentum
16. Work and Energy
17. Impulse and Momentum
18. Rotational kinematics and dynamics
Schedule:
Four 60-minute class periods per week.
Computer:
None
Laboratory:
None
309
PHYS-115
Newtonian Mechanics Lab
(Core Course)
Credits (Contact hours):
1 (2)
Course Coordinator:
Dr. Daniel Ludwigsen, Associate Professor of Physics and
Acoustics
Textbook:
None - Materials distributed via Blackboard
Reference Materials:
None
Catalog Description:
Laboratory activities will explore position, velocity, and acceleration, force, momentum and
energy, all as functions of time. Applications to vehicle crash safety are incorporated.
Laboratory skills, including: uncertainty, simple data acquisition and sensor instrumentation,
and analysis techniques are essential.
Prerequisites:
MATH-101, Calculus I
Co-requisites:
PHYS-114, Newtonian Mechanics
MATH-102, Calculus II or MATH-102H Calculus II with Honors
Course Learning Objectives:
1. Collect data with an understanding of uncertainty in measurement and sensor
characteristics.
2. Graph and analyze data for comparison with theoretical expectation, assessing
goodness of fit and/or correlation.
3. Explain methods of computer-assisted data analysis (e.g. numerically differentiate and
integrate data from graphs).
4. Critically interpret results of analysis.
5. Plan and perform an experiment from hypothesis through execution.
6. Apply physical concepts of force, energy, and work.
7. Communicate the entire lab experience via a formal lab report.
Student Outcomes:
(b): an ability to design and conduct experiments, as well as to analyze and interpret data
 Performance Indicator (b.1): The ability to design experiments
 Performance Indicator (b.2): The ability to conduct experiments
 Performance Indicator (b.3): The ability to analyze data
 Performance Indicator (b.4): The ability to interpret results
(f): an understanding of professional and ethical responsibility
 Performance Indicator (f.1): Values data integrity
 Performance Indicator (f.2): Faithfully represents sources
(g): an ability to communicate effectively
 Performance Indicator(g.1): An ability to organize the message
 Performance Indicator (g.2): An ability to present ideas logically and with
310
relevance
(k): an ability to use the techniques, skills, and modern scientific and technical tools
necessary for professional practice
 Performance Indicator (k.1): Demonstrate use of relevant software
 Performance Indicator (k.2): Awareness of sensors and lab apparatus
Topics Covered:
1. Motion: position, velocity and acceleration
2. Newton’s laws
3. Momentum and impulse
4. Work and energy
5. Conservation laws
6. Data acquisition and sensor characteristics
7. Data analysis and uncertainty – measured and propagated
8. Experimental design
9. Formal lab report format and guidelines
Schedule:
One 120-minute class period per week.
Computer:
None
Laboratory:
None
311
Credits (Contact hours):
Course Coordinator:
Textbooks:
Reference Materials:
Catalog Description:
SSCI-201
Introduction to the Social Sciences
(Core Course)
4 (4)
This course will offer a broad comparative study of the nature of human experience, how social
scientists study that experience, and some of their findings. It will consider moral and ethical issues (in
society and in studying society). It will examine selected topics for what they teach us about society in
general, our present society, or social science. The topics selected will vary from term to term but will
include contemporary issues within such areas as science and technology, religion, politics, the
environment, and human conflict.
COMM-101
Prerequisites:
None
Co-requisites:
Course Learning Objectives:
Each student who receives credit for SSCI-201 will have demonstrated the ability to do all of
the tasks listed below:
1. To have students demonstrate an understanding of the social sciences.
2. To have students demonstrate an understanding of their larger global and societal
context.
3. To have students demonstrate a knowledge of contemporary issues.
4. To have student demonstrate an understanding of human nature, including its moral
and ethical dimensions.
5. To have students demonstrate critical reading, thinking, and writing skills.
Student Outcomes: D, G, J
Topics Covered:
1. Social Science and Society: Concepts and Methods
2. Human Origins: Western Civilization
3. Society and Culture
4. Demography and Ecology
5. The Individual and the Family
6. Technology and Society
7. Religions of the World
8. Social and Economic Differentiation
9. Economic Systems and Economic Development
10. International Relations and World Conflict
Four 60-minute sessions per week or two 120-minute sessions per week.
Schedule:
312
Appendix B – Faculty Vitae
Mohammad F. Ali, Ph. D.
Education
Ph. D.
MBA
M.S.
M.S.
Mechanical Engineering
Physics
Physics
Mississippi State University
Florida International University
University of Miami
University of Dhaka
1982
1976
1975
1969
Academic Experience
 Kettering University, Associate Professor, 1982-Present
 University of Dhaka, 1970-1972
Scientific & Professional Society Memberships
 Tau Beta Pi
 Pi Tau Sigma
Honors & Awards
 Overseas Scholarship Award by the University of Dhaka-1972
 Dean’s List at Florida International University 1975
 Certificate of appreciation, Regional Science Olympiad Tournament
 Tau Beta Pi
 Pi Tau Sigma
Institutional & Professional Service (2010-2014)
 Served in Radar and ARC
Principal Publications/Presentations (2010-2014)
 2012. “ An Introductory Psychrometry Experiment at Kettering University.” In ASEE
North Central Section Conference. Ada, OH.
 2013. “ Experimental Evaluation of Impeller Surface geometry on the Performance of a
Centrifugal Pump”. Technical Paper Publication. IMECE2013-63288.
 2013. “ Experimental Evaluation of Impeller Surface geometryEffect on the Performance
of a Centrifugal Pump”. Presented at ASME International Mechanical Engineering
Congress & Expostion . November 15-21, 2013, San Diego, CA
Professional Development Activities (2010-2014)
 Fifth-year Thesis Visits
 ASEE North Central Section Conference, 2012
 ASME Congress and Exposition, 2013
313
Basem Alzahabi, Ph.D.
Education
Ph.D. Civil Engineering
M.S
M.S
Applied Mechanics & Engineering
Science
Civil Engineering
B.S
Civil Engineering
The University of Michigan, Ann
Arbor, USA
The University of Michigan, Ann
Arbor, USA
The University of Michigan, Ann
Arbor, USA
Damascus University, Damascus,
SYRIA
1996
1988
1986
1981
Academic Experience
 Professor, Mechanical Engineering Department (1998-Presesnt)
 Director, The Office of International Programs (2011-Presesnt)
 Associate Department Head Mechanical Engineering Department (August 2010, March
2012)
 Visiting Professor Balamand University, TripoliI, Lebanon Summer 2010
 Visiting Professor University Of Maribor, Maribor, Slovenia Summer 2005
Industrial Experience
 Process Design Engineer, Advanced Vehicle Technology, Vehicle CAE Integration
Department Ford Motor Company, Dearborn, MI, U.S.A (July 1993 – June 1998)
 Senior Staff Engineer Optimal CAE Inc., Novi, MI, U.S.A (August 1992 – June 1993)
 Product Design Engineer Truck Operation, Vehicle Evaluation Section Ford Motor
Company, Dearborn, MI, U.S.A (April 1992 – July 1992)

Senior Project Engineer Automated Analysis Corporation, Ann Arbor, MI, U.S.A (August
1988 – March 1992)
Scientific & Professional Society Memberships
 Member of the Editorial Board of the International Journal of Multiphysics (2012present)
 Member of NAFSA: Association of International Educators (2011 – Present)
Honors & Awards
 The Alfred Grava Endowed Chair of Engineering Design
 2013 Greek Life “Faculty Advisor of the Year”
 2011 Kettering University Alumni “Outstanding Teaching Award”
 2010 Greek Life “Faculty Advisor of the Year”
 2010 NSF Fellowships (NSF Summer Institute, Mechanics of Soft Materials)
 2010 “Oswald International Faculty Fellowship” (Alhosn University, Abu Dhabi, UAE)
 2009 Greek Life “Faculty Advisor of the Year”
 2008 Kettering University Alpha Sigma Alpha “Professor of the Year” Award
 2005 Kettering University Alumni “Outstanding Teaching Award”
 2004 “Professor of Excellence” Awarded by Tau Beta Pi, the Engineering Honor Society
314


2002 CTEL/TRW, Kettering University “Educational Scholar Award”
1985 National Civil Engineering Honor Society
Institutional & Professional Service (2010-2014)
 Member of the Selection Committee “ Outstanding Teaching Award” (2013, 2014, 2015)
 Chair of the "University Task Force on the Reconceptualization of the Senior Experience"
(2011)
 Member of Kern Entrepreneurship Across the Institution (EAI) Steering Committee
(2010)
 Faculty Senator (2009-2010) (Second Term)
Principal Publications/Presentations (2010-2014)
 Invited Speaker, The University of Maribor, SLOVENIA “Universities in the United
States, A Breif Analytical Look” (February 2013)
 “Automotive Wind Noise Using Computational Fluid Dynamics “,The Eighth
International Conference on Multiphysics. December 12-13, 2013. Amsterdam,
The Netherlands.
 “Sound Radiation of Cylindrical Shells “,the International Journal of Multiphysics.
Volume 5, Number 2, 2011, p. 173-185.
 “The Role of Simulation in Engineering Education”, MSC.Software 2011 Users
Conference, 4- 6 October 2011, Costa Mesa, CA.
 “Multiphysics in Automotive Engineering “, Keynote Speaker of the 2011 International
Symposium on Multiphysics. December 15-16, 2011. Bercalona, Spain.
(http://www.multiphysics.org/MULTIPHYSICS%202011 Keynote.pdf)
 “Creation of a Virtual Drive File for a SDOF ADAMS Model “Proceedings of
The Canadian Society for Mechanical Engineering Forum, June 7-9, 2010,
Victoria. British Columbia, Canada.
 “Decomposition of Strain Energy in Cylindrical Shell Vibrations “Proceeding of
the 2010 International Symposium on Multiphysics. December 7-10, 2010.
Kumamoto, Japan.
 “Energy Absorption Capacity of Trailer Under-ride Guard “Proceeding of the 2010
International Symposium on Multiphysics. December 7-10, 2010. Kumamoto, Japan.
Professional Development Activities (2010-2014)
 NAFSA 2015 Annual Conference & Expo in Boston, Massachusetts, May 24-29, 2015
 NAFSA 2012 Annual Conference & Expo in Huston, Texas, May 27-June 1, 2012
 Engineering Faculty Engagement in Learning Through Service. Boulder, CO. September
14-15, 2012


ABET Regional Faculty Workshop on "Sustainable Assessment Processes.” Tampa, FL,
February 12, 2011.
ABET Annual Conference, Baltimore, MD. October 28, 2010.
315
Patrick Joseph Atkinson, Ph. D.
Education
Ph. D.
M.S.
B.S.
Mechanics
Mechanics
Mechanical Engineering
Michigan State University
Michigan State University
General Motors Institute
1998
1994
1991
Academic Experience
 Kettering University, Professor, 1998-Present
Non-Academic Experience
 Irvin Automotive, Project Engineer/Co-operative Employer, 1986-1993
Institutional & Professional Service (2010-2014)
 Director, Orthopedic Research
 Course Coordinator MECH 550
 Course Coordinator MECH 550
Principal Publications/Presentations (2010-2014)
 Charpentier PM, Flanagan BP, Srivastava AK, Atkinson PJ: ‘Reverse’ oblique end screws
in non-locking plates decrease construct strength in synthetic osteoporotic bone medium. J
Orthop Surg Spec., In press, September, 2014.
 Peck JB, Charpentier PM, Flanagan BP, Srivastava AK, Atkinson PJ: Reducing fracture
risk adjacent to a plate with an angulated locked end screw. J Orthop Trauma,
Conditionally accepted, September 2014.
 Martineau D, Shorez J, Beran C, Dass AG, Atkinson P: Biomechanical performance of
variable and fixed angle locked volar plates for the dorsally comminuted distal radius.
Iowa Orthop J 2014, 34: 123-8,
 Flanagan BP, LeCronier D, Kubacki MR, Telehowski P, Atkinson P: A method to modify
angle-stable intramedullary nail construct compliance. Iowa Orthop J 2014, 34: 68-73.
 Kubacki MR, Verioti CA, Patel SD, Garlock AN, Fernandez D, Atkinson PJ. Angle Stable
Nails Provide Improved Healing for a Complex Fracture Model in the Femur. Clin Orthop
Relat Res. 2014 Apr;472(4):1300-9.
 Garlock AN, Donovan J, LeCronier DJ, Houghtaling J, Burton S, Atkinson PJ. A modified
intramedullary nail interlocking design yields improved stability for fatigue cycling in a
canine femur fracture model. Proc Inst Mech Eng H. 2012 Jun;226(6):469-76.
 LeCronier DJ, Papakonstantinou JS, Gheevarughese V, Beran CD, Walter NE, Atkinson
PJ. Development of an interlocked nail for segmental defects in the rabbit tibia. Proc Inst
Mech Eng H. 2012 Apr;226(4):330-6.
 Smith MR, Atkinson P, White D, Piersma T, Gutierrez G, Rossini G, Desai S, Wellinghoff
S, Yu H, Cheng X. Design and assessment of a wrapped cylindrical Ca-P AZ31 Mg alloy
for critical-size ulna defect repair. J Biomed Mater Res B Appl Biomater. 2012
Jan;100(1):206-16.
 Jain R, Jain E, Dass AG, Wickstrom O, Walter N, Atkinson PJ: Evaluation of transdermal
steroids for trapeziometacarpal arthritis. J Hand Surg Am. 2010 Jun;35(6):921-7.
 Srivastava A, Walter N, Atkinson P. Streptococcus bovis infection of total hip arthroplasty
in association with carcinoma of colon. J Surg Orthop Adv. 2010 Summer;19(2):125-8.
 Zielinski J, Oliver G, Sybesma J, Walter N, Atkinson P: Casting technique and restraint
316

choice influence child safety during transport of body casted children subjected to a
simulated frontal MVA. Journal of Trauma, 2009 Jun;66(6):1653-65.
Oliver G, Zielinski J, Walter NE, Fornari J, Atkinson PJ: Do different restraint
methodologies influence injury metrics in body casted child ATD’s subjected to frontal and
side impact tests? Traffic Inj Prev. 2009 Apr;10(2):204-8.
Professional Development Activities (2010-2014)
 Integrated study of fracture fixation stability related to hardware orientation. McLaren
Foundation. $26,272, November 2013.
 Opportunity Seeking in a Highly Regulated Product Sector: Medical Device Products from
Concept to Investor Pitch. KEEN Topical Grant Proposal $27,400 November, 2013.
 Fatigue and biomechanical assessment of a stable intramedullary nail for complex long
bone fractures. McLaren Foundation. $23,850, 2010
 Intelligent Orthopedic Fracture Implant System, Phase II (IOFIS II). Department of
Defense-Army. Funded Spring 2011 to Mott Community College, Kettering University,
SWRI. (Atkinson is co-PI). Grant total-$800,000. Kettering portion-$203,000.
 Analysis of enhanced stability for large animal models. Funded Fall 2009 by the McLaren
Foundation. $35,000
317
Theresa Staton Atkinson, Ph.D.
Education
Ph.D.
MS
BS
Mechanics
Mechanics
Mechanical Engineering
Michigan State University
Michigan State University
Michigan State University
1998
1994
1990
Academic Experience
 Kettering University, Assistant Professor, 2013-current
 Kettering University, Research Scientist, 2012-2013
 Kettering University, Adjunct Professor, 2009-2012
 Wayne State University, Assistant Professor, 1998-2000
 Michigan State University, Research Assistant, 1994-1998
Non-Academic Experience
 BIOS Consulting, LLC, Sr. Consultant, crash and biomechanics research, 2000 – current
 Founder of Crash Survivors Network, a 501(c ) (3) non-profit, 2004 - 2012
 Delphi Harrison/Harrison Division of General Motors, Release/Development Engineer,
air-conditioning and engine cooling system test/design/release, 1990-1994
Certifications or Professional Licensure
 Child Passenger Safety Technician, 2009-current
Institutional & Professional Service (2010-2014)
 First Year Experience Faculty, Kettering University, 2013-current
 Writing Coalition, ME Faculty Representative, Kettering University, 2014 – current
 Michigan Occupant Protection Action Team, Michigan State Police, 2013 – current
 McLaren Orthopaedic Residency Program Faculty, McLaren Hospital, 2013-current
 Child Seat Inspector at community events, Greater Flint Safe Kids, 2009-current
 Reviewer for Traffic Injury Prevention
 Reviewer for Society of Automotive Engineering
Principal Publications/Presentations (2010-2014)
Publications
 Gudlur, A, Fras, A, Atkinson, T. 2015. Injury Patterns in Second Row Occupants in
Frontal Crashes, accepted for 2015 SAE World Congress.
 Atkinson, T., Zand, A, Nowakowski, A and Navaz, H. 2014. A Comprehensive model
for multi-component multi-phase transport, chemical reaction and adsorption in porous
media. AICHE Journal, Vol. 60 (7): pp. 2557-2565.
 Mayor, D, Patel, S., Perry, C., Burton, S., Walter, N. and Atkinson, T. 2014. Nine year
follow up of a ceramic-on-ceramic bearing total hip arthroplasty utilizing a layered
monoblock acetabular component. Iowa Orthopaedic Journal. Vol. 34: pp. 78-83.
 Navaz, H.K., Zand, A., Atkinson, T., Gat, A., Nowakowski, A., and S. Paikoff. 2014.
Contact dynamic modeling of a liquid droplet between two approaching porous
materials,” AIChE Journal. Vol 60: pp. 2346–2353.
 Atkinson, T, Fras, A, Telehowski, P. 2010. The Influence of Occupant Anthropometry
and Seat Position on Ejection Risk in a Rollover. Traffic Injury Prevention. Vol. 11(4):
pp. 417-424.
318
Presentations
 Atkinson, T and Gudlur, A, Using Logistic Regression to Improve Occupant Protection,
Flint: One City 100 Years Under Variability, Kettering University, Flint, MI, June 23,
2014.
 Rao S, Mangat C, Gundluru R, Gaikwas S, Garniene R, Atkinson T, Hanna-Attisha M,
LaChance J, Lecea N, Rear-facing until 2: Car Seat Safety Knowledge and Practice of
Michigan, Flint Area Medical Education Conference, Flint, MI May 2014
 Jeff Peck, James Ostrander, Mohammad Jondy, Norman Walter, Theresa Atkinson,
Ankle Fractures at McLaren in 2012, Michigan Orthopaedics Society Annual Summer
Meeting, Mackinac Island, MI, June 2014
 Shah N, Walter N, Atkinson T, Ankle Fracture Patterns in MVA, Michigan Orthopaedics
Society Annual Summer Meeting, Mackinac Island, MI, June 2014
 Mayor D, Savan P, Perry,C, Burton, S, Walter, N and Atkinson,T, Long Term Outcome
of a Ceramic on Ceramic Total Hip , Michigan Orthopaedics Society Annual Summer
Meeting, Mackinac Island, MI, June 2013
 Mayor D, Patel S, Walter N, Atkinson T, Ceramic THA: Etiology of Sudden Hip Pain at
10 Years, Michigan Orthopaedics Society Annual Scientific Meeting, Mackinac Island,
MI, June 2013
 Child Seat Use in Genesee County: An Opportunity for Improvement, Theresa Atkinson
Ph.D., Mona Hanna-Attisha MD MPH, Flint Area Medical Education Conference, Flint,
MI May 2012
 Navaz H, Atkinson T, Zand A, Nowakowski A, Kamensky K, Predictive Model for
Assessment of Chemicals on and in Surfaces vs. Chemicals Available for Contact and
Transport, Interactive Technology Watch, April 2, 2012
 Homayun Navaz, Ali Zand, Theresa Atkinson, Bojan Markicevic, Albert Nowakowski,
Michael Herman, Moshe Rothstein, AAAR 30th Annual Conference, A Comprehensive
Model for Multi-Component Multi-Phase Transport and Chemical Reaction in Porous
Media (Agent/Substrate/Humidity), October 3 - 7, 2011
 Atkinson, T, Fras, A, Telehowski, P, Occupant Anthropometry Does Not Influence
Ejection Risk, Flint Area Medical Education Conference, Flint, MI May 2010.
 Schnabelroch, V, Fornari, J, Wagner, J, Atkinson, T., The Effectiveness of Restraints in
the Prevention of the Ejection of Children in Rollovers, Flint Area Medical Education
Conference, Flint, MI May 2010.
Professional Development Activities (2010-2014)
 Kern Entrepreneurial Education Network Winter Conference
 Melissa Marshall: The Craft of Presenting
 Michael Prince: Active Learning Through Instructional Design
 LSTC: Introduction to DYNA
 Center for Excellence in Teaching and Learning: Teaching and Learning Workshop
319
K. J. Berry, Ph.D., P.E.
Education
Ph.D.
MS
BSME
Mechanical Engineering
Engineering Mechanics
Mechanical Engineering
Carnegie Mellon University
Michigan State University
GMI
1986
1981
1979
Academic Experience
 Kettering University, Professor, 1994
 Kettering University, Head Mechanical Engineering (1994-2012)
 Institution, Rank, Title [if appropriate, ex. Chair, Coordinator..], When (ex.1990-1995),
Full-time or Part-time.
Non-Academic Experience
 Westinghouse, Research Engineer, 1981-987, Full Time
Certifications or Professional Licensure
 ASME Fellow
 Michigan PE
Scientific & Professional Society Memberships
 ASME
 ASEE
 Sigma XI
Honors & Awards
 ASME FELLOW
Institutional & Professional Service (2010-2014)
 Service activities (within and outside the institution)
Principal Publications/Presentations (2010-2014)
 Susanta K. Das, and K. Joel Berry, Experimental Performance Evaluation of a Catalytic
Flat Plate Fuel Reformer for Fuel Cell Grade Reformate, ASME 2014 12th Fuel Cell
Science, Engineering and Technology Conference, #6399, Boston, MA, June 2014.
 Susanta K. Das, Salma Rahman, Jianfang Chai, et.al:, and K. Joel Berry, Experimental
Performance Evaluation of a Rechargeable Lithium-Air Battery Operating at Room
Temperature, ASME International Mechanical Engineering Congress 2014, #39004,
Montreal, Quebec, Canada, November 2014.
 Susanta K. Das, and K. Joel Berry, Performance Evaluation of a Catalytic Flat Plate Fuel
Reformer for Hydrogen-rich Reformate, ASME 2013 11th Fuel Cell Science,
Engineering and Technology Conference, #18020, Minneapolis, MN, July 2013.
 Susanta K. Das, K. Joel Berry, J. Hedrick, Ali, R. Zand, and L. Beholz, Synthesis and
Performance Evaluation of a Polymer Mesh Supported Proton Exchange Membrane for
Fuel Cell Applications, Journal of Membrane Science 350 (2010) 417-426.
 Kranthi K. Gadde, P. Kolavennu, S. Das, and K. Joel Berry, CFD Modeling of a Catalytic
Flat Plate Fuel Reformer for Hydrogen Generation, 8'th International Conference on Fuel
Science, Engineering and Technology, June 14-16, 2010, Brooklyn, NY.
 Susanta K. Das, E. Ubong, A. Resis, and K. Joel Berry, Experimental Performance
320

Comparison of a Single Cell and Multi-Cell Stack of High Temperature PEM Fuel Cell
Prototype, 8'th International Conference on Fuel Science, Engineering and Technology,
June 14-16, 2010, Brooklyn, NY.
Henderson FC, Wilson WA , Berry, K. J, Vaccaro A, Benzel E: Deformative stress
associated with an Abnormal Clivo-axial angle: a finite element analysis: Surgical
Neurology International, July 2010.
Professional Development Activities (2010-2014)
 Fifth-year Thesis Visits
 CEO of GEI Global Energy Corp
321
Janet Brelin-Fornari, Ph.D., P.E.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Arizona-Tucson
University of Michigan-Ann Arbor
University of Nebraska-Lincoln
1998
1989
1985
Academic Experience
 Kettering University, Department of Mechanical Engineering, Professor (2009 – Present),
Associate Professor (2004 – 2009), Assistant Professor (1999 – 2004), Full-time.
 Kettering University Crash Safety Center, Director (2004 – Present), Full-time.
Non-Academic Experience
 General Motors Corporation, Senior Research Engineer, Senior Project Engineer, Project
Engineer, Co-op Student (1982 – 1998), Held various positions in the company including
(but not limited to) expert witness for product liability claims with specialization in
collision analysis, design/test/analysis of side impact airbag systems, and research of
dynamic loading the head and neck from the deployment of driver side SIR, Full-time.
Certifications or Professional Licensure
 Registered Professional Engineer, State of Michigan No. 34859
Scientific & Professional Society Memberships
 Society of Automotive Engineers (SAE)
Honors & Awards
 SAE International Ralph R Teetor Educational Award, Aerospace (2008)
 Rodes Professorship, Kettering University (2006-2007)
 Educational Program of the Year, Finalist, Automation Alley (2006)
 General Motors Fellow (1990 – 1993)
Institutional & Professional Service (2010-2014)
 Appointed, reviewer for the National Institute of Health SIBR
 Appointed, Governor’s Action Committee on Occupant Protection - State of Michigan
 Director of the KU Crash Safety Center Industrial Advisory Board
 Publication reviewer AAAM Journal of Traffic Injury and Prevention and SAE
 Instructor for Kettering U summer high school program, LITE
 Former faculty advisor for Kettering Baja SAE Race Team
 Various University and Department Search Committees
 Graduate student advisor (12 students active and/or graduated 2010-2014)
 Undergraduate thesis advisor (31 active and/or graduated 2010 – 2014)
Principal Publications/Presentations (2010-2014)
 Brelin-Fornari, J. and Janca, S., "Pulse Sensitivity of a Child Restraint System, NearSide Impact Fixture," SAE Technical Paper 2014-01-0538, 2014, doi:10.4271/2014-010538.
 Janca, S., Shanks, K., Brelin-Fornari, J., Tangirala, R. et al., "Side Impact Testing of the
Near-Side, Rear Seat Occupant Using a Deceleration Sled," SAE Technical Paper 201401-0547, 2014, doi:10.4271/2014-01-0547.
322
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Brelin-Fornari, J., Invited Speaker, National Institute of Health, National Science
Foundation Gender Summit North America, Washington DC, November 2013
Brelin-Fornari, J., and Janca, S., “Final Report II on the Development of a Side Impact
Test Procedure for Child Restraint Systems Using a Deceleration Sled”. Department of
Transportation Contract Number DTNH22-11-R-00204. Report number DOT_SIDE_213
Final_II. August 2013.
Brelin-Fornari, J., Invited Speaker, NHTSA Final Program Review, Washington DC,
August 2013
Brelin-Fornari, J., Invited Speaker, Society of Automotive Engineers (SAE)
Government and Industry Meeting, Washington DC, January 2013
Brelin-Fornari, J., and Janca, S., “Final Report on the Development of a Side Impact
Test Procedure for Child Restraint Systems Using a Deceleration Sled”. Department of
Transportation Contract Number DTNH22-11-R-00204. Report number DOT_SIDE_213
Final. May 2012.
Brelin-Fornari, J., Invited Speaker, NHTSA Interim Program Review, Washington DC,
January 2012
Brelin-Fornari, J.,“Side Effects: Kettering University research shows that side impact
testing on a deceleration sled is repeatable and cost-effective”. Crash Test Technology
International. Sept 2011.
Ludwigsen, D., Brelin-Fornari, J., and Neal, J.. “Crash Safety in the Introductory
Physics Lab”. ASEE Annual Conference. Vancouver, BC. June, 2011.
Fahland, J., Hoff, C., and Brelin-Fornari, J., “Evaluating Impact Attenuator
Performance for a Formula SAE Vehicle”. Journal of Passenger Cars – Mechanical
Systems. Volume 4, Number 1, June 2011, pp. 836-846.
Braganza, J., Tavakoli, M., and Brelin-Fornari, J., “Investigation of Rear Occupant
Head Restraint Interaction in High-Severity Rear Impact using BioRID and HIII”.
Journal of Passenger Cars – Mechanical Systems. Volume 4, Number 1, June 2011, pp.
251-271.
Gapinski, M., Janca, S., and Brelin-Fornari, J. “Inertial Effects of Booster Seats on
Three-Year-Old ATD”. 7th Annual Injury Biomechanics Symposium. The Ohio State
University. May 2011.
Majeske, K., Lynch-Caris, T., and Brelin-Fornari, J., “Quantifying R-Squared Bias in
the Presents of Measurement Error”. Journal of Applied Statistics. April 2010.
Brelin-Fornari, J., Invited Speaker, SAE Government and Industry Meeting,
Washington DC, January 2010
Professional Development Activities (2010-2014)
 National Institute of Health, NSF Gender Summit North America ( 2013)
 SAE Government and Industry and World Congress Meetings (multiple years)
 ASEE Annual Conference (2011)
 American Association for Laboratory Accreditation (A2LA) ISO17025 Workshop
(2010)
 “Entrepreneurship Across the Curriculum” Workshop (2010)
323
Ram S. Chandran, Ph.D.
Education
Ph. D.
M. Tech
B.E.
Mechanical Engineering
Machine Tool Design
Mechanical Engineering
Monash University, Australia
I.I.T., Kharagpur, India
University of Madras, Madras,
India
1982
1971
1969
Academic Experience
 Kettering University, Associate Professor & Professor (1995-Present)
 Lehigh University, Research Associate & Adjunct Professor (1985-1988)
 Wilkes College, Adjunct Professor (1988)
 University of Saskatchewan, Research Fellow & Adjunct Professor (1983-1995)
 Nanyang Technological University, Lecturer and Sr. Lecturer (1982-1983)
Non-Academic Experience
 Dynapower/Startopower, Senior Staff Engineer, (1994-1995)
 AMD, Vickers, Inc, Senior Staff Engineer, (1992-1994)
 ACD, MOOG Inc., Staff Engineer, (1988-1992)
 ISRO, Senior Engineer, (1971-1976)
Scientific & Professional Society Memberships
 American Society of Mechanical Engineers
Honors & Awards
 Associate Technical Editor, Journal of Dynamic Systems, Measurement and Control,
Trans. of ASME (1995-1999)
 Sloan Scholarship for Co-op Faculty Development at Kettering University (1997)
 Chairman, Fluid Power Systems and Technology Division, ASME (1999-2000)
Institutional & Professional Service (2010-2014)
 Technical Reviewer, Journal of Dynamic Systems Measurement and Control, Trans of
ASME (2000-Present)
 Technical Reviewer, International Journal of Fluid Power (2006-Present)
 Technical Reviewer, Journal of Vibrations and Control (2010-Present)
 Technical Reviewer, Proceedings of IMechE, England (2012-Present)
 Book Reviewer, CRC Press, Wiley, Springer-Verlag and McGraw-Hill on Dynamic
Systems and Fluid Power (2000-Present)
 Chair Person, UCC Kettering University (Present)
Principal Publications/Presentations (2010-2014)
 “Study into effect of dead center position on pressure and flow ripples of a variable
Displacement axial piston swash plate hydraulic pump”, Ganesh Kumar Seeniraj and
Ram S. Chandran, Twelfth Scandinavian International Conference on FluidPower,
Tampere, Finland, May 2011.
324
Susanta Kumar Das, Ph.D.
Education
Ph.D.
M. Sc.
B. Sc.
Mechanical Engineering
Applied Science and
Engineering
Applied Science and
Engineering
Tokyo Institute of Technology
Japan
University of Dhaka, Bangladesh
1999
University of Dhaka, Bangladesh
1991
1993
Academic Experience
 Kettering University, Associate Professor, 2014-2015, Full-time.
 Kettering University, Assistant Professor, 2008-2014, Full-time.
 Kettering University, Adjunct Assistant Professor and Research Scientist, 2006-2008,
Full-time.
 University of Victoria, Industrial Research Associate, 2005-2006, Full-time.
 McGill University, Industrial Post Doctoral Fellow, 2002-2005, Full-time.
Non-Academic Experience
 Air Force Office of Scientific Research (AFSOR), Project location – McGill University,
CFD Research Fellow, 2000-2002, Full-time.
Certifications or Professional Licensure
 N/A
Scientific & Professional Society Memberships
 ASME
 SAE International
 ASEE
Honors & Awards
 Outstanding New Researcher Award, Kettering University, 2009.
 Research Fellowship award by AFSOR, 2000-2002
 MONBUSHO Fulbright Scholarship award by the Government of Japan, 1996-1999
 Outstanding Academic Talent Scholarship award by the Government of Bangladesh,
1991-1993.
Institutional & Professional Service (2010-2014)
 Senate Member, Faculty Senate, Kettering University, 2012-current
 Committee Member, International Program, Kettering University, 2014-current
 Committee Member, University Curriculum Committee, Kettering University, 20102014.
 Track organizer and session chair, ASME International Mechanical Engineering
Congress and Exposition, 2012-2014.
 Reviewer and Session Chair, ASME International Fuel Cell Science and Technology
Conference, 2008-2014.
 Reviewer, 10 different international research journals, 2004-2014.
 Faculty Advisor, Tau Beta Pi, Kettering University, 2009-current.
325

Faculty Advisor, International Hydrogen Design Competition, Kettering team, 2011current.
 Undergraduate and Graduate Student Research Advisor, Kettering University, 2006current.
U.S. Patents
 Susanta K. Das, Jayesh Kavathe and K. Joel Berry (2014), Assembly of bifurcation
and trifurcation bipolar plate to design fuel cell stack", United States Patent Number
8,623,565.
Principal Publications/Presentations (2010-2014)
 Susanta K Das, K. J. Berry, Salma Rahman, Jianfang Chai, James P. Godschalx, Steve E.
Keinath, and Abhijit Sarkar (2014) Experimental Performance Evaluation of a
Rechargeable Lithium-Air Battery Operating at Room Temperature Proc. ASME
International Mechanical Engineering Congress, held in November 14~20, Montreal,
Canada, Paper No. IMECE2014-39004, Section 7-9-3: Lithium Air Batteries, P. 1-7.
 Susanta K Das (2014) Experimental Performance Evaluation of a Centrifugal Pump with
Different Impeller Vane Geometries, Proc. ASME International Mechanical
Engineering Congress, held in November 14~20, Montreal, Canada, Paper No.
IMECE2014-38985, Section 9-10-2: Fluid Measurements and Instrumentation, P. 1-6.
 Susanta K. Das, Claire Hartmann-Thompson, Robert A. Bubeck, James P.
Godschalx,Steven N. Kaganove, Edmund J. Stark, Berryinne Decker, Steven E. Keinath
and K. J. Berry, (2014) "Performance Evaluation of a Polymer Electrolyte Membrane
Material for High Temperature PEM Fuel Cell Applications”, Proc. ASME 12th
International Fuel Cell Science, Engineering and Technology Conference, held in June
30~July 2, Boston, Massachusetts, USA, Paper No. FuelCell2014-6677, Section 2-2-1:
Low Temperature Materials I, P. 25.
 Susanta K Das and K. J. Berry (2014) Experimental Performance Evaluation of a
Catalytic Flat Plate Fuel Reformer for Fuel Cell Grade Reformate”, Proc. ASME 12th
International Fuel Cell Science, Engineering and Technology Conference, held in June
30~July 2, Boston, Massachusetts, USA, Paper No. FuelCell2014-6399, Section 2-6-2:
Fuels and Infrastructure for Fuel Cells and Hydrogen Energy Systems II, pp. 1-6.
 Susanta K Das and Kranti Gadde, (2013) Computational Fluid Dynamics Modeling of a
Catalytic Flat Plate Fuel Reformer for On-Board Hydrogen Generation, Journal of Fuel
Cell Science and Technology, vol. 10(6), pp.06100-5~ 06100-11.
Professional Development Activities (2010-2014)
 Professional development workshop, Kettering University, 2014-2014.
 NSF research proposal writing workshop, 2013-2014.
 Keen foundation entrepreneurship workshop, 2013-2014.
 Teaching development workshop, CETL, Kettering University, 2010-2014.
 Webinar on various research topics, 2010-2014.
326
Gregory W. Davis, Ph.D., P.E.
Education
Ph. D.
MSME
BSME
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Michigan, Ann Arbor
Oakland University
University of Michigan, Ann Arbor
1991
1986
1982
Academic Experience
 Professor of Mechanical Engineering & Director-Advanced Engine Research Laboratory
(AERL), Kettering University, Fall 1997-Present.
 Director, Master of Automotive Engineering Program and Associate Professor,
Mechanical Engineering Department, Lawrence Technological University, 1995-1997.
 Lecturer, Part-time, Whiting School Evening Programs in Engineering & Applied
Science, Johns Hopkins University, 1992-1995.
 Assistant Professor, Mechanical Engineering, United States Naval Academy, 1991-1995.
Non-Academic Experience
 Developer & Instructor, Continuing Professional Development Programs, Part-time,
2009-Present. Develop & Teach continuing education short courses for industrial clients.
 Instructor, SAE Continuing Professional Development Programs, 2003-Present, Parttime. Develop, Teach, and co-teach courses directed to automotive engrg.
 Engineering Consultant, Part-time, 1991-Present. As a licensed Professional Engineer in
the State of Michigan (35473), I am actively engaged in engineering consultations
 Engineering Co-Op., Adv Engineering, AC-Rochester Div., General Motors, 1988.
Developed IC engine models used to conduct parametric studies of the influence of EGR
on emissions, valve timing effects, etc.
 Consulting Engineer & Partner, Intellec Systems, Inc., 1987-1999. Developed computer
software for industrial clients.
 Summer Intern, Advanced & Plant Engineering, AC-Rochester Div., General Motors,
1986-1987. Developed software systems for a manufacturing, engine combustion model.
 Associate Engineer, Production Dept., St. Clair Power Plant Detroit Edison Co., 19821985. Responsible for operation and maintenance of two turbo-generating units.
Promoted to Plant Thermal Performance Engineer.
 Engineering Technician, Testing & Evaluation Section, Motor Vehicle Emissions. Lab.,
EPA, 1979-1980. Supervised testing, collected & analyzed data, and drove vehicle tests.
Certifications or Professional Licensure
 Licensed Professional Engineer in the State of Michigan, License # 35473
Scientific & Professional Society Memberships
 Tau Beta Pi, Pi Tau Sigma, American Society of Engineering Educators, American
Society of Mechanical Engineers, Society of Automotive Engineers
Honors & Awards
 U.S. Patent: ENERGY CONSERVATION SYSTEMS AND METHODS, Jeffrey N. Yu,
James W. Hill, Gregory W. Davis, U.S. Patent 8,639,430 B2,
 Teaching Awards: 2004 Outstanding Teacher Award-Kettering University, 1995 U. S.
Naval Academy Mechanical Engineering Department Teaching Excellence Award, 1994
327
SAE International Ralph R. Teetor Educational Award in Recognition of Significant
Contributions to Teaching, Research and Student Development,
Institutional & Professional Service (2010-2014)
 Elected to the Society of Automotive Engineers (SAE) International Board of Directors
(2007-2010), Member, SAE International Education Board (2010-2015), SAE Collegiate
Design Series Committee (Chair, 1998-2004, 2011-2014; member, 1994-2009), SAE
Faculty Advisor (1992-95, 1998-present); SAE Ralph Teetor Committee (Chair-2012,
2004-present);SAE Member of Excellence in Engineering Education Award Committee;
 Member, Advisory Board, National Institute for Advanced Transportation Technology,
Center for Clean Vehicle Technology, University of Idaho-Moscow, (2007-Present),
 Author and Reviewer: ASEE, ASME, SAE, IMechE (Journal of Automobile
Engineering)
 Kettering University, Clean Snowmobile Challenge Faculty Advisor (2000-present), SAE
AeroDesign Team Advisor (2013-present)
Principal Publications/Presentations (2010-2014)
 Davis, G. W., et al, “Legacy Vehicle Fuel System Testing with Intermediate Ethanol
Blends,” National Renewable Energy Laboratory, NREL/TP-5400-53606, March 2012
 Davis, G. W., Editor, World Book Encyclopedia, Automotive Articles, 2012-present.
 Hoff, C. J., Davis, G. W., and Hoff, K., “A Peer-Tutor’s Perspective On Peer-Tutoring In
Thermodynamics,” Paper No. AC 2012-3581, ASEE, 2012.
 Hoff, K., Davis, G. W., and Hoff, C. J., “A Peer-Tutor’s Perspective On Peer-Tutoring In
Thermodynamics,” Paper No. 174, World Engineering Education Forum (WEEF), 2012.
 Davis, G. W., et al, “Incorporating Entrepreneurship into Mechanical Engineering
Automotive Courses: Two Case Studies,” Technical Paper No. 279, European Society for
Engineering Education (SEFI), 1st World Engineering Education Flash Week, 2011.
 Davis, G. W., et al, “Incorporating Entrepreneurship into Mechanical Engineering
Automotive Courses: Two Case Studies,” Paper No. AC2011-2443, ASEE, 2011.
 Davis, G. W., Lazorcik, G., “Development of a Flexible Fueled Snowmobile Operating
on Ethanol Blended Gasoline for the 2010 SAE Clean Snowmobile Challenge,”
Technical Paper No. 2010SETC-0157/2010-32-0083, Society of Automotive Engineers,
2010.
 Hoff, C. J., and Davis, G. W., “The Effect of Using Ethanol-blended Gasoline on the
Performance and Durability of Fuel Delivery Systems in Classic Automobiles,” SAE
Technical Paper No. 2010-01-2135, 2010.
Professional Development Activities (2010-2014)
 KEEN Entrepreneurial Training, Kettering University, 2012
 Conference Session Organization/Moderation
 Session Co-Chair, “Engine Controls” sessions, Small Engine Technology Conference,
Society of Automotive Engineers, Pisa, Italy, November 18-20, 2014.
 Session Co-Chair, “Alternative and Advanced Fuels” sessions, Powertrain Fuels and
Lubricants Conference, Society of Automotive Engineers, Birmingham, UK, October 2023, 2014.
 Session Co-Chair, “Materials”, Small Engine Technology Conference, Society of
Automotive Engineers, Linz, Austria, September 26-30, 2010.
328
Gianfranco DiGiuseppe, Ph.D.
Education
Ph.D.
M.S.
B.A.
Chemical Engineering
Chemical Engineering
Chemistry and Biology
Illinois Institute of Technology
Illinois Institute of Technology
Dominican University
2000
1997
1997
Academic Experience
 Kettering University, Department of Mechanical Engineering, Associate Professor (2011present), Assistant Professor (2005-2010), Full-time.
 Point Park University, Adjunct Professor (2003-2005), Part-time.
Non-Academic Experience
 Siemens Power Corporation, Principal Engineer, built and tested solid oxide fuel cells,
(2000-2005), Full-time.
 Argonne National Laboratory, Research Assistant, tested materials exposed to radiation,
(1994-1995), Full-time.
Certifications or Professional Licensure
 NA
Scientific & Professional Society Memberships
 Member of the Electrochemical Society (ECS)
 American Society of Mechanical Engineers (ASME)
Honors & Awards
 Kettering University Researcher Award (2014)
 Kettering University Outstanding Teaching Award (2010)
 Kettering University Young Researcher Award (2008)
 Multiple Internal Siemens Awards for Innovative Ideas (2003 & 2004)
 The American Institute of Chemists Foundation Student Award (1994)
Institutional & Professional Service (2010-2014)
 Faculty Senator, Faculty Policy Review Committee, Delta Chi Faculty Advisor
 Registered judge for the Flint Science Fair and the Southeast Michigan Science Fair
 ASME, SAE, International Journal of Hydrogen Energy, and ECS journal reviewer
 ASME session/track organizer
Principal Publications/Presentations (2010-2014)
Journal Papers
 G. DiGiuseppe and L. Sun, “Long-term SOFCs Button Cell Testing,” Journal of Fuel
Cell Science and Technology, 11, 021007 (2014).
 G. DiGiuseppe, N. K. Honnagondanahalli, O. Taylor, and J. Dederer, “Modeling Studies
of Tubular SOFCs for Transportation Markets,” Journal of Fuel Cell Science and
Technology, 10, 021009 (2013).
 G. DiGiuseppe, “Surface-to-Surface Radiation Exchange Effects in a 3D SOFC Stack
Unit Cell,” Journal of Fuel Cell Science and Technology, 9, 061007-1 (2012).
 G. DiGiuseppe, “Seal Leakage Effects on the Electrical Performance of an SOFC Button
Cell,” Journal of Fuel Cell Science and Technology, 9, 061006-1 (2012).
329

G. DiGiuseppe and L. Sun, “On the Identification of Impedance Spectroscopy Processes
of an SOFC under Different Hydrogen Concentrations,” Journal of Fuel Cell Science and
Technology, 9, 051004 (2012).
 G. DiGiuseppe, Y. J. Gowda, and N. K. Honnagondanahalli, “A 2D Modeling Study of a
Planar SOFC Using Actual Cell Testing Geometry and Operating Conditions,” Journal of
Fuel Cell Science and Technology, 9, 011016 (2012).
 G. DiGiuseppe and L. Sun, “Electrochemical Performance of a Solid Oxide Fuel Cell
with an LSCF Cathode under Different Oxygen Concentrations,” International Journal of
Hydrogen Energy, 36, 5076 (2011).
 R. Stanley and G. DiGiuseppe, “An Efficient Way to Increase the Engineering Student’s
Fundamental Understanding of Thermodynamics by Utilizing Interactive Web Based
Animation Software”, ASEE Computers in Education Journal, 20, No. 3, Jul-Oct, 2010.
Conference Papers
 G. DiGiuseppe, “Seal Leakage Effects on the Electrical Performance of an SOFC Button
Cell,” FuelCell2012, Tenth International Fuel Cell Science, Engineering and Technology
Conference, ASME Paper no. 2012-91158, San Diego (2012).
 G. DiGiuseppe, Y. J. Gowda, and N. K. Honnagondanahalli, “Performance Analysis of a
Planar Solid Oxide Fuel Cell using a COMSOL Based Developed 2D Model and Actual
Cell Testing Setup and Geometry,” FuelCell2011, Ninth International Fuel Cell Science,
Engineering and Technology Conference, ASME Paper no. 2011-54104, Washington DC
(2011).
 G. DiGiuseppe and L. Sun, “Electrochemical Characterization and Mechanisms of Solid
Oxide Fuel Cells by Electrochemical Impedance Spectroscopy under Different Applied
Voltages,” Proceedings of FuelCell2010, Eight International Fuel Cell Science,
Engineering and Technology Conference, ASME Paper no. 2010-3349, Brooklyn, NY
(2010).
 G. DiGiuseppe, “An Electrochemical Model of a Solid Oxide Fuel Cell Using
Experimental Data for Validation of Material Properties,” Proceedings of FuelCell2010,
Eight International Fuel Cell Science, Engineering and Technology Conference, ASME
Paper no. 2010-3348, Brooklyn, NY (2010).
Patents
 R. Draper, P. R. Zafred, J. E. Gillett, A. K. S. Iyengar, R. A. George, and G. DiGiuseppe,
“Solid Oxide Fuel Cell Generator with Mid-Stack Fuel Feed,” United States Patent No.
8,062,798, November 22, 2011.
Professional Development Activities (2010-2014)
 KEEN Winter Conference, Tempe, AZ (2015).
 ANSYS Mechanical Heat Transfer, ANSYS, Ann Arbor, MI (2013).
 Battery Seminar, Plug Volt, Plymouth, MI (2013).
 Introduction to ANSYS FLUENT, ANSYS, Ann Arbor, MI (2012).
 DOE Annual SECA Workshops (2010, 2013).
 International Fuel Cell Science, Engineering and Technology Conference (2010-2012).
330
Richard Dippery, Ph.D., P.E.
Education
PhD.
MSc
BSME
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Cincinnati
University of Cincinnati
University of Cincinnati
1990
1971
1965
Academic Experience
 Kettering University, Adjunct Professor, 2014-present, Part-time.
 Kettering University, Professor, 2000-2014, Full-time
 Kettering University, Associate Professor, 1994-2000, Full-time
 Kettering University, Assistant Professor, 1992-1994, Full-time
 University of Cincinnati,, Lecturer, 1983-1999, Part-time
 University of Cincinnati, Lecturer, 1980-1981, Part-time
Non-Academic Experience
 Computational Mechanics International, Inc., Consultant (2014-present9, customer
development and support and consulting, part-time.
 Vanderplaats Research and Development, Agent (2014-present), software sales and
consulting, Part-time.,
 Cummins Engine, Technical Advisor, (1990- 1992), stress analysis and life-cycle
analysis, Full-time.
 General Electric Company, Design Engineer (1968-1974, 1978-1980, 1983-1991),,
structural design and life-cycle analysis of turbine components, Full-time.
 Westinghouse Electric, Design Engineer (1975-1978), stress analysis of nuclear fuel
assembly components, Full-time
 AMK Kinney, Project Engineer,(1974-1975), preliminary design of steam power plants,
Full-time.
 Cincinnati Gas & Electric Company, Staff Engineer (1966-1968), operations and
maintenance engineering, Full-time.
 Indianapolis Power & Light Company, Associate Engineer (1965-1966), training
program for operations engine, Full-time.
 General Motors Central Foundry Div, Co-op student (1961-1965), part-time.
Certifications or Professional Licensure s
 Ohio, Michigan, Pennsylvania, and New Jersey
Scientific & Professional Society Memberships
 ASME, ASM, ASEE, AGMA, SAE, GRI, ORDER OF THE ENGINEER.
Honors & Awards
 Wessex Institute of Technology, Fellow.
 Kettering University, 1998 Research Improvement Grant.
331
Institutional & Professional Service (2010-2014)
 ASME, Secretary Power, Transmission and Gearing Committee, 1996-present.
 Order of the Engineer, Co-advisor, 1996-present)
 Technical textbook and paper review for ASME and Taylor-Francis book publisher.
 External Examiner, University of Pretoria, Pretoria South Africa Manufacturing and
Design Programs, 2013-2014.
Principal Publications/Presentations (2010-2014)
 Developing Student Interest in Design, 2014 VR&D User’s Conference, Monterey, CA,
October, 2014.
 Developing Fatigue Interest in Academic Programs, with T. Curtin and CV White, CSE2013, Winnipeg, June 2012.
 Teaching and Assessment Experience of an Undergraduate Mechanical Engineering
Design Course, with R. Echempati, ASEE, 2010.
Professional Development Activities (2010-2014)

CSE conference, with invited paper, Winnipeg, Manitoba, June 2012.

2014 VR&D User’s Conference, Monterey, CA, October 2014, with invited paper.

Attended Aircraft Airworthiness and Sustainability Conferences, 2010-2012 and 20142015.

Continuing education courses for PE license: Optimization, Ethics, Failure Investigation,
Gear Quality, Technical Report Writing, and Finite Element Analysis. 2015
332
Yaomin Dong, Ph.D.
Education
Ph.D.
M.S.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Manufacturing Engineering
Mechanical Engineering
University of Kentucky
University of Kentucky
Northeast University
Northeast University
1998
1995
1986
1983
Academic Experience
 Kettering University, Associate Professor, (2012-current)
 Kettering University, Assistant Professor, (2005-2011)
Non-Academic Experience
 Valeo Inc., VHSDS, R&D Director (2004-2005)
 Valeo Inc., VWS, R&D Technology Manager (2000-2004)
 ITT Automotive, Inc., R&D Engineer (1997-2000)
 University of Bath, Research Officer (1990-1993)
 University College of Swansea, Visiting Researcher (1989-1990)
Scientific & Professional Society Memberships
 American Society of Mechanical Engineers (ASME)
 Society of Automotive Engineers (SAE)
 American Society of Engineering Education (ASEE)
 Society of Manufacturing Engineers (SME)
Institutional & Professional Service (2010-2014)
 Course Coordinator: MECH100, MECH582
 ME Search committee
 ME Faculty “point of contact” for international students
 Faculty senator
 Faculty senate Thesis Committee
 Faculty senate International Committee Committee (IPC)
 CCUE Research Thesis Proposal Review Committee
 Search committee (International Student Coordinator)
 Faculty co-advisor, ASME Kettering student chapter
 ASME Exective Committee - Sagnaw Vally Section
 Faculty advisor, Kettering Pi Kappa Alpha Fraternity
 Faculty advisor, Kettering paintball club
 Associate Editor, SAE Int. J. of Materials and Manufacturing
 Reviewer, SAE, ASEE, ASNT, JME
333
Principal Publications/Presentations (2010-2014)
Peer-reviewed journal articles or chapters published
 Dong, Y., El-Sayed, J. and El-Sayed, M., “A Methodology for Team Teaching with Field
Experts”, Int. J. of Process Education”, Vol. 3, Issue 1, 2011
 Dong, Y, Schkolnik, I, and Cameron, T., “Theoretical Relationship between Modulus of
Elasticity and Temperature for Engineering Materials”, J. of Mech. Eng., Vol. 2, No. 3,
2012
 Dong, Y, Mazzei, A, and Echempati, R., “On the Use of Windshield Wiper Mechanism
Simulation Project to Enhence Student Understanding of Design Topics”, Computers in
Education Journal, Vol. 4, No. 1, 2013
Peer-reviewed conference proceedings published
 Dong, Y., “Lessons Learned in Engaging Engineering Students by Improving Their
Spatial Visualization Skills”, AC2012-2981, San Antonio, TX, ASEE, 2012
 Dong, Y., Mazzei, A, and Echempati, R., “On the Use of Windshield Wiper Mechanism
Simulation Project to Enhence Student Understanding of Design Topics”, AC2012-3486,
San Antonio, TX, ASEE, 2012
 Dong, Y., Mazzei, A, “Enhance Student Understanding of Fiber-Reinforced Composite
Materials Properties by Analytical and Computer Modeling of Different Applications”, in
review, ASEE 2015
 Dong, Y., “Effect of a Composite Coupler on Windshield Wiper System Chatter”, paper
#221 accepted for SEM Annual Conference, Costa Mesa, CA, June 8-11, 2015
Professional Development Activities (2010-2014)
 N/A
334
Raghu Echempati, Ph. D., P.E.
Education
MS-EM
Ph.D.
M. Tech.
B. E.
Business
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Kettering University
I. I. T., Kharagpur, India
I. I. T., Kharagpur, India
Andhra University, India
2014
1978
1972
1970
Academic Experience
 Kettering University, Assistant/Associate/Full Professor [Director of ME Graduate
Programs] (1997/2000 – Present)
 University of Mississippi (1994–’97) , Michigan Technological University (1990–
’94), Washington State University (1988-’90), and The Ohio State University, (1987’88), as Visiting Professor
Non-Academic Experience
 GEMA (Division of Chrysler Corp), Dundee, MI, (Part-time, as a Faculty Intern 2007) to
conduct Error and Mistake-proofing studies on the engine assembly lines in a view to
suggest improvements.
 General Motors Corporation, Troy, MI, (Part-time, as a Faculty Intern, 2001-2002), to
conduct forming analysis studies in the die design department and to understand how the
shop floor implements the designs from the simulations. I also helped in conducting CPU
utilization studies in the forming analysis division.
 Robert Bosch Corporation, Farmington Hills, MI (Part-time as a Bosch Professorship,
1998 to 2000) to conduct studies on airbag related injuries and propose alternative ideas
for deployment of airbag (such as progressive deployment).
Certifications or Professional Licensure
 Registered Professional Engineer in the State of Mississippi
Scientific & Professional Society Memberships
 Fellow Member of American Society of Mechanical Engineers, 1987 - Present
 Member of Society of Automotive Engineers International, 1998 – Present
 Member of American Society of Engineering Education, 1998 – Present
 Life Member of Association of Machines and Mechanisms (India), since 1977
Honors & Awards
 Fulbright Specialist Award to visit Thailand, Dec 2013, Fulbright travel award to India,
2008, each 40 days to 4 months.
 ASME Dedicated Service Award, 2013
 ASME Faculty Advisor Award, 2012
 Outstanding Applied Researcher Award (Kettering University), 2011
 McFarland Award, SAE International, 2009
 Oswald Award for service to International Programs, Kettering University, 2007
Institutional & Professional Service (2010-2014)
 Member and director of mechanical engineering graduate programs, Kettering University
 Faculty advisor of ASME Student Section, and Pi Tau Sigma honor society
335






Mechanical Engineering study abroad academic advisor
Chair of ASME, Saginaw Valley (Senior) Section
Co-Organizer of Body Design and Engineering Session of SAE International
Associate Editor of SAE Journal on Passenger Cars
Member of National and several International Editorial, Organizing and Program
Committees of Conferences (USA, Brazil, Europe, India)
Member of selection committee, and reviewer of Gilman student scholarships, and
Fulbright scholar awards (Institute of International Education, Washington, DC)
Principal Publications/Presentations (2010-2014)
 R. Echempati, et al., “Quick-return Mechanism Revisited”, Computers in Education
Journal (Division of ASEE), Vol. 25, No. 2, April-June 2014 issue.
 Y. Dong, et al., “On the Wind-shield Mechanism Design to Enhance Student
Understanding of Design Courses”, Computers in Education Journal, Volume 23,
Number 1, January-March 2013 issue.
 R. Echempati and A. Fox, “Integrated Metal Forming, Vibration Analysis, and Thickness
Optimization of Sheet Metal Parts”, European Journal of Computers in Engineering,
2012.
 Eideh, et al., “A Simple Analytical Model of Laser Bending Process”, Proceedings of
AIMTDR 2014 Conference held at I.I.T., Guwahati, India, December 2014.
 R. Vyasa, and R. Echempati, “Finite Element Analysis of a Lathe Spindle”, Proc. of
ASME IMECE 2014 Conference held in Montreal, Canada, September 2014.
 R. Echempati, “Statics Concepts Inventory Results at Kettering University”, Proceedings
of ASEE 2014 Conference held in Indianapolis, IN, June 2014.
 R. Vyasa, et al., “5-axes Response Surface Graph for Optimal Control of Lathe Spindle
Vibration. Proceedings of TMCE Conference held in Budapest, Hungary, May 2014.
 R. Echempati, et al., “Analysis and Design of a Coiler Winding Machine”, Proceedings
of ASEE-NCS Conference held at Oakland University, MI, April 2014.
 R. Echempati, and A. Sala, “Experiences of Implementing Blended Teaching and
Learning Technique in Mechanics and Design Courses”, Proceedings of ASEE 2013
Conference held in Atlanta, GA., June 2013.
 R. Echempati and A. Sala, “Experiences of Implementing Blended Teaching and
 Learning Technique in Mechatronics and FEA Courses”, Proceedings of ASEE 2013
Conference held in Atlanta, GA, June 24, 2013.
 R. Echempati, et al, “Design Optimization of a Car Truck Stand”, Proceedings of ASEE
2012 Conference held in San Antonio, TX, June, 2012.
 A. Sala, et al., “Assessment of Student Learning Through Class Work and Homework
Intervention Method”, Proc. of ASEE Conference held in San Antonio, TX, June, 2012.
Professional Development Activities (2010-2014)
 ICE-KEEN Innovation Workshops, UNH, CT (2014), UD, Mercy, MI (2013), Orlando,
FL (20120, St. Louis, MO (2011), Eagle, WI (2011)
 Panel Reviewer of research proposals: National Science Foundation (USA), and Shota
Rustaveli National Foundation, Georgia (2009-2014)
 Entrepreneurship across Curriculum (EAC), Kettering University, 2010.
336
Dale P. Eddy, B.S.
Education
MS
BS
Manufacturing Management
Mechanical Engineering
GMI Engineering & Mgt. Inst.
Michigan Technological University
1993
1985
Academic Experience
 Kettering University, Non-Tenure, Staff Lecturer, 1995-Present, Full time
 GMI Engineering & Management Inst., Non-Tenure, Lecturer, 1990-1995), Full-time
Non-Academic Experience
 GMI Engineering & Management Inst., Auxiliary Enterprises, Applied R&D Engineer,
1985-1990), Full-time
Certifications or Professional Licensure
 None
Scientific & Professional Society Memberships
 None
Honors & Awards
 Holds three patents in the Mass-Flow Metering Field
Institutional & Professional Service (2010-2014)
 MECH-311 Course Coordinator
 Transfer Evaluation Committee Head
 Undergraduate Thesis Advisor
Principal Publications/Presentations (2010-2014)
 Pedagogical Visualization Techniques Weaving Chemistry and Engineering Graphics
Communication, PLM World Americas Conference Long Beach, CA 2007
Co-author: Carl L. Aronson
337
Kent S. Eddy, B.S.
Education
BSME
Mechanical Engineering
Saginaw Valley State University
1989
Academic Experience
 Kettering University, Staff Lecturer, 2005-2014, Full-time faculty.
Non-Academic Experience
 Eddy Engineering Associates, Owner; Mechanical & Electrical Consulting, 2000-2005.
 New Century Engineering, Project Engineer, 2002-2004
 William Kibbe & Associates, Project Engineer, 1997-2000
 Morrison-Knudsen, Mechanical Engineer, 1993-1995
 Albert Kahn Associates, Mechanical Engineer, 1989-1992
338
Mohamed E. M. El-Sayed, Ph.D., P.E.
Education
Ph. D
M.S.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Wayne State University
Wayne State University
Alexandria University, Egypt
Alexandria University, Egypt
1983
1981
1979
1975
Academic Experience
 Kettering University, Professor of Mechanical Engineering, 1997 –present, Full Time.
 Kettering University, Associate Professor, 1995-1997, Full Time.
 Florida International University, Associate Professor, 1991 –1995, Full Time.
 University of Missouri-Columbia, Assistant Professor, 1987 –1991, Full Time.
Non-Academic Experience
 General Motors Corporation, Senior Experimental Engineer, 1985 –1987, Full Time.
 Engineering Mechanics Research Corp., Director of Engineering, 1983 –1985, Full Time
Certifications or Professional Licensure
 PE license, State of Michigan, # 6201055915
Scientific & Professional Society Memberships
 American Society of Mechanical Engineering (ASME)
 Society of Automotive Engineering (SAE)
Honors & Awards
 Teacher of the Year and Outstanding Faculty Member Awards: FIU 1993.
 ASME Valued Service in Advancing Engineering Profession Award, 1994.
 WESSEX Institute of Technology Fellow, May 2003.
 General Motors TEP: Outstanding Distance Learning Faculty Award, March 2008
 SAE Exceptional Leadership Award: For Lean and Six Sigma Symposium, Dec. 2008.
 ABET IDEAL Scholar: Program assessment and continuous improvement, July 2009.
 SAE Fellow: October 2011.
 ASME Fellow: November 2013.
Institutional & Professional Service (2010-2014)
 Editor-in-Chief, SAE Int. Journal of Materials and Manufacturing, 2010-Presemt.
 Chair, SAE journals’ Editorial Board, 2010-Presemt.
 SAE Publication Board Member, 2010-Presemt.
 Michigan Academy for Green Mobility Advisory Board Member, 2010-2014.
 Department CAE group Lead 2010-2012
 Editor, Springer’s Central European Journal of engineering, 2011-present.
 Chair of SAE Integrated Design and Manufacturing Activity, April 2012-2014.
 President: Academy of Process Education June 2012-2013.
 Topic Organizer ASME "Vehicle Electrification..." November 2012.
 Topic Organizer ASME "Advanced Automotive Technologies ", November 2013.
 Editorial Board Member, Int. Journal of Robotics and Mechatronics Engineering 2014.
 Member University Promotion Tenure and Ethics Committee 2013-2014.
339

Track Co-organizer ASME "Advanced Automotive Technologies ", November 2014.
Principal Publications/Presentations (2010-2014)
 J. El-Sayed, M. El-Sayed, S. Beyerlein¸ “Validation of Hybrid Program Design through
Stakeholder Surveys” International journal of Process Education, Vol. 2, pp 3-10, 2010.
 M. El-Sayed, K. Burke, C. Leise3, and J. El-Sayed, “Assessing Service Quality for
Continuous Improvement in Higher Education”, IJPE, Vol. 2, pp 75-80, 2010.
 M. El-Sayed, “Lean Design for Integrated Product Realization”, SAE International
Journal of Materials and Manufacturing, August 2010 vol. 3 no. pp 194-201.
 Ted Stawiarski, Joseph Wolkan, and Mohamed El-Sayed, “Mapping of Developing and
Established Road Systems based on Statistical Discriminate Analysis”, SAE International
Journal of Materials and Manufacturing, August 2010 vol. 3 no. pp 531-540.
 M. El-Sayed, and K. Burke, “Transforming Teaching Evaluation to Quality Indices”,
Journal of quality Approaches in Higher Education, Vol. 1, No 2, pp 16-23, 2010.
 J. Dong, J. El-Sayed, and M. El-Sayed, “A Methodology for Team Teaching with Field
Experts”, International journal of Process Education, Vol. 3, pp 43-40, 2011.
 M. El-Sayed, J. El-Sayed, J. Morgan, and T. Cameron, “Lean Program and Course
Assessments for Quality Improvement”, IJPE, Vol. 3, pp 65-72, 2011.
 M. El-Sayed, "Expanding Virtual Simulation in Product Realization”, SAE International
Journal of Materials and Manufacturing, Vol. 4, pp 788-798, June 2011.
 M. El-Sayed, J. El-Sayed, and T. Cameron, “Implementation and Assessment of a
Capstone Course Designed to Achieve Program Learning Objectives”, Paper No. 837,
ASEE Annual Conference Vancouver, June 2011.
 M. El-Sayed, “The Role of Conceptualization and Design in Product Realization” ASME
Paper No. DETC 2011-48676, Washington. D.C., August 2011.
 M. El-Sayed “Product Realization Experiences in Capstone Design Courses”, Paper No.
AC 2012-5299, ASEE Annual Conference San Antonio, Texas, June 2012.
 M. El-Sayed “Creativity in Multi Objective Problem Solving” ASME Paper No.
IMECE2012- 89145, Houston, Texas, November, 2012.
 M. El-Sayed, J. El-Sayed, “Importance of Psychomotor Development for Innovation and
Creativity” International Journal of Process Education, Vol. 4, pp 89-94, 2012.
 M. El-Sayed, and J. El-Sayed, “Balancing Manufacturability and Performance Attributes
in Lean Design” SAE Int. J. of Materials and Manufacturing, Vol. 5, pp 174-182, 2012.
 M. El-Sayed, “Lean Implementation in Integrated Design and Manufacturing” SAE
International Journal of Materials and Manufacturing, Vol. 6, no. 3, pp 487-493, 2013.
 El-Sayed, M. and El-Sayed J. “Achieving Lifelong Learning Outcomes in Professional
Degree Programs”, IJPE, Volume 6, Issue 1, pp 37-42, 2014.
 M. El-Sayed “Modeling and Simulation for Hybrid Bus Development” Int. J. of Vehicle
Systems Modeling and Testing, Vol. 9, Nos. 3/4, pp 234-253, 2014.
 M. El-Sayed “Improving Side Impact Protection by Space Frame Doors” Int. J. of
Vehicle Systems Modeling and Testing, Vol. 9, Nos. 3/4, pp 254-263, 2014.
Professional Development Activities (2010-2014)
 ABET Program Evaluator (PEV) Training and Observer Visit, 2014.
340
Satendra Guru, M.S.
Education
BS
MS
Ph.D.
Mechanical Engineering
Lean Manufacturing
Systems Engineering
Kettering University
Kettering University
Oakland University
2005
2012
Pursuing
Academic Experience
 Kettering University, Lecturer, 2014-Present, Full-time.
 Baker College, Lecturer, 2005-2006, Part-time.
Non-Academic Experience
 Single Source Technologies, Sr. Applications Engineer, Cover all applications support in
MI and Windsor Canada,2013-2014, Full-time.
 General Motors, Sr. Process Engineer, Powertrain Manufacturing, 2001 – 2013, Fulltime.
Certifications or Professional Licensure
 Red X Journeyman, (Six Sigma)
 NRA Instructor, in Personal Protection in the Home and Basic Pistol
Scientific & Professional Society Memberships
 N/A
Honors & Awards
 People Make Quality Happen Award GM (2003)
 People Make Quality Happen Award GM (2004)
Institutional & Professional Service (2010-2014)
 Mentor with Kettering Gun Club
Principal Publications/Presentations (2010-2014)
 N/A
Professional Development Activities (2010-2014)
 Attending Oakland University in pursuit of my Ph.D. in Systems Engineering.
341
Jeffrey B. Hargrove, Ph.D.
Education
Ph.D.
M.S.
Mechanical Engineering
Mechanical Engineering
B.S.
Electrical Engineering
Michigan State University
GMI Engineering & Management
Institute
GMI Engineering & Management
Institute
1998
1992
1987
Academic Experience
 Kettering University; Flint, Michigan, USA, Associate Professor of Mechanical
Engineering, 1994-present, full-time
 Michigan State University, College of Human Medicine; East Lansing, Michigan
USA, Adjunct Assistant Professor, 2001-present, part-time
Non-Academic Experience
 General Motors Corporation, Manufacturing Engineer, specializing in automation
maintenance, 1982-1992, full-time
Honors & Awards
 Rodes Professorship Award, Kettering University, 2002
Institutional & Professional Service (2010-2014)
 Faculty Senate Policy Committee, Kettering University, 2012
Principal Publications/Presentations (2010-2014)
PUBLICATIONS:
 “Symptom Improvement in Fibromyalgia Patients Is Related to Reduced Network
Connectivity As Measured by EEG Coherence”, Hargrove JB, Bennett RM, Clauw
DJ, Mashour GA, Briggs, LR. Arthritis Rheum 2012 Oct;64(10 Suppl):348-9.
 “Long-Term Outcomes in Fibromyalgia Patients Treated with Cortical
Electrostimulation”, Hargrove JB, Bennett RM, Clauw DJ. Arch Phys Med Rehabil.
2012 Oct;93(10):1868-71.
 “A Randomized Placebo Controlled Study of Noninvasive Cortical Electrostimulation
in the Treatment of Fibromyalgia Patients”, Hargrove JB, Bennett RM, Simons DG,
Smith SJ, Nagpal S, Deering DE. Pain Med. 2012 Jan;13(1):115-24.
 “Quantitative Electroencephalographic Abnormalities in Fibromyalgia Patients”,
Hargrove JB, Bennett RM, Simons DG, Smith SJ, Nagpal S, Deering DE. Clin EEG
Neurosci. 2010 Jul;41(3):132-9.
ABSTRACTS:
 “Long-Term Outcomes in Fibromyalgia Patients Treated with Cortical
Electrostimulation”, Hargrove JB, Bennett RM, Clauw DJ. Arthritis Rheum
2011;63(10 Suppl):286-7.
 “Non-invasive Cortical Electrostimulation in the Treatment of Fibromyalgia”,
Hargrove JB, Bennett RM, Simons DG, Smith SJ, Nagpal S, Deering DE. Arthritis
Rheum 2010;62(10 Suppl):269-70.
CONFERENCE PRESENTATIONS:
 “Symptom improvement in fibromyalgia patients is related to reduced network
342



connectivity as measured by EEG coherence”, podium presentation at the American
College of Rheumatology’s Annual Meeting; Washington DC, November 9, 2012.
“Noninvasive cortical stimulation treatment of fibromyalgia”, poster presentation at
the American Academy of Pain Management’s Annual Clinical Meeting; Phoenix,
AZ, September 23, 2012.
“Long-term outcomes in fibromyalgia patients treated with cortical
electrostimulation”, podium presentation at the American College of Rheumatology’s
Annual Meeting; Chicago, IL, November 6, 2011.
“Non-invasive cortical electrostimulation in the treatment of fibromyalgia”, podium
presentation at the American College of Rheumatology’s Annual Meeting; Atlanta,
GA, November 8, 2010.
343
Craig J. Hoff, Ph.D., P.E.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Michigan
Michigan State University
Michigan State University
1992
1981
1979
Academic Experience
 Kettering University, Department of Mechanical Engineering, Department Head (2012Current), Professor (2005-Present), Associate Professor (1999-2005), Full-time.
 Lawrence Technological University, Department of Mechanical Engineering, Department
Chair (1995-1999), Associate Professor (1992-1999), Assistant Professor (1985-1992),
Instructor (1981-1985), Full-time.
Non-Academic Experience
 Accelerated Engineering, Co-Owner – Ran an engineering prototyping company (20082011), Part-time.
 Select Engineering Service, Vehicle Development Engineer – Conducted a number of
vehicle development projects for the US Army TAREC, including projects with Ricardo
Inc., Dewesoft, Quantum Technologies, and Ballard Fuel Cell (2005-2012), Part-time.
 Society of Automotive Engineers, Warrendale, PA. Instructor, Powertrain Selection for
Acceleration and Fuel Economy Seminar (2003 – Present), Part-time.
 Expert Witness – Patent Litigation, Ford Motor Company, Hybrid Electric Vehicle patent
(2014-Present), Dickson Wright, Engine Patent (2009), Toyota Motor Company,
Transmission patent (2007), Arvin Meritor Corporation, Transmission patent (20042007), Part-time.
 Other Consulting includes: BAE Systems (2010), Convergence Fuel Cell (2003-2007),
Toyota Motor Company (2004-2005), Magna Mirror Systems (2003), Monarch Design
Co. (1984-1999), Ford Motor Company (1984-1986), Schering-Plogh (1985), Part-time.
 Hamill Manufacturing, Project Engineer (1978-1979), Full-time.
Certifications or Professional Licensure
 Registered Professional Engineer, State of Michigan No. 31637
 SME Certified Manufacturing Engineer (1985)
Scientific & Professional Society Memberships
 American Society of Engineering Education (ASEE)
 American Society of Mechanical Engineers (ASME)
 Society of Automotive Engineers (SAE)
Honors & Awards
 SAE Forest R. McFArland Award, Professional Education (2007)
 SAE Ralph R. Teetor Award, Automotive Engineering Education (2002)
Institutional & Professional Service (2010-2014)
 Formula SAE Team – Advisor (2000-Present)
 Provost Search Committee – Member (2013)
 IME Department Faculty Search – Head (2013)
344



SAE Engineering Education Board – Chair (2014-Current), Member (2009- Present)
SAE Collegiate Design Series Board – Member (2009- Present)
University of Michigan-Dearborn – External Program Evaluator for Graduate Programs
in Automotive Systems and Manufacturing Systems (2012)
Principal Publications/Presentations (2010-2014)
 Dewan, A., Ramadan, B.H., and Hoff, C., “A Numerical Study on Combustion and
Emissions in A Dual Fuel Directly Injected Engine Using Biogas and Diesel”. ASMEICEF2014-5541, ASME Internal Combustion Engine Division 2014 Fall Technical
Conference, Columbus, IN, 2014.
 Wu, Y.Y, Duan, C., Hong, K.X., Tsai, H.C., Hoff, C.J., “Design, Modeling and
Development of a Serial Hybrid Motorcycle with HCCI Engine”, Advances in
Automobile Engineering Journal, 2013.
 Aurandt, J., Borchers, A.S., Lynch-Caris, T.L., El-Sayed, J., and Hoff, C.J., “Bringing
Environmental Sustainability to Undergraduate Engineering Education: Experiences in an
Inter-Disciplinary Course,” Journal of STEM Education, Volume 13, Issue 2, April 2012.
 Davis, G.W., Hoff, C.J., Borton, Z., and Ratcliff, M.A., “Legacy Vehicle Fuel System
Testing with Intermediate Ethanol Blends,” Technical Report, NREL/TP-5400-53606,
March 2012.
 Fahland, J., Hoff, C.J., Brelin-Fornari, J, “Evaluating Impact Attenuator Performance for
a Formula SAE Vehicle,” SAE Paper 2011-01-1106, SAE World Congress, Detroit, MI,
2011. Also published in: SAE Int. J. of Passeng. Cars – Mech. Syst. June 2011 4:836847.
 Hoff, C.J., and Davis, G.W., “The Effect of Using Ethanol-Blended Gasoline on the
Performance and Durability of Fuel Delivery Systems in Classic Automobiles,” SAE
Paper 2010-01-2135, SAE Powertrain, Fuels, and Lubrication Conference, San Diego,
CA, October 2010.
 Thompson, M.G, Hoff, C.J., and Gover J.E., “A Model to Estimate the Effect of DC Bus
Voltage on HEV Powertrain Efficiency,” IEEE Vehicle Power and Propulsion
Conference, Lille, France, September 2010.
Professional Development Activities (2010-2014)
 FED Vehicle Development Project, SES/TARDEC/Ricardo (2010-2012)
 Legacy Fuel System Testing, U.S. DOE (2010-2011)
 Green Mobility Laboratory Development, U.S. DOE (2010-2011)
 Advantages of High-Voltage HEV Study, PAICE, LLC (2010)
 SAE World Congress, annually (2010-2014)
 Formula SAE Competition, annually (2010-2014)
 ASEE Annual Conference, annually (2010-2012)
 Kettering CETL Work Learning (CETL), various workshops (2010-2014)
 KEEN Winter Conference (2011, 2015), various on-campus workshops (2010-2014)
 Guest Professor, Reutlingen University, Reutlingen, Germany (Fall 2011)
 IEEE Vehicle Power and Propulsion Conference, Lille, France (2010)
345
Sheryl Janca, M.S.
Education
MS
BS
Mechanical Engineering
Mechanical Engineering
Kettering University
Michigan State University
2014
1992
Academic Experience
 Kettering University, Department of Mechanical Engineering, Instructor (2014-Current)
Part-time.
 Kettering University, Office of Sponsored Research, Research Engineer (2010-Current)
Full-time.
 Owosso High School, High School Engineering Teacher (2009), Part-time.
Non-Academic Experience
 General Motors Corporation, Senior Project Engineer, Vehicle Safety Integration and
Product Development (1992-2009), Full-time. Completed vehicle development and
validation programs for vehicle certifications of Federal Motor Vehicle Safety Standards
related to occupant performance, fuel systems, and electronic sensing systems.
Certifications or Professional Licensure
 National Child Passenger Safety Certification (2010-Current)
Scientific & Professional Society Memberships
 Society of Automotive Engineers (SAE)
Institutional & Professional Service (2010-2014)
 Advisor Alpha Gamma Delta Sorority (2014-Current)
 Advisor Asian America Association (2012-Current)
 Life Improving Through Engineering (LITE) (2010-Current)
Principal Publications/Presentations (2010-2014)
 "Side Impact Testing of the Near-Side, Rear Seat Occupant Using a Deceleration Sled,"
SAE Technical Paper 2014-01-0547, 2014, presented at Society of Automotive Engineers
World Congress, 2014
 Janca, S., Shanks, K., Brelin-Fornari, J., Tangirala, R. et al., "Side Impact Testing of the
Near-Side, Rear Seat Occupant Using a Deceleration Sled," SAE Technical Paper 201401-0547, 2014, doi:10.4271/2014-01-0547.
 Brelin-Fornari, J. and Janca, S., "Pulse Sensitivity of a Child Restraint System, Near-Side
Impact Fixture," SAE Technical Paper 2014-01-0538, 2014, doi:10.4271/2014-01-0538.
 Brelin-Fornari, J., and Janca, S. and Tavakoli, M.S., “Kinematic Comparison of
Acceleration versus Deceleration Sled Methods in Child Seat Side Impact Testing,” SAE
2013 Government/Industry Meeting, Washington, DC.
 Brelin-Fornari, J., and Janca, S., “Final Report II on the Development of a Side Impact
Test Procedure for Child Restraint Systems Using a Deceleration Sled”. Department of
Transportation Contract Number DTNH22-11-R-00204. Report number DOT_SIDE_213
Final_II. August 2013.
 Brelin-Fornari, J., and Janca, S., “Final Report on the Development of a Side Impact Test
Procedure for Child Restraint Systems Using a Deceleration Sled”. Department of
346

Transportation Contract Number DTNH22-11-R-00204. Report number DOT_SIDE_213
Final. May 2012.
Gapinski, M., Janca, S., and Brelin-Fornari, J. “Inertial Effects of Booster Seats on
Three-Year-Old ATD”. 7th Annual Injury Biomechanics Symposium. The Ohio State
University. May 2011.
Professional Development Activities (2010-2014)

Kettering Center for Teaching and Learning (CETL), various workshops (2014-present)

KEEN various on-line webinars (2014-present)

SafeKids World Wide (2010-present)

American Association for Laboratory Accreditation (A2LA) ISO 17025 (2010)
347
Kristina Kamensky, M.S.
Education
M.S.
B.S.
Engineering
Mechanical Engineering
Kettering University
Kettering University
2014
2009
Academic Experience
 Kettering University, Department of Mechanical Engineering, Adjunct Lecturer (2014present), Part-time.
 Kettering University, Department of Chemical Engineering, Research Scientist (2014present), Part-time.
 Kettering University, Department of Mechanical Engineering, Research Scientist, Agent
Fate Project (2012-2014)
Non-Academic Experience
 CEO, Prismitech, LLC., - Started a women-owned company to prepare manufacturers for
stricter energy standards in refrigeration systems. Collaborated with both U.S. and
international clients. (2009 – present), Full-time.
 Program Manager, Team RainMaker, Kettering University – Managed University’s Fuel
Cell Racing Team (2009-2010), Part-time.
 Engineering Intern, Nisshinbo Automotive Corp., (2007-2008), Part-time.
 Engineering Intern, Key Safety Systems (2004-2006), Part-time
Certifications or Professional Licensure
 N/A
Scientific & Professional Society Memberships
 American Society of Heating, Refrigerating and Air-conditioning Engineers (ASRAE)
Honors & Awards
 Order of the Engineer (2008)
Institutional & Professional Service (2010-2014)
 N/A
Principal Publications/Presentations (2010-2014)
 Kamensky. K., “Quantifying and Visualizing the Infiltration/Exfiltration Process in
Walk-In Coolers”, M.S. Thesis, Kettering University (2014)
 Navaz, H., Kamensky, K, et al., “Cooling Load Modeling Due to Infiltration/Exfiltration
Process in Walk-in Coolers”, ASHRAE Conference Paper (2013)
 Kamensky, K. “Experimental and Analytical Study of the Transient Process of
Infiltration/Exfiltration in Walk-in Coolers”, ASHRAE Annual Conference (2013)
 Kamensky, K., “Walk-in Cooler: Understanding the Infiltration Phenomenon and Key
Contributing Factors”, ASHRAE Conference (2011)
Professional Development Activities (2010-2014)

N/A
348
Henry C. Kowalski, Ph.D., P.E.
Education
Ph.D.
M.S.
B.S.
Engineering
Engineering Mechanics
Aeronautical Engineering
Wayne State University
Wayne State University
Wayne State University
1969
1963
1959
Academic Experience
 Kettering Unversity, Professor of Engineering Mechanics (1982-Present)
 Royal Melbourne Institute of Technology, Department Head – Mechanical and
Production Engineering Engineering, Melbourne, Australia (1979-1982)
 General Motors Institute, Professor of Engineering Mechanics (1976-1978)
 General Motors Institute, Associate Professor (1970-1975)
 General Motors Institute, Assistant Professor (1964-1969)
 Wayne State University, Instructor, Engineering Mechanics Department, Detroit, MI
(1960-1964)
Non-Academic Experience
 US FIRST Robotics, Faculty Advisor for Kettering University team 1506, Metal Muscle,
(2002-Present)
 GMI Engineering and Management Institute, Business and Industrial Development
Center, Director, (1982-1989)
 McDonald Douglas Corporation, Associate Test Engineer, St. Louis, Missouri, (19591960)
Certifications or Professional Licensure
 PE – State of Missouri (1960)
Scientific & Professional Society Memberships
 Society for Experimental Analysis – Emeritus Status
 American Society for Engineering Education – Emeritus Status
Honors & Awards
 Kettering University Faculty Wall of Fame – 2015, Acknowledgement for Repeated
Teaching and Service Awards
 Distinguished Faculty Service Citation – 2014 (Fifty) plus years of teaching
Institutional & Professional Service (2010-2014)
 CS Mott Grant - $20K – PI to promote robotics to underserved high school students in
Genesee County, 2007
 CS Mott Grant – $800K – PI to initiate and develop a FIRST Community Center, the
only facility of its kind in the country, 2012
 NSF Grant - $780K – PI for S-STEM program, STRUTS (Support Through Robotics for
Undergraduate Talented Students), 2013
349
Brenda S. Lemke, M.S.
Education
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
GMI (now Kettering University)
Michigan State University
1996
1977
Academic Experience
 Kettering University, Department of Mechanical Engineering, Instructor (1997-Current)
Non-Academic Experience
 Center of Energy Excellence, Engineer – Worked on DOE Biogas project that converted
a gasoline pickup truck to run on CNG, and a Stirling Engine to run on biogas. (20082010), Part-time.
 Select Engineering Services, Engineer .- Worked with US Army TARDEC on tow tractor
project that converted and instrumented hybrid tow tractors powered by PEM fuel cells.
(2005-2009), Part-time.
 AC Spark Plug, Production Engineer (1977-1984), Full-time.
Scientific & Professional Society Memberships
 Society of Automotive Engineers (SAE)
Institutional & Professional Service (2010-2014)
 ORNT 101 (for first term freshmen) Instructor (Summer 2010 and Summer 2011)
 Work Term Reflections Facilitator (Fall 2013 and Spring 2014)
 Thesis Advisor (2006 - Current)
 Course Developer and Coordinator Mech 231L and Mech 528 (Current)
 High School students visits, Open House, Convocation, Graduation (Current)
Principal Publications/Presentations (2010-2014)
 Great Lakes Fuel Cell Partnership (NSF Grant), Presenter, Sustainable Energy Workshop
for Science and Career Technology Teachers, July 17-18, 2013, Stark State College,
North Canton, Ohio.
 Great Lakes Fuel Cell Partnership (NSF Grant), Presenter, Energy Education Forum for
Middle School and High School Students and Teachers, October 5, 2012, Mott
Community College, Flint, MI.
 Lemke, Brenda S., McCann, Nolan, and Pourmovahed, Ahmad, “Performance and
Efficiency of a Bi-Fuel Bio Methane/Gasoline Vehicle. 2011 International Conference on
Renewable Energy and Power Quality, April 13-15, 2011, Las Palmas de Gran Canaria
(Spain).
 Pourmovahed, Ahmad, Opperman, Terance, and Lemke, Brenda, “Performance and
Efficiency of a Biogas CHP System Utilizing a Stirling Engine”, 2011 International
Conference on Renewable Energy and Power Quality, April 13-15, 2011, Las Palmas de
Gran Canaria (Spain).
Professional Development Activities (2010-2014)
 Mental Health First Aid, April 3, 2014, Kettering University.
 National Instruments myRIO training, March 7, 2014, Kettering University.
350

True Kettering Faculty In Service, February 2014
351
Arnaldo Mazzei, Ph.D.
Education
Ph.D.
MSME
BSME
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
The University of Michigan
1998
The University of Sao Paulo (Brazil) 1991
The University of Sao Paulo (Brazil) 1987
Academic Experience
 Kettering University, Department of Mechanical Engineering, Professor (2011-Present),
Associate Professor (2004-2011), Assistant Professor (1999-2004), Full-time.
 The University of Michigan-Dearborn, Department of Mechanical Engineering, Research
Associate (1998-1999), Full-time.
 The University of Sao Paulo (Brazil), Department of Mechanical Engineering, Assistant
Professor (1987-1994), Full time.
Non-Academic Experience
 American Axle (Driveline Vibrations) (2009 - 2010), Part-time.
 Regency Plastics (Toter Wheel Design/Optimization) (2008), Part-time.
 Delphi (W-car exhaust system) (2006), Part-time.
 Ford (Instrument Panel) (1999), Part-time.
Certifications or Professional Licensure
 None.
Scientific & Professional Society Memberships
 American Society of Engineering Education (ASEE)
 Society of Automotive Engineers (SAE)
 Society of Experimental Mechanics (SEM)
Honors & Awards
 ICECE Honoring Award (International Conference on Engineering and Computer
Education (Brazil) (2007)
 International Engineering Educator ING-PAED IGIP (2007)
Institutional & Professional Service (2010-2014)
 SAE BAJA Team - Adviser (2011-Present)
 Course Coordinator - MECH 300 (2006-Present)
 Course Coordinator - MECH 542 (2012-Present)
 Course Coordinator - MECH 546 (2014-Present)
 Adviser for Kettering Clubs: Trap and Skeet (2012-Present), Scuba Diving (2012Present), Firebirds (2012-Present)
 SAE/JSAE Small Engine Technologies Conference - Chair (Vehicle Dynamics) (2014)
 Kettering University UCC Committee (2004-2011)
Principal Publications/Presentations (2010-2014)
 Mazzei, A. and Scott, R. A.; 2014, Topics in Modal Analysis II, Volume 8 Conference
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Proceedings of the Society for Experimental Mechanics Series 2014, pp 385-396,
"Vibrations of Discretely Layered Structures Using a Continuous Variation Model".
Mazzei, A. and Scott, R. A.; 2013, Special Topics in Structural Dynamics, Volume 6
Conference Proceedings of the Society for Experimental Mechanics Series 2013, pp 535542, "Resonances of Compact Tapered Inhomogeneous Axially Loaded Shafts".
Mazzei, A. and Scott, R. A.; 2013, Journal of Vibration and Control vol. 19 (5), 771 - 786
(Published online: 23 February 2012), "On the Effects of Non-Homogeneous Materials
on the Vibrations and Static Stability of Tapered Shafts".
Mazzei, A.; 2012, Journal of Shock and Vibration vol. 19 (6), 1315 - 1326, "On the
Effect of Functionally Graded Materials on Resonances of Rotating Beams".
Mazzei, A. and Scott, R. A.; 2012, Topics in Modal Analysis II, Volume 6
Conference Proceedings of the Society for Experimental Mechanics Series 2012, pp 111127, "Numerical Modeling of One-Dimensional Wave Propagation in Non-Homogeneous
Materials".
Mazzei, A. and Scott, R. A.; 2011, ASME - Journal of Vibration and Acoustics, Vol.133,
Iss.6, December 2011, (Published online: 12 October 2011), "Effect of Functionally
Graded Materials on Resonances of Bending Shafts Under Time-Dependent Axial
Loading".
Mazzei, A.; 2011, Journal of Vibration and Control vol. 17 (5), 667 - 677 (Published
online: November 22, 2010), "Passage through Resonance in a Universal Joint Driveline
System".
Mazzei, A. and Scott, R. A.; 2011, Rotating Machinery, Structural Health Monitoring,
Shock and Vibration, Volume 5 Conference Proceedings of the Society for Experimental
Mechanics Series 2011, pp 25-36, "Transverse Vibrations of Tapered Materially
Inhomogeneous Axially Loaded Shafts".
Mazzei, A., Scott, R. A.; 2011, Proceedings of the 2011 ASEE Annual Conference and
Exposition, Vancouver, Canada; "Assessing the Reliability of some Classical Mechanical
Vibration Designs via Simulation Software".
Mazzei, A.; 2010, ASEE - Computers in Education Journal I (2 - April / June 2010) 62 71, "On the Use of Simulation Software to Enhance Student Understanding of
Dynamics".
Mazzei, A. and Scott, R. A.; 2010, Structural Dynamics, Volume 3 Conference
Proceedings of the Society for Experimental Mechanics Series 2011, pp 245-254, "Effect
of Functionally Graded Materials on Resonances of Rotating Beams".
Mazzei, A., Scott, R. A.; 2010, Proceedings of the 2010 ASEE Annual Conference and
Exposition, Louisville, KY; "Prediction Comparisons between Non-linear and Linear
Models for Dynamics Enhanced Education".
Professional Development Activities (2010-2014)
 ASEE Annual Conference, annually (2002-2011)
 SEM Annual Conference, annually (2002-Present)
 BAJA SAE Competitions, annually (2011-Present)
 SAE/JSAE Small Engine Technologies Conference in Pisa, Italy (2014)
353
Homayun K. Navaz, Ph.D.
Education
Ph.D.
MS
BS
Mechanical Engineering
Mechanical Engineering
Chemical Engineering
Rice University, Houston, TX
University of Michigan, Dearborn
Mississippi State University, MS
1985
1981
1980
Academic Experience
 Professor of Mechanical Engineering
 Established Chemical Engineering Program and Curriculum - Director (2008-2010)
 Established Aerospace Specialty - Coordinator (2009-2013)
 Director/Advisor, Digital Particle Image Velocimetry (DPIV) Laboratory (2001-2012)
 Director/Advisor, Air Curtain and Refrigeration Research Laboratory (2004-2012)
 Co-Director, Energy Systems Laboratory – (2000-Present)
 Co-Advisor, Ph.D. Candidate at University of Washington in Seattle (2004-2010)
 Supervisor, 3 Post-Doc fellows at Caltech (2005-2013)
 Supervisor (advisor), 2 Post-Doc researchers at Kettering University (2005-2012)
Non-Academic Experience
 Project Manager and Principal Investigator (PI), Chemical Agent Fate Program, DoD
Edgewood Chemical and Biological Center (ECBC) (2005-2014)
 Project Manager and Principal Investigator (PI), Contact Hazard Project Defense Threat
Reduction Agency (DTRA) (2010-2014)
 Adaptive Research Corporation (ARC), Huntsville, Alabama, Full time, Principal
Scientist/Project Manager (1989-1995
 Physical Research, Inc. (PRI), Torrance, California, Full time, Senior Scientist (19881992)
 Software & Eng’g Associates, (SEA), Carson City, Nevada, Full time, Scientist (19861988)
 Science Applications International Corporation (SAIC), Los Angeles, California, Full
time, Consultant (1985-1986)
 Hellman & Lober, Los Angeles, California, Full time, HVAC Engineer (1984-1985)
 Iran’s Oil Refineries, Tehran, Iran, Part time (Co-op students), Full time: Field Engineer,
(1974-1978)
Scientific & Professional Society Memberships
 AIAA (American Institute of Aeronautics and Astronautics)
 ASHRAE (American Society for Heating, Ventilation and Air Conditioning)
 ASEE (American Society of Engineering Education)
Honors & Awards
 Outstanding Applied Researcher Award, Kettering University, 2004
 Research Initiation Award, Kettering University, 2000
 Rhodes Professorship Award and Grant, Kettering University, 1999
 Faculty Member of the Year Award, Kettering University, 1998
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Outstanding Teaching Award, Kettering University, 1998
AIAA - Best Technical Paper Award for Paper No. 87-1821, 1987
Institutional & Professional Service (2010-2014)
 Bringing research to undergraduate programs - Employed 164 students as co-op
 Actively mentoring and supporting students interest in developing an entrepreneurship or
intrapreneuership mindset
 Member of Research Council
 Fifth-Year Thesis and Graduate Advisor
 Department Promotion Committee (DPC)
 University Promotion Committee (UPC) (2009-2011)
 Courses Designed for Chemical Engineering:
Mass & Energy Balance (CHME-200), Unit Operation (CHME 300), Mass Transfer
Operation (CHME 400), Chemical Engineering Thermodynamics (CHME 410),
Transport Phenomena (CHME 420), Plant Design for Energy Technologies (CHME 480),
Reactor Design (CHME 450),
 Courses Designed for Aerospace Specialty: Applied Computational Fluid Dynamics
(MECH-523), Compressible Flows MECH-562, Aerodynamics and Wing Theory
(MECH 564)
Principal Publications/Presentations (2010-2014)
 Navaz, H. K., Amin, M., R. Faramarzi, Kehtarnavaz, N., Kamensky, K., and A.
Nowakowski, Air Flow Optimization in Retail Cabinets and the Use of CFD Modeling to
Design Cabinet, Book Chapter 4, Retail Refrigeration. In Review.
 Navaz, Homayun, Zand, Ali, Gat, Amir, Atkinson, Theresa, A General-Purpose MultiPhase/Multi-Species Model to Predict the Spread, Percutaneous Hazard, and Contact
Dynamics for Non-Porous and Porous Substrates and Membranes, Book Chapter in
Surface Energy, Under Review
 Amin, M., Dabiri, D., and H. K. Navaz, Aerodynamic Isolation of Open Refrigerated
Vertical Display Cases Using Air Curtains, Book Chapter, To be Published in 2015
 Atkinson, T., Navaz, H. K., Zand, A., Jackson, J., Nowakowski, A., “Fate of a Sessile
Droplet Absorbed into a Porous Surface Experiencing Chemical Degradation.,” AIChE J,
60: 2557–2565, April 2014
 Navaz, H.K., Zand, A., Atkinson, T., Gat, A., Nowakowski, A., and S. Paikoff, “Contact
Dynamic Modeling of a Liquid Droplet between Two Approaching Porous Materials,”
AIChE J., 60: 2346–2353, February 2014
 Gat, A., Vahdani, A., Navaz, H., Nowakowski, A., and M. Gharib, “Asymmetric Wicking
and Reduced Evaporation Time of Droplets Penetrating a Thin Double-Layered Porous
Materials,” Applied Physical Letters, 103, 134104, 2013.
 Gat, H. K. Navaz, M. Gharib, “Wicking of a Liquid Bridge Connected to a Moving
Porous Surface, Journal of Fluid Mechanics, 703:315-325., 2012
 Gat, H. K. Navaz, M. Gharib, “Dynamics of freely moving plates connected by a shallow
liquid bridge,” Physics of Fluids, 23, 2011
 Markicevic, H. Li, A. R. Zand and H. K. Navaz, “Types of boundary conditions in
capillary secondary flow and liquid distribution,” AIChE Journal. Nov. 7, 2011.
Available online.
355
Diane L. Peters, Ph.D., P.E.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Michigan
University of Illinois – Chicago
University of Notre Dame
2010
2000
1993
Academic Experience
 Kettering University, Department of Mechanical Engineering, Assistant Professor (2013present), Full-time.
 Eastern Michigan University, Department of Physics and Astronomy, Adjunct Lecturer
(2010-2011), Part-time.
 Oakton Community College, Department of Mathematics and Technology, Adjunct
Faculty (2003-2006), Part-time.
Non-Academic Experience
 LMS International, Senior Control Systems Engineer, Constructed system models and
designed, tested, and validated controllers (2011-2013), Full-time.
 Western Printing Machinery Company, Project Engineer, Designed machinery for
printing industry from initial concept through assembly and delivery to customer (19992006), Full-time.
 Mid-West Automation Systems, Inc., Senior Designer (1998-1999), Designer(19951998), Designed subsystems for large automated machinery & provided technical support
to assembly personnel, Full-time.
 A. B. Dick Company, Engineer, Designed mechanical components of printing equipment
(1993-1995), Full-time.
Certifications or Professional Licensure
 Registered Professional Engineer, State of Michigan No. 6201054353
 Registered Professional Engineer, State of Illinois No. 062-052855
Scientific & Professional Society Memberships
 American Society of Engineering Educators (ASEE)
 American Society of Mechanical Engineers (ASME)
 American Society for Materials (ASM)
 Institute of Electrical and Electronics Engineers (IEEE)
 Society of Women Engineering (SWE)
Honors & Awards
 Senior Member, IEEE (2014)
 ASEE Graduate Studies Division Best Paper Award (2014)
 ASEE-ERM Apprentice Faculty Grant (2013)
 ASME DED – Design Automation Committee Best Paper Award (2011)
 ASEE Graduate Studies Division Best Paper Award (2011)
 University of Michigan College of Engineering Distinguished Achievement Award
(2010)
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University of Michigan College of Engineering Marian Sarah Parker Prize (2009)
University of Michigan College of Engineering Distinguished Leadership Award (2009)
SWE Distinguished New Engineer Award (2002)
ASME Chicago Section Outstanding Young Engineer (2000-2001)
Institutional & Professional Service (2010-2014)
 SWE Faculty Advisor (2014-present)
 Tau Beta Pi Faculty Advisor (2014-present)
 ME Department Search Committee – Member (2013, 2014)
 SWE Women in Academia – Chair-Elect (2014-present)
 SWE Region H Member at Large Representative (2013-present)
 ASEE Graduate Studies Division Executive Board – Member (2012-present)
 Industry Quad Member, University of Michigan ARC, (2011-2012)
Principal Publications/Presentations (2010-2014)
 “Sequential Co-Design of an Artifact and its Controller Via Control Proxy Functions”, D.
L. Peters, P. Y. Papalambros, A. G. Ulsoy, Mechatronics 23:4, June 2013.
 “Returning to Graduate School: Expectations of Success, Values of the Degree, and
Managing the Costs”, D. L. Peters, S. R. Daly. Journal of Engineering Education. April
2013
 “Generalized Coupling Management in Complex Engineering Systems Optimization”, S.
F. Alyaqout, D. L. Peters, P. Y. Papalambros, A. G. Ulsoy, Journal of Mechanical
Design 133:9, September 2011
 “Control Proxy Functions for Sequential Design and Control Optimization”, D. L. Peters,
P. Y. Papalambros, A. G. Ulsoy, Journal of Mechanical Design 133:9, September 2011
 “Control Proxy Functions for Sequential Design and Control Optimization”, D. L. Peters,
P. Y. Papalambros, A. G. Ulsoy, Journal of Mechanical Design 133:9, September 2011
 “Organic Vapor Jet Printing at Micrometer Resolution Using Microfluidic Nozzle
Arrays”, G. McGraw, D. L. Peters, S. R. Forrest, Applied Physics Letters 98, January
2011
 “Design of a Cam-Actuated Robotic Leg”, D. L. Peters & S. Chen, Proceedings of the
IMECE, Montreal, Quebec, November 2014
 “Control of a 36 Mode Hybrid with Driver Option Selection – Incorporating Urban,
Suburban, and Highway Driving”, A. R. Mechtenberg, D. L. Peters, Proceedings of the
ASME Dynamic Systems and Control Conference, Orlando, FL, October 2012
 “Relationship Between Coupling and the Controllability Grammian in Co-Design
Problems”, D. L. Peters, P. Y. Papalambros, A. G. Ulsoy, Proceedings of the American
Control Conference, Baltimore, MD, July 2010
Professional Development Activities (2010-2014)
 ASEE Annual Conference, annually (2011-2014)
 SWE Annual Conference, annually (2011-2014)
 Kettering CETL workshops (2013-2014)
 ASME IDETC conference (2011)
 ASME DSCC conference (2011, 2012)
 American Control Conference (2010)
357
Ahmad Pourmovahed, Ph.D.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
University of Wisconsin-Madison
University of Wisconsin-Madison
Sharif University of Technology,
Tehran
1985
1979
1977
Academic Experience
 Kettering University, Professor of Mechanical Engineering, 1999-Present
 GMI/Kettering University, Assistant/Associate Professor of Mechanical Engineering
1990-99
 Lawrence Technological University, Assistant Professor of Mechanical Engineering
1987-90, All Full Time
Non-Academic Experience
 General Motors Research Laboratories, Warren, Michigan, Senior Research Engineer
1985-87, Full Time
Certifications or Professional Licensure
 None
Scientific & Professional Society Memberships
 Member, the Engineering Society of Detroit
Honors & Awards
 Fellow of the Engineering Society of Detroit
Institutional & Professional Service (2010-2014)
 Director of the Sustainable Energy Pre-College Programs
 Director of the Energy Systems Laboratory
 Discover Kettering
Principal Publications/Presentations (2010-2014)
 Andrew Rapin, Sean Commet, Adam Monroe, Josh Hendley and Ahmad Pourmovahed,
“Design and Testing of Horizontal Axis Wind Turbine Blades and Components to
Increase Efficiency,” Paper submitted to the 5th "International Youth Conference on
Energy (IYCE 2015)", Pisa, Italy, 27-30 May, 2015.
 Mohammad F. Ali, and Ahmad Pourmovahed, “An Introductory Psychrometery
Experiment at Kettering University,” Proceedings of the 2012 ASEE North Central
Section Conference Copyright © 2012, American Society for Engineering Education.
 Pourmovahed, A., Opperman, T.A. and Lemke, B.S., “Performance and Efficiency of a
Biogas CHP System Utilizing a Stirling Engine,” International Conference on Renewable
Energies and Power Quality (ICREPQ’10), Las Palmas de Gran Canaria, 13-15 April,
2011.
 Lemke, B.S., McCann, N., and Pourmovahed, A., “Performance and Efficiency of a BiFuel Bio methane/Gasoline Vehicle,” International Conference on Renewable Energies
358
and Power Quality (ICREPQ’10), Las Palmas de Gran Canaria, , 2011
Professional Development Activities (2010-2014)
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N/A
359
Bassem H. Ramadan, Ph.D.
Education
Ph.D.
M.S.
B.E.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Academic Experience
 Professor
 Associate Professor
 Assistant Professor
 Post-doctoral Fellow
 Adjunct Professor
 Graduate Assistant
 Instructor
Michigan State University
Michigan State University
American University of Beirut
Kettering University
Kettering University
Kettering University
Michigan State University
Michigan State University
Michigan State University
American University of Beirut
1991
1986
1984
July 2007–present
2002–2007
1998–2002
1994–1998
1991–1994
1987–1991
1986–1987
Non-Academic Experience
 “Roots Air Management System with Expander for Fuel Cells”. (In collaboration with
Eaton Corporation). Funding Agency: U.S. Department of Energy. [2013-2015].
 “Numerical – Experimental Study of Oil Flow in Magna’s Pumpless System”. Magna
Powertrain, Troy, MI. [2013-2014].
 “CFD Study of Oil Flow in Magna’s Pumpless System”. Magna Powertrain, Troy, MI.
[2011-2012].
 “Engine Research and Development for Future Advanced Vehicle Technologies That
Will Improve Fuel Efficiency and Reduce Emissions”. U.S. Environmental Protection
Agency, Ann Arbor, MI. [2011-2014].
 “Waste Heat Recovery Technology in Military Vehicles”. General Dynamics Land
Systems, Sterling Heights, MI. [2009].
Scientific & Professional Society Memberships
 American Society of Engineering Educators (ASEE)
 American Society of Mechanical Engineers (ASME)
 Society of Automotive Engineers (SAE)
 American Chemical Society (ACS)
Honors & Awards
 Distinguished Researcher Award, Kettering University (2014)
 Fellow - American Society of Mechanical Engineers (2013)
 Outstanding Teacher of the Year Award, Kettering University (2008)
 Outstanding Applied Researcher Award, Kettering University (2005)
 Outstanding New Researcher Award, Kettering University (2003)
 Excellence-in-Teaching Citation, Michigan state University (1991)
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Institutional & Professional Service (2010-2014)
 Mechanical Engineering Department Associate Head
 Director of Combustion Simulation Research Laboratory
 Mechanical Engineering Undergraduate Advisor
 Mechanical Engineering Graduate Advisor
 Chairman – Thermal Sciences Faculty Search Committee
 Faculty Advisor – Delta Tau Delta Fraternity
 Faculty Advisor – ASHRAE Student Chapter
 Course Coordinator for ME Courses
 Reviewer for SAE, ASME, ACS (Journal of Energy and Fuels)
 Reviewer for Georgian National Science Foundation
Principal Publications/Presentations (2010-2014)
 Ramadan, B.H., Gray, C., and Hamady, F., “The Effect of Cylinder Head
Modification in a Diesel Engine on Combustion and Emissions”. (In preparation for
ASME Internal Combustion Engine Division).
 Dewan, A., Ramadan, B.H., and Hoff, C., “A Numrical Study on Combustion and
Emissions in A Dual Fuel Directly Injected Engine Using Biogas and Diesel”.
ASME- ICEF2014-5541, ASME Internal Combustion Engine Division 2014 Fall
Technical Conference, Columbus, IN. [2014].
 Ramadan, B.H., Gray, C., Hamady, F., Squibb, C., and Schock, H. “The Effect of
Piston Bowl and Spray Configuration on Diesel Combustion and Emissions. ASMEICEF2011-60180, ASME Internal Combustion Engine Division 2011 Fall Technical
Conference, Morgantown, WV [2011].
 Abdulnour, B., Pokoyoway, A., and Ramadan, B., “Review and Development of
Electronic Cooling Technology for Military Applications”. National Defense
Industrial Association, NDIA Michigan Chapter Ground Vehicle Systems
Engineering and Technology Symposium, August 17-18, Dearborn, MI [2010].
 Dong, Y., Ramadan, B., et al, “Waste Energy Recovery Concepts for Military
Vehicles”, Michigan Chapter of the National Defense Industrial Association, 1 st
NDIA Michigan Chapter Power & Energy Workshop, November 18-19, Troy, MI
[2009].
 “Roots Air Management System with Expander for Fuel Cells”. Year 1 final report
submitted to Eaton Corporation, Southfield, MI., [2013].
 “CFD Study of Oil Flow in Magna’s Pumpless System”. Final report submitted to
Magna Powertrain, Troy, MI., [2012].
 “Numerical Investigations of Advanced Engine Cleaner Combustion Systems for
Reducing Emissions and Improving Fuel Efficiency in Vehicles”. Final report
submitted to U.S. Environmental Protection Agency, Ann Arbor, MI [2010].
Professional Development Activities (2010-2014)
 POINTWISE software advanced grid generation
 SCORG software turbomachinary gride generation
 ANSYS/CFX Computational Fluid Dynamics software
 ANSYS/FLUENT Computational Fluid Dynamics software
361
Richard E. Stanley, Ph.D.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Wayne State University
Wayne State University
University of Michigan
1998
1996
1990
Academic Experience
 Kettering University, Professor, (2011 – Present)
 Kettering University, Associate Professor, (2004 – 2011)
 Kettering University, Assistant Professor, (1999 – 2003)
 Lawrence Technological University, Senior Lecturer, (1998 – 1999)
 Lawrence Technological University, Adjunct Professor, (1997 – 1998)
 Wayne State University, Graduate Teaching Assistant, (1996 – 1998)
Non-Academic Experience
 Project Manager, Valeo Clutches and Transmissions, Livonia, MI, (Feb 94 – Jan 95)
 General Manager, McKenna Industries, Rochester Hills, MI, (Jan 92 – Jan 94)
 Project Engineer/ Systems Analyst, McKenna Ind., Rochester Hills, MI, (June 88 – Jan
92)
 Systems Analyst, McKenna Ind., Rochester Hills, MI, (June 85 – June 88)
 Textbooks and Animations Software (2009 – 2015)
 Web-Based Interactive Animations Package for WileyPLUS Software Package:
Dynamics (120 problems) and Statics (60 problems)
 Stanley, Dynamics, Textbook/On-Line Learning Modules (~2011-Present)
 Stanley, Statics, Textbook/On-Line Learning Modules (~2012-Present)
 Web-Based Step by Step Problem Solutions, Meriam/Kraige, Engineering Mechanics:
Dynamics, John Wiley and Sons, Inc., (2013)
 Web-Based Step by Step Problems Solutions, Meriam/Kraige, Engineering Mechanics:
Statics, John Wiley and Sons, Inc., (2013)
 Web-Based Voiceovers, Meriam/Kraige, Engineering Mechanics: Statics, John Wiley
and Sons, Inc., (2014)
 Web-Based Voiceovers, Meriam/Kraige, Engineering Mechanics: Dynamics, John Wiley
and Sons, Inc., 2015 (In Process)
Scientific & Professional Society Memberships
 American Society for Engineering Education (ASEE)
Honors & Awards
 Recipient, “Applying the Flipped Learning Process in Dynamics (MECH-310)”,
Kettering University Internal Grant, 2013
 Winner - “Premier Award for Excellence in Engineering Education Courseware” for
Dynamics Animation Software, ASEE Frontiers of Education, Washington DC, Oct,
2010
 Recipient, “Student Entrepreneurship: Teaching Innovations”, KERN Grant, 2010
 Best Paper – 2nd Place for “Using Web Based Animation Software With Algorithmic
362
Parameters In Order To Simplify Grading While Still Maintaining Oversight Of The
Student’s Work”, Proceedings of ASEE North Central Section Conference, Grand
Rapids, MI, Mar, 2009
Institutional & Professional Service (2010-2014)
 Dynamics (MECH-310) ABET Course Coordinator, Jan 2007 - Present
 Mixed Martial Art (MMA) Trainer and Advisor at Kettering University, Jan 2009 –
Present (Over 32 years of Martial Arts Experience)
 Kamp Kettering Instructor, 2007 – 2013
 Session Moderator: ASEE Congress and Exposition, Materials Division, June, 2010
 Kettering University Admissions Counselor, Sep, 2011 - Present
 Kettering University Center for Excellence in Teaching and Learning (CETL) Advisory
Board, Aug 2010 – Aug 2011
 Kettering University Faculty Senate Moderator, Jan-Dec, 2014
 Kettering University Faculty Senate Moderator: Elect, Jan-Dec, 2013
Principal Publications/Presentations (2010-2014)
 Peters, D., Hoff C., and Stanley, R., “Redesign of Lab Experiences for a Senior Level
Course in Dynamic Systems with Controls”, 2015 ASEE Congress and Exposition,
Seattle, WA, June, 2015 (Under Review)
 Stanley, R., and Caris, T., “An Innovative Method to Apply the Flipped Learning
Approach in Engineering Courses Via Web Based Tools”, ASEE Journal of Online
Education (Recommended for Publication by the Journal Editor: In Process)
 Stanley, R., and Caris, T., “An Innovative Method to Apply the Flipped Learning
Approach in Engineering Courses Via Web Based Tools”, 2014 ASEE Gulf-Southwest
Conference, New Orleans, LA, Apr, 2014
 Stanley, R. and Cameron, T., “Utilizing Interactive Web Based Dynamics Animation
Software in Order to Obtain Graphs of Parametric Studies”, ASEE Computers in
Education Journal, Jul-Sep, 2011
 Stanley, R. and Diguseppe, G., “An Efficient Way to Increase the Engineering Student’s
Fundamental Understanding of Thermodynamics by Utilizing Interactive Web Based
Animation Software”, ASEE Computers in Education Journal, Apr-Jun, 2011
 Stanley, R and Diguseppe, G., “An Efficient Way to Increase the Engineering Student’s
Fundamental Understanding of Thermodynamics by Utilizing Interactive Web Based
Animation Software”, ASEE Annual Congress and Exposition, Louisville, KY, June,
2010
 Stanley, R. and Cameron, T., “Utilizing Interactive Web Based Dynamics Animation
Software in Order to Obtain Graphs of Parametric Studies”, ASEE Annual Congress and
Exposition, Louisville, KY, June, 2010
 Stanley, R., “A Way To Increase The Engineering Student’s Qualitative Understanding
of Particle Kinematics and Kinetics By Utilizing Interactive Web Based Animation
Software”, ASEE Computers in Education Journal, Jan-Mar, 2010
Professional Development Activities (2010-2014)

N/A
363
Laura L. Sullivan, Ph.D.
Education
Ph. D.
M. S.
B. S.
Materials Science &
Engineering
Materials Science &
Engineering
PreMedical Engineering
University of Texas at Arlington
1992
University of Texas at Arlington
1988
Arizona State University
1984
Academic Experience
 Kettering University, Department of Mechanical Engineering, Professor (2007-present),
Associate Professor (1999-2007) Full-time.
 Kettering University, Office of Student Affairs, Associate Dean of Students (1999-2002)
Part-time.
 Kettering University, Department of Industrial and Manufacturing Systems Engineering,
Associate Professor (1996-1999), Assistant Professor (1992-1996) Full-time.
Non-Academic Experience
 GM Tech Center, Warren, MI. Instructor, Automotive Plastics (2004-2008), Part-time.
 Precision Industries of Flint, MI. Consultant, troubleshooting polymer injection molding
(2005-2006), Part-time.
 Joint Replacement Institute of Los Angeles, CA, Consultant, wear debris analysis of
UHMWPE, (2004-2007), Part-time.
 Society of Manufacturing Engineers, Dearborn, MI. Instructor, Injection Molding (19972000), Part-time.
 GM Proving Grounds, Milford, MI. Instructor, Fracture Mechanics (1994). Part-time.
 University of Texas at Arlington, Research Assistant, oversaw operations in ESEM and
materials test laboratories, (1989-1992), Part-time.
 The Methodist Hospital, Clinical Orthopedic Engineer, Developed Precision Total Hip
Replacement system, (1984-1985), Full-time.
Certifications or Professional Licensure
 ABET program evaluator (2013-present), Part-time.
Scientific & Professional Society Memberships
 Minerals, Metals, and Materials Society (TMS)
 American Society for Engineering Education (ASEE)
 Society of Women Engineers (SWE)
Honors & Awards
 Distinguished Faculty Citizenship Award, Kettering University (2010)
 Ralph Tyler Award for best research paper in the Journal of Cooperative Education and
Internships, Cooperative Education and Internship Association (2006)
 Nominee, Presidential Award for Excellence in Science, Mathematics, and Engineering
Mentoring, National Science Foundation, (2001).
 Principal Investigator, Academic and Cooperative Education Success For Freshmen
364
Scholars, National Science Foundation CSEMS Program, $400,000, (2001).
Institutional & Professional Service (2010-2014)
 Founder and Advisor, Kettering Chapter of Engineers Without Borders (overseeing
international water projects in Mexico (2010-2011), South Africa (2009-present), and
Haiti (2010-present), and economic development projects in Gulfport, MS (2010) and
Pine Ridge, SD (2013-present)
 Program Evaluator, ABET (2013-present)
 Advisory Board Member, Center for Excellence in Teaching and Learning (2012-present)
 Moderator of Faculty Senate (2011)
 Faculty representative, Academic Affairs subcommittee, Kettering University Board of
Trustees (2010-present)
 Co-Chair, President Search and Advisory Committee (2010-2011)
Principal Publications/Presentations (2010-2014)
 L. Sullivan, “Cultural Understanding for Engineering Students Performing Humanitarian
Aid,” League for Innovation STEMTech Conference, Kansas City, MO, 2012
Professional Development Activities (2010-2014)

Ongoing training with Dr. Richard Komp, author of “Practical Photovoltaics,” on
manufacture and use of photovoltaic cells for off-grid applications in the developing world.
365
Massoud S. Tavakoli, Ph.D., P.E.
Education
Ph.D.
M.S.
B.S.
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Ohio State University
Ohio State University
Louisiana State University
1987
1983
1981
Academic Experience
 Director of Innovation to Entrepreneurship (i2e) Across the University, Kettering
University, (2012 – present)
 Visiting Professor, U. of Michigan Hospital International Center for Automotive
Medicine (ICAM), (2012)
 Coordinator for Innovation & Entrepreneurship, Kettering University, (2009)
 Industry Liaison for Sponsored Research & Consulting, Kettering University, (20042006)
 Professor of Mechanical Engineering, Kettering University, (1999-present)
 Associate Professor of Mechanical Engineering, Kettering University, (1994-1999)
 Assistant Professor of Mechanical Engineering, Kettering University, (1992-1994)
 Assistant Professor of Mechanical Engineering, Georgia Tech, (1988-1992)
Non-Academic Experience
 GMI-Sloan Faculty Co-op, Stryker Instruments, Kalamazoo, MI, (July-December 1996)
 GMI-Sloan Faculty Co-op, Biomet Inc., Warsaw, IN, (April-August 1995)
 GMI-Sloan Faculty Co-op, BioPro Co., Port Huron, MI, (September 1995)
 GMI-Sloan Faculty Co-op, Biomet Inc., Warsaw, IN, (April-September 1994)
Professional Licensure
 State of Michigan PE 020074
Scientific & Professional Society Memberships
 SAE International;
 Board Member of Michigan Association of Traffic Accident Investigators
Honors & Awards
 Kern Fellow for Engineering Entrepreneurship Education, 2006-2009
 Outstanding Teacher Award, Kettering University, 2007
 Outstanding Applied Researcher Award, Kettering University, 2006
 Rodes Professor, Kettering University, 2006
 Honorable Mention, ASME Curriculum Innovation Awards Program, 1996
 Ralph. R. Teetor Award for Excellence in Engineering Education, SAE, 1994
 GMI-Sloan Faculty Co-op Recipient, GMI 1994-1996
 Rodes Professor, GMI, 1993
 Most Outstanding Mechanical Engineering Professor Award, Georgia Tech, 1992
 Graduate Associate Teaching Award, Ohio State University, 1987
 Summa Cum Laude graduate of Louisiana State University
Institutional & Professional Service (2010-2014)
366
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Co-chair for SAE Engineering Education Session, 2013 and 2014.
Board Member of Michigan Association of Traffic Accident Investigators (MATAI)
Director of Innovation to Entrepreneurship Across the University program
Developer of the T-Space
Coordinator for Innovation to Entrepreneurship Course of Study
Founder/Advisor of the Kettering Entrepreneur Society
Member of ME Promotion Committee
Member of E-thesis Review Committee
Principal Publications/Presentations (2010-2014)
 Tavakoli, M.S. and Brelin-Fornari, J., “Effects of Pretensioners and Load Limiters on
50th Male and 5th Female Seated in Rear Seat during a Frontal Collision,” SAE 2015-011460.
 Janca, S. Shanks, K., Brelin-Fornari, J., Tangirala, R., and Tavakoli, M.S., “Side Impact
Testing of the Near-Side, Rear Seat Occupant Using a Deceleration Sled,” SAE 2014-010547.
 Brelin-Fornari, J., Janca, S. and Tavakoli, M.S., “Kinematic Comparison of Acceleration
versus Deceleration Sled Methods in Child Seat Side Impact Testing,” presented at SAE
2013 Government/Industry Meeting, Washington, DC.
 Cummins, C. and Tavakoli, M.S., “Computational Consideration of Crush Energy
Estimation in Frontal Collisions with Underride and Lateral Offset,” SAE 2012-01-0595.
 Braganza, J., Tavakoli, M.S. and Fornari, J. “Investigation of Rear Occupant Head
Restraint Interaction in High-Severity Rear Impact Using BioRID and HIII,” SAE
International Journal of Passenger Cars – Mechanical Systems, June 2011, V. 4, pp. 251271; also SAE 2011-01-0273.
 Iyer, R.H.S., Tavakoli, M.S., “Trailer Rear Impact Protection: Influence of Guard
Support Deformation,” SAE 2010-01-0227, 2010.

Professional Development Activities (2010-2014)

Institute for Police Technology and Management (IPTM) Special Topic Conference, May
2013.

Visiting Professor, Univ. of Michigan Hospital International Center for Automotive
Medicine (ICAM), 2012

Pediatric automotive crash injury research, U. of Michigan Hospital International Center
for Automotive Medicine (ICAM)

Ongoing contribution to Michigan Association of Traffic Accident Investigators
(MATAI) conferences

Ongoing participation in round table automotive crash injury case analysis at ICAM
occupant injury case reviews (International Center for Automotive Medicine), U. of
Michigan, Ann Arbor, MI

Several years of participation in automotive crash injury case analysis at CIREN
occupant injury case reviews (Crash Injury Research and Engineering Network), U. of
Michigan, Ann Arbor, MI
367
Etim Ubong, Ph.D.
Education
Doc. of
Technology
Ph.D.
M. Sc.
Mechanical Engineering
(Alternative fuels/ICE)
Mechanical Engineering (ICE)
Mechanical Engineering (ICE)
Aalto University (formerly,
Helsinki Univ. of Technology)
Aalto University, Helsinki, Finland
Peoples’ Friendship University,
Moscow, Russia
1987
1985
1977
Academic Experience
 Kettering University, Associate Professor, 1999-Present , Full Time
 Kettering University, Assistant Professor, 1994-1999, Full Time
 University of Houston, Post-Doctorate, 1993-1994
 University of the District of Columbia, Assistant Professor, 1992-1993
 University of Technology, Helskinki, Post-Doctorate 1989-1991
Non-Academic Experience
 PI- Kettering/TACOM/BALLARD/MACOMB Fuel Cell Project. Secured $4.6million
in FY-04 and $5 million in FY (05-06) for fuel cell R&D from Congressional earmark.
 Participated in round-robin validation of Test protocol for testing single cell proton
exchange membrane (PEM) fuel cell in a U..S. .Fuel Cell Council Sub-Committee that
set up Single PEM Fuel Cell Test Protocol
 R&D project for VAMET OY, Finland, on the possibility of using high viscosity fuels in
high speed diesel engines, (1982-85)
 Project Engineer (lead), Shell Oil Company, Nigeria. Oil field equipment on/off shore
equipment. Full time (1997-82)
Certifications or Professional Licensure
 None
Scientific & Professional Society Memberships
 Society of Automotive Engineers (SAE). Served as the Chairman, Diesel Technical
Committee (1999-2004). Member since 1987.
 American Society of Mechanical Engineers (ASME).
 ElectroChemical Society (ECS)
Honors & Awards
 Society of Automotive Engineers (SAE). Served as the Chairman, Diesel Technical
Committee (1999-2004). Member since 1987.
 American Society of Mechanical Engineers (ASME). Served as General Chair, Fuel
Cell Conference (’12)
 ElectroChemical Society (ECS)
 National Hydrogen Association (NHA); U.S. Fuel Cell Council (2004-08)
Institutional & Professional Service (2010-2014)
 Mechanical Engineering Senator to the faculty Senate (two times for 7½ years)
368
Principal Publications/Presentations (2010-2014)
 Distribution of Particulate Matter in Cawthorne Channels Air Basin. Ini U Ubong,
Uwem U Ubong, Etim U Ubong, U Roy, I. David. Submitted to Journal, Environ,
Health, Perspec (2015)
 E.U.Ubong, Alternative Fuels and Renewable Energy Strategies in the Energy
Revolution. Journal Adv Automob Engr. ISSN:2167-7670 AAE, Volume 1 • Issue 3 •
1000e113. (2012).
 Etim U. Ubong, From Internal Combustion Engine to Hybrid Propulsion. Journal of
Advances in Automotive Engineering. Ubong EU (2012). Adv Automob Eng 1:e109.
doi:10.4172/2167-7670.1000e109.
 Etim U. Ubong, Jim Gover. Fuel cell powered HEV design and control. Chapter in
Encyclopedia of Sustainability Science and Technology: Article 00819. 2011.
 Etim U. Ubong, Uwem Ubong, Vipul Laddha, Pouyan Pourmovahed. Combined Heat
and Power (CHP) studies at the Flint Bio-Gas Complex Using a 1.4 MW Direct Fuel
Cell – A Demonstration Study. Renewable Energy & Power Quality Journal, No.11,
RE&PQJ-11 ISSN 2172-038X. March 2013.
 Etim U. Ubong, Uwem Ubong. Parametric Analysis of the Optimal CO content in A
High Temperature PBI membrane. Renewable Energy & Power Quality Journal, No.10,
RE&PQJ-10, ISSN 2172-038X. April 2012.
 E. Ubong, Entrepreneurship in Engineering Education. IGIP’2011 International
Symposium on Engineering Education. March 27-30, 2011, Santos, Brazil.
 E.U. Ubong, Boyan Dimitrov. "Regression of the Response Variable of a High
Temperature PEMFC-PBI Based Membrane". J. Electrochem. Soc., Volume 157, Issue 7,
pp. B1059-B1067 (2010).
Professional Development Activities (2010-2014)

Conference Technical Chair, Conference organizer, Track chair, Session chair (2011),
Executive member of the Organizing Committee-ASME International Fuel Cell
Conference. Washington D.C. August 7-10, 2011.

Conference General Chair, Conf. organizer, Track chair, Session chair (2012), Executive
member of the Organizing Committee-ASME International Fuel Cell Conference. San
Diego, California Aug. 23-26, 2012.

Scientific Committee member, International Conference on Renewable Energies and
Power Quality (ICREPQ'12 -15)”.Spain.

Executive Editor: Advances in Automotive Engineering Journal

Editor, Journal of Energy & Power Engineering

Editor, Energy, Zambian Journal of Chemical Engineering

Editor, Indo-American Journal of Mechanical Engineering

Editor, ASME PEM Fuel cell Journal, etc.
369
Paul H. Zang, Ph.D., P.E.
Education
Ph. D
MSME
BSME
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Michigan State University
University of Michigan
Lawrence Tech. University
1987
1980
1978
Academic Experience
 Kettering University, Professor of Mechanical Engineering (2001-Present)
 Kettering University, Associate Mechanical Engineering Department Head (2012-2014)
 Kettering University, InterimAssociate Mechanical Engineering Department Head (20102011)
 Kettering University, Associate Professor of Mechanical Engineering (1991-2001)
 Kettering University, Assistant Professor of Mechanical Engineering (1987-1991)
Non-Academic Experience
 PH Zang & Associates Consulting, President, (1994-Present)
 Rockwell Automotive AP&S, Manager of Marketing Research, (1994-1995)
Certifications or Professional Licensure
 State of Michigan Professional Engineer, License number: 32127
Scientific & Professional Society Memberships
 Member of Society of Automotive Engineers International
 Member of American Society of Mechanical Engineers
 Member of the American Society of Engineering Educators
 Order of the Engineer, Member
 Pi Tau Sigma, Member and Faculty Advisor
 ABET, Program Evaluator, EAC, Mechanical Engineering, ASME
Honors & Awards
 1993 - 1995 Sloan Faculty Fellowship Award, Alfred P. Sloan Foundation
 1992 Membership Award, Society of Automotive Engineers (SAE)
 1992 C. L. Tutt Innovative Teaching Award, GMI Engineering & Management Institute
 1991 Younger Member of the Year, Society of Automotive Engineers (SAE)
 1990 Ralph R. Teetor/SAE Engineering Education Award
 E&I DuPont de Nemours Graduate Fellowship
 Michigan State University Research Fellowship
Institutional & Professional Service (2010-2014)
 Order of the Engineer, Member
 Professional Engineer, Registered in the State of Michigan, No. 32127
 Society of Automotive Engineers (SAE), Member
o Faculty Advisor, Michigan State University, 1981-1983
o Faculty Advisor, GMI Engineering & Management Institute, 1988-1993
o Chairman, Mid-Michigan Section SAE, 1996 - 1997
370
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o Governing Board, SAE Mid-Michigan Section, 1988 – 1999
o Governing Board, Corporate Professional Development Group, 2000 – Present
o Governing Board, Education Board, 2012 - Present
Member American Society of Mechanical Engineers (ASME)
Faculty Advisor, Lawrence Technological University, 1979
PLM World, Member
Faculty Advisor, Pi Tau Sigma, 2014
ABET, Program Evaluator, EAC, Mechanical Engineering, ASME
371
Maciej Zgorzelski, Ph.D., Dr.Habil
Education
Dr. Habil
Engineering Science
Post Doc
Visiting Scholar
Ph.D.
Mechanical Engineering
M.S.
Mechanical Engineering
Technical University, Warsaw,
Poland
Massachusetts Institute of
Technology, Cambridge, MA
Technical University, Warsaw,
Poland
Technical University, Warsaw,
Poland
1969
1966-67
1964
1959
Academic Experience
 Kettering University, Professor, (1987-current)
 Kettering University, Associate Professor, (1983-1987)
 Ahmadu Bello University, Director of University Computer Center (1981-1983)
 Institute for the Organization of Machine Manufacturing Industries (ORGMASZ),
Deputy Director for Engineering, (1980-1981)
 Industrial Institute for Construction Machinery (PIMAB), General Manager,
CAD/CAM/CAE Center, (1974-1980)
 Technical University, Teaching Assistant, Assistant Professor, Associate Professor, also
Deputy Director for Research at the Institure of Thermo-Sciences, (1969-1974)
Non-Academic Experience
Consulting:
 Procter and Gamble - CAD/CAM applications
 State of Michigan/ Michigan Modernization Service
 GM C4 (CAD/CAM/CAE/CIM) program
 Sandalwood Enterprises Inc. - assessment of marketing and business opportunities in
CAD/CAE
 Michigan Quality Improvement Initiative - TQM and Business Process
Reengineering
 Physical Optics Corp., Torrance, CA - business reengineering, organizational culture
survey
 Senco Tool Co., Cincinnati, OH - system dynamics for industrial applications
 Atlas Co., Fenton, MI – quick die exchange and setup, Arctic Cat, Thief River Falls,
MN, - product engineering management.
Certifications or Professional Licensure
 None
Scientific & Professional Society Memberships
 International Federation for Information Processing; Member of Working Group on
Computer Aided Design WG 5.2 (1976 - 1988).
 EUROGRAPHICS (European Computer Graphics Association), Founding member,
Executive Committee Member (1982-1985).
372
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
Society of Automotive Engineers.
Society of Manufacturing Engineers.
373
Appendix C – Equipment
Below is a summary of major equipment and hardware utilized in laboratory instruction for
the Mechanical Engineering program. Additional information about each can be found in
Criterion 7 Facilities.
Advanced Engine Research Laboratory, Coordinator: Dr. Gregory W. Davis
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Dynamatic Dynamometer AF-7400 - Baldor 22H drive
MTS Controler
ADAPT System Upgrade (2006)
Pierburg PII-401 Fuel Meter
APS Coolant Unit
Horiba MEXA7100 Emissions Unit
Horiba GDC-03 Gas Divider
Horiba DLS-2300 Dilution Tunnel
Horiba MEXA1370 Analyser
V&F Sens234 H2 Sensor
Cummins ISB325 Diesel Engine (2008)
GM SIDI LTG I4 Engine (2015)
Scheduled for major upgrade in 2015
See Figure C-41
Figure C-41 Advanced Engine Research Laboratory. Left: Control Room, Right: Engine Test
Cell.
374
Advanced Machining Laboratory, Coordinator: Mr. Satendra Guru

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Haas CNC Mill (2015)
Hass CNC Mill VF-E
Haas CNC Lathe HL-2
Surface Grinder
Sonic Drill
See

Figure C-42
Figure C-42 Advanced Machining Laboratory, Left: Haas CNC Mill, Right: Haas CNC Lathe
Bio & Renewable Energy Laboratory, Coordinator: Mrs. Brenda Lemke
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Hampden H-SST-ICDL Solar System Trainer (2008)
Hampden H-SPT-AC-1 Photovoltaic Bench (2009)
Hampden H-ETS Ethanol Training Bench Bench –rebuilt(2014)
Stirling engine
Swift Wind Wind Turbine (2010)
Kikusui 1KW Electronic Load (2009)
375

See Figure C-43
376
Figure C-43 Bio & Renewable Energy Laboratory. Left: Ethanol Distillation Bench, Center:
Solar Photovoltaic Bench, Right: Solar Thermal Bench.
Bioengineering Lab, Coordinator: Dr. Pat Atkinson

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Birthing mannequin to demonstrate the mechanics of child birth and to develop
solutions for complications such as shoulder dystocia, a mechanical blockage that
can be detrimental to the baby
Artificial bones and associated materials for students to construct a lower extremity
including simulated muscles, ligaments, tendons, blood vessels, nerves. This has
proven to be a well-received, kinesthetic method to teach anatomy
Simulated surgeries on the limb to: 1) repair a fractured bone, 2) replace the hip and
knee joints.
The fractured bones are used to discuss failure stresses and damage
Elbow and ankle rigs to show the statics of a class 2 and 3 lever in human joints
Mini cams to perform camera-assisted surgeries such as gall bladder removal. The
intention is to show students the challenges of designing surgical equipment that is
effective in restricted environments.
See Figure C-45
Figure C-44 Left:1ST Floor Bioengineering Lab, Right: 2ND Floor Bioengineering Lab
377
Combustion Research Lab, Coordinator: Dr. Bassem Ramadan

6 High End Engineering workstations; 4 Linux based, 2 Windows based systems
(2012)

Suite of CFD Simulation software: Fluent, ANSYS, Pointwise, SCORG, Ensight,
AVL/Fire/Boost/Cruise
See Figure C-45

Figure C-45 Combustion Research Lab. Left: Lab Overview, Right: A CFD Model.
Crash Safety Center, Coordinator: Dr. Janet Fornari
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2 High Intensity Lighting Arrays for Crash Sled Lab (2003)
Crash Sled
Laboratory Data Acquisition System (2004)
Hybrid III 50tho/o Male (H-III50M) ATD (2004)
2004 Chevrolet Malibu – sectioned for display(2005)
Model 210-0000 Hybrid III Crash Dummy & Neck (2005)
Hybrid II Crash Dummy & Model 3303 6 channel (2006)
K3785 Onboard Battery-LEMO Connector CrashLink (2006)
Bio-SID Crash Test Dummy & Instrumentation (2006)
Photron high speed color video cameras
Kodak B & W High Speed Digital Camera (2006)
1716AJ 6 channel upper neck load cell (2006)
IDT Xstream High Speed Camera-Digital (2006)
Model 921022-000 CRABI-12 mo.old ATD (2006)
Crash Sled Classroom Construction (2008)
Special,Hybrid III 5th% Small Female ATD (2008)
Hybrid III 6C ATD P/N 127-000-Special (2008)
Q32 Side Impact Crash Dummy
2 Overhead High Intensity Light Arrays (2013)
378
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NHTSA Side Impact Fixture (2013)
See Figure C-46
Figure C-46 Crash Safety Center, Left: Deceleration Sled, Right: Anthropomorphic Test Device
Dynamic Systems and Controls Laboratory, Coordinator: Ram Chandran

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15 -Windows Intel Core 2 Computers (Upgraded 2014)
Instructors Station- “Smart Cart” with Video Presentation (2009)
Quanser Qube Servo Systems (2014)
National Instruments myRIO (2014)
See Figure C-47
Figure C-47 Dynamics Systems and Controls Laboratory. Left: Quanser Qube Servo Systems,
Right: Lab Overview.
Energy Systems Laboratory, Coordinator: Dr/ Gianfranco DiGuiseppe

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TVN systems RU-2100 Fuel Cell Research Unit (2008)
Hampden C-ACD-1-CDL Air Conditioning Demonstrator (2008)
DAQ Computer (2014)
Recirculating Wind Tunnel
IFA-300 Constant Temperature Anemometer-8channel
Turbine Technologies PumpLab (2011)
379
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VFlash model FTI-230 3D Desktop Modeler
Toshiba Satellite P25-S526 Laptop
Pipe Flow experiments
Turbine Technologies SR30 Jet Engine – rebuild (2009)
Atech Automotive Electronic Climate Control Demonstrator
Super Sonic Nozzle
See Figure C-48
Figure C-48 Energy Systems Laboratory. Left: Wind Tunnel, Right: Lab Overview
Engine & Chassis Laboratories, Coordinator: Dr. Bassem Ramadan
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GE Eddy Current Dynamometer - rebuild (2014)
GM V6 3800 engine
Cummins Diesel engine (2007)
Super Flow Water Brake Dynamometer
Flow Bench
National Instruments SCXI DAQ Hardware (2005)
DAQ Computers – replacement (2014)
Scheduled to receive new transmission test stand (2015)
See Figure C-49
380
Figure C-49 Engine & Chassis Laboratories. Left: Engine Dynamometer, Right: Lab Overview
Experimental Mechanics Laboratory, Coordinator: Henry Kowalski
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FASTCAM-PCI Model IKC 1128-0200 (2004)
DAx-2408 Universal Measurement System (2005)
Photo Stress System #920-000308 (2005)
See Figure C-50
Figure C-50 Experimental Mechanics Laboratory. Left: Lab Overview, Right: Experimental
Mechanics Project
Fabrication Shop, Coordinator: Mr. Dan Boyse
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HAAS TM-3 Vertical Machining Center (2008)
Floor Epoxy Finish
Goodway Lathe GW1660
Clausing Lathe 1330
Two Verticle Milling Machines
Hyd-Mech S-20 Horizontal Bandsaw
381
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DoAll Vertical Band Saw Model 2013
Iron Worker Jaws IV
Tensmith Shear and Brake
Delta Drill Press Hammond Belt Sander
Hammond Belt Sander
Dayton Grinder
Miller Syncrwave 351 Welder
ESAB Migmaster 251 Welder
Lincoln Procut 55 Plasma Cutter
Hyster 5K Fork truck
Steel rack, layout tables
See Figure C-51
Figure C-51 Fabrication Shop. Left: Hass CNC Mill, Right: Lab Overview.
Fuel Cell Research Center, Coordinator: Dr. K. Joel Berry
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11- Windows Intel Core i7 High end Computers (2015)
Series 600 Optical Radiometer(Thermal Imaging Camera) (2008)
Global Electric motorcar for fuel cell research (2003)
Fuel Cell Construction- Phase I (2005)
Electrolyser Based Hydrogen Generator (2005)
WS-C3750-48PS-S Catalyst 3750 48 10/100 (2005)
Fuel Cell Construction - Phase I (2006)
54.3D Fuel Cell Stack (2006)
Safe Air System - Hardware & Software (2007)
Heliocentris Test Equipment
(2) Drager X-am 7000 gas Monitors (2006)
Switch, level, igen (gas sep) (2008)
See Figure C-52
382
Figure C-52 Fuel Cell Research Center. Left: Fuel Cell Studio, Right: Project Lab Overview
Loeffler Freshman CAD Laboratory, Coordinator: Dr. Yaomin Dong





35 -Windows Intel Core i7 computers with 22" widescreen LCD monitors (Feb
2015)
2 Sony VPL-PX35 Projectors
Sound reinforcement system
HP 4015 Laserjet Printer
See Figure C-53
Figure C-53 Loeffler Freshman CAD Laboratory. Left: Lab Overview, Right: CAD drawing
Hougen Design Studio, Coordinator: Mr. Dale Eddy


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3 Oscilloscope DS03102A Agilant Technologies
3 Power Supplies
3 HP Multimeters
11 -Windows Dell Core i5 Computers (2014)
HP Laserjet 5200 Printer
Shear/Brake (2007)
2 Shop Fox band Saws (2009)
383
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4 Belt Sanders (2006)
3 Jet Var. Speed Milling Machines JTM-4VS
3 Wilton Drill Presses A5815
5 Jet Lathes GHB-1340A
2 Donaldson Dust Collectors
Dust Collector Room remodel
2 Delta Scroll Saws
Countertop remodel (2015)
See Figure C-54
.
Figure C-54 Hougen Design Studio. Left: Design Studio, Right: Fabrication Area
PACE GM e-design & e-Manufacturing Studios, Coordinator: Dr. Paul Zang
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20- Windows Dell XPS Core i7 Windows Workstations w/ High End Graphics
Cards and 24" Monitors (2014)
MakerBot Replicator 3D Printer (2014)
MakerBot Digitizer 3D Scanner (2015)
ZCorp Model 310 3D Printer
ZCorp Model ZW4 oven
Emco PC Mill 55
Emco Turn 55 Lathe
LulzBot 3D Printer (2015)
See Figure C-55
384
Figure C-55 PACE GM e-design & e-Manufacturing Studios. Left: Lab Overview, Right:
Makerbot 3-D Printer
PEM Fuel Cell Laboratory, Coordinator: Dr. Etim Ubong
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GreenLight 4KW PEM Fuel Cell Test Stand (2005)
Schatz 4 Station Fuel Cell Test Stand (2005)
Vent Hood (2008)
Green Light High Temp PEM Fuel Cell Test Stand (2011)
Arbin Instruments Model DPH Dew Point Gas Humidification System (2007)
Chroma 10.4KW DC Electronic Load
See Figure C-56
Figure C-56 PEM Fuel Cell Laboratory, Left: Schatz Fuel Cell Test Stand, Right: Green Light
Test Stand
SAE Student Design Center, Coordinators: Dr. Greg Davis and Dr. Craig
Hoff
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Mustang ATV/ Cycle/ CART Chassis Dynamometer System (2005)
Haas Mini Mill 2 CNC Milling Machine (2014)
Alliant Vertical Mill, Model RT2)
Toolmex Toolroom Lathe, Model TUM3502
Fosdick Drill Press
DoAll Model 2013 Vertical Band Saw
WellSaw Model 613 Horizontal Band Saw (2014)
385
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Tensmith Shear and Brake
Grand Drive-on 12k-lb Vehicle Lift
Dake Cold Saw
Lincoln Power Mig 255 Welder
Lincoln Precision Tig 275 Welder
Miller Universal voltage Tig Welder
Hypertherm Powermax 1000 Plasma Cutter
ArcLight Arc Pro 9600 Plasma Table (2015)
Mittle tubing Notcher
Craftsman Toolboxes and Tools (2013)
Formula Vehicles
Baja Vehicles
Snowmobiles
Aero
See Figure C-57
Figure C-57 SAE Student Design Center
Signal Analysis Laboratory, Coordinator: Mrs. Brenda Lemke
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2 Nexa Power Module 1.2 KW D.C. System (2004)
MultiSim Software Yearly (2006)
10 Agilent Oscilloscopes Model DS03062A (2007)
10 National Instruments Elvis II Learning Stations (2009)
10- Windows Intel Core 2 Computers - replacement (2015)
Hp Laser Printer (2014)
Chroma 2KW DC Electronic Load
See Figure C-58
386
Figure C-58 Signal Analysis Laboratory. Left: Lab Overview, Right: ELVIS Test Bench
Solid Oxide Fuel Cell Laboratory, Coordinator: Gianfranco DiGiuseppe
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4 High Temperature Furnaces (2007)
Princeton PARSTAT 2273 Electrochemical Interface (2007)
Arbin BT4-4 Channel Battery Testing System (2007)
Solid Oxide Single Stack Fuel Cell Test Stand (2005)
See Figure C-59
Figure C-59 Solid Oxide Fuel Cell Laboratory. Left: Lab Overview, Right: Solid-Oxide Test
Bench.
THE Car Laboratory, Coordinators: Dr. Greg Davis and Dr. Craig Hoff
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4 Vehicle Wheel Lifts (2014)
Video Projector and Sound System installation (2010)
FWD Powertrain Demonstrator
RWD Powertrain Demonstrator
Transmission Teardown Stand
CrossFire Vehicle
Corvette Vehicle
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Figure C-60 THE Car Laboratory. Left: Lab Overview, Right: Transmission Cutaway
Vehicle Durability Laboratory, Coordinator: Dr. Mohamed El-Sayed
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Hydraulic Shaker (2012)
See Figure C-61
Figure C-61 Vehicle Durability Laboratory, Left: Lab Overview, Right: Hydraulic Shaker
388
Appendix D – Institutional Summary
1. The Institution
a. Name and address of the institution
Kettering University
1700 University Avenue
Flint, MI 48504
b. Name and title of the chief executive officer of the institution
Dr. Robert K. McMahan
President
c. Name and title of the person submitting the Self-Study Report.
Dr. Craig J. Hoff
Professor and Department Head of Mechanical Engineering
d. Name the organizations by which the institution is now accredited, and the
dates of the initial and most recent accreditation evaluations.
Kettering University has been accredited since 1962 by The Higher Learning Commission
and is a member of the North Central Association of Colleges and Schools, 30 North LaSalle
Street, Suite 2400, Chicago IL 60602-2504, (312) 263-0456. The most recent HCL
evaluation for Kettering University was in 2014.
The Electrical Engineering, Industrial Engineering, and Mechanical Engineering programs
are additionally accredited since 1977, and the Computer Engineering program since 1998,
by the Engineering Accreditation Commission of ABET, 111 Market Pl., Suite 1050,
Baltimore, MD 21202, (410) 347-7700. The most recent ABET evaluation for these
programs was in 2009.
The Chemical Engineering program has been accredited since 2012 by the Engineering
Accreditation Commission of ABET.
The Computer Science program has been accredited since 2007 by the Computer
Accreditation Commission of ABET. The program’s most recent ABET evaluation was in
2012.
The Management program was accredited in 1995 by the Association of Collegiate Business
Schools and Programs (ACBSP), 7007 College Boulevard, Suite 420, Overland Park, KS
66211, (913)339-9356. The programs most recent ACBSP evaluation was in 2010.
2. Type of Control
Private-non-profit
389
3. Educational Unit
Kettering University does not currently follow a traditional academic structure, in that there
are no Dean positions. Department Heads reports directly to the Senior VP of Academic
Affairs and Provost, who intern reports directly to the President. The Organizational structure
for Kettering is shown in Figure D-62 Kettering University Organization Chart
Board of Trustees
President
Dr. Robert K. McMahan
Senior VP Academic
Affairs & Provost
VP Administration
& Finance
Dr. James Zhang
Tom Ayers
Business
Karen Cayo
Chem.,
Biochem, &
Chem. Engr.
Dr. Stacey
Seeley
Computer
Science
Dr. John Geske
VP Instruction,
Admin. & Info.
Technology
VP Martketing,
Communication and
Enrollment
VP of Student Life
and Dean of
Students
VP University
Advancement &
External Relations
Viola Sprague
Kip Darcy
Betsy Homsher
Susan Davies
Electrical &
Computer
Engineering
Industrial &
Manufacturing
Engineering
Dr. James
McDonald
Dr. Srinivas
Chakravarthy
Liberal Studies
Mathematics
Dr. Karen
Wilkinson
Dr. Leszek
Gawarecki
Mechanical
Engineering
Dr. Craig Hoff
Physics
Dr. Kathryn
Svinarich
Figure D-62 Kettering University Organization Chart
4. Academic Support Units
Table D-69 list the names and titles of the individuals responsible for each of the units that
teach courses required by the program being evaluated.
Table D-69 Unit directors for units that teach courses for the program being evaluated
Name
Position
Dr. Srinivas Chakravarthy Department Head Industrial & Manufacturing
Dr. Stacy Seeley
Department Head, Chem., Biochem. & Chemical Engr.
Dr. Jim McDonald
Department Head, Electrical & Computer Engineering
Dr. Karen Wilkinson
Department Head, Liberal Studies
Dr. Leszek Gawarecki
Department Head, Mathematics
Dr. Craig Hoff
Department Head, Mechanical Engineering
Dr. Kathryn Svinarich
Department Head, Physics
Dr. John Geske
Department Head, Computer Science
Karen Cayo
Department Head, Business
Venetia Peteway
Director, Co-operative Education
390
5. Non-academic Support Units
Table D-70 list the names and titles of the individuals responsible for each of the units that
provide non-academic support to the program being evaluated.
Table D-70 Unit directors for non-academic support
Name
Position
Michael Mosher
Registrar
Charles Hanson
Director, Library Services
Tom Creech
Director, Graduate Programs
Dr. Basem Alzahabi
Director, Office of International Programs
Dr. Natalie Candela
Director, Academic Success Center
Dr. Terri Lynch-Caris
Director, Center for Excellence in Teaching & Learning
Kip Darcy
VP for Marketing, Communications and Enrollment
Susan Davies
VP for University Advancement and Ext. Relations
Betsy Homsher
VP for Student Life and Dean of Students
Viola Sprague
VP for Instructional, Administrative & Information Technology
Tom Ayers
VP for Finance and Administration
6. Credit Unit
Kettering has an unusual academic calendar, and therefore its credits are not equivalent to
either quarter or semester credits. The simplest way to understand how much instruction a
Kettering credit represents and its relationship to a semester credit is described below:

At Kettering, one credit is awarded for one 60-minute class meeting per week for
ten weeks. Thus a Kettering credit unit represents 60 x 10 = 600 minutes of
instruction.

In a typical semester system, one credit is awarded for one 50-minute class meeting
per week for fourteen weeks. Thus a semester credit unit represents 50 x 14 = 700
minutes of instruction.

Thus, one credit equals 6/7 semester credit units.
7. Tables
Please see Table D-3 for information on Mechanical Engineering program enrollment and
degree data and Table D-4 for information on ME personnel.
391
Table D-3. Program Enrollment and Degree Data
3
4
Total
Grad
2
870
1
22
224
41
911
78
79
66
190
838
5
0
2
14
27
59
223
183
68
204
865
64
187
186
134
67
243
817
2
0
8
2
1
26
37
50
187
152
194
157
136
159
68
78
269
284
854
830
52
2
1st
191
Enrollment Year
2nd
3rd
4th
211
186
80
5th
202
3
194
4
215
8
194
4
84
186
213
183
1
10
187
2011- FT
2012 PT
2010- FT
2011 PT
Academic
Year
Current
Year
1
Total
Undergrad
Mechanical Engineering
2014- FT
2015 PT
2013- FT
2014 PT
2012- FT
2013 PT
Associates
Degrees Awarded
Bachelors
Masters
23
151
TBD
163
40
166
21
181
17
191
40
Doctorates
Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate
degrees conferred during each of those years. The "current" year means the academic year preceding the on-site visit.
FT--full time
PT--part time
23
Number of degrees granted are calculated during the Summer term. Current year data is not yet available.
392
Table D-4. Personnel
Mechanical Engineering
Year1: Fall 2014
HEAD COUNT
FT
PT
FTE2
1.25
0
1.25
Faculty (tenure-track)3
Other Faculty (excluding student
Assistants)
32
0
32
2
0
2
Student Teaching Assistants4
2
0
2
Technicians/Specialists
5
0
5
Office/Clerical Employees
2
0
2
Others5
0
0
0
Administrative2
Report data for the program being evaluated.
1. Data on this table should be for the fall term immediately preceding the visit.
Updated tables for the fall term when the ABET team is visiting are to be
prepared and presented to the team when they arrive.
2. Persons holding joint administrative/faculty positions or other combined
assignments should be allocated to each category according to the fraction of the
appointment assigned to that category.
3. For faculty members, 1 FTE equals what your institution defines as a full-time
load
4. For student teaching assistants, 1 FTE equals 20 hours per week of work (or
service). For undergraduate and graduate students, 1 FTE equals 15 semester
credit-hours (or 24 quarter credit-hours) per term of institutional course work,
meaning all courses — science, humanities and social sciences, etc.
5. Specify any other category considered appropriate, or leave blank.
393
Appendix E – Additional Material
This Appendix contains blank version of the surveys that are used to collect data for the
assessment of the Mechanical Engineering (and other) programs. Please note that questions
on Student Outcomes are included in each survey.
394
1. Co-op Supervisor Survey
395
396
2. Co-op Student Survey
397
398
3. Thesis Supervisor Survey
399
400
401
4. Thesis – Faculty Evaluation (New 2015)
402
403
5. EBI Engineering Exit Assessment Survey
404
405
6. EBI Engineering Alumni Survey
406
407
7. IDEA Survey
This is a sample report, which in case summarized of all questions collected during all ME
courses (Winter 2015). Again, information regarding specific student outcomes are captured
in this survey.
408
409
410
411
412
Signature Attesting to Compliance
By signing below, I attest to the following:
That _Bachelor of Science in Mechanical Engineering Program__ (Name of the program(s)) has
conducted an honest assessment of compliance and has provided a complete and accurate
disclosure of timely information regarding compliance with ABET’s Criteria for Accrediting
Engineering Programs to include the General Criteria and any applicable Program Criteria, and
the ABET Accreditation Policy and Procedure Manual.
____James Z. Zhang___________
Dean’s Name (As indicated on the RFE)
_______________________________
Signature
____June 30, 2015____
Date
413