Mechanical Engineering (ME) plays a role in nearly everything that is made by humans. From design, to fabrication to final applications -- we touch everything. Because of this, our ME curriculum offers a balance among theory, design and laboratory experience in the areas of thermal fluids, mechanics, dynamic systems, design and materials -- all to help students develop into leaders in the field.
The mission of the Department of Mechanical Engineering is aligned with the mission of the Watson School: to provide education and research opportunities through a firm grounding in fundamentals, elements of practical application and an appreciation for liberal learning. Our curriculum has been designed to provide strong technical preparation in mechanical engineering. Our primary goal is to prepare our graduates for professional practice in mechanical engineering or continued study at the graduate level, based on a thorough grounding in the fundamentals and skills used by the mechanical engineer.
Graduates from our program, within the first few years of their career, will either achieve professional employment in the broad field of mechanical engineering or related disciplines, or enroll in programs of advanced study in engineering, science and other professions, including business and law.
These objectives are consistent with the mission of the Watson School, which is to provide instructional and research services in the broad field of engineering and applied science.
The emphasis in the Mechanical Engineering curriculum is on the application of engineering fundamentals rather than specialized areas within mechanical engineering. Care has been taken to ensure a balanced integration of theory, design and laboratory practice through the selection and sequencing of courses within the syllabus. Computer applications are an integral part of the total education program.
The Mechanical Engineering Program is an ABET-accredited program leading to a Bachelor of Science in Mechanical Engineering (BSME).
ABET criteria for mechanical engineering programs encompasses many aspects of engineering education and there are eleven mandatory program outcomes that must be satisfied by all students before graduating:
ABET Outcome 3(a): an ability to apply the knowledge of mathematics, science, and engineering
Students will have knowledge of math (statistics, linear algebra, multivariate calculus, and differential equations), science (chemistry and physics), and engineering (thermal and mechanical systems) essential for solving problems in an engineering context.
ABET Outcome 3 (b): an ability to design and conduct experiments, as well as to analyze and interpret data
Students will have the ability to complete an experiment as well as to design the appropriate procedures to conduct a successful experiment. The students will also have the ability to analyze and interpret data from any source (experiment, simulation, etc).
ABET Outcome 3(c): an ability to design a system, component, or process to meet desired needs within realistic constraints.
Students will utilize the design process, typically iterative, wherein math, science, and engineering concepts are used to configure thermal and mechanical components, systems, or processes to meet a given need and satisfy given constraints. Realistic constraints are those that would typically be encountered in real-world design problems and may include performance, time (scheduling), funding, manufacturability, environmental, societal, and other constraints.
ABET Outcome 3(d): an ability to function on multi-disciplinary teams
Students will comprehend the multidisciplinary nature of a problem (technical and/or non-technical aspects) when appropriate, and function as a successful team member.
ABET Outcome 3(e): an ability to identify, formulate and solve engineering problems
Students will have the capability to identify, formulate and solve both well-defined and open-ended or ill-defined problems.
ABET Outcome 3(f): understanding of professional and ethical responsibility
Students will recognize their professional and ethical responsibilities as engineers.
ABET Outcome 3(g): an ability to communicate effectively
Students will demonstrate clear communication, both oral and written, in both technical and non-technical styles.
ABET Outcome 3(h): the broad education necessary to understand the impact of engineering solutions in global, economic, environmental, and societal context
The students, through Binghamton University's General Education curriculum, will develop an understanding of and respect for different peoples and civilizations as well as knowledge of and appreciation for the natural world, achieved through active engagement with the methods and philosophy of natural science. The University's General Education requirement, combined with our curriculum, provides students the basis to understand the impact of engineering solutions from a broader perspective.
ABET Outcome 3(i): recognition of the need for, and ability to engage in life-long learning
Students will recognize the need for and have the ability to acquire knowledge of material (technical and/or non-technical) through self-directed learning.
ABET Outcome 3(j): knowledge of contemporary issues
Students will have knowledge of contemporary issues; relatively recent events that are engineering and science related topics.
ABET Outcome 3(k): an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Students will have the ability to use a wide range of modern tools including computer-based tools or state-of-the-art algorithms and solution techniques.
