B. Accreditation Summary

8. Program Criteria

Curriculum:
The curriculum in Materials Engineering was designed to meet the 4 program criteria for materials. Table B8.1 shows how each course in the materials program contributes to each of the four outcomes and shows student and faculty ratings.

TABLE B8.1


the ability to apply advanced science and engineering principles to materials systems…
To achieve this outcome, it is important to first assure that students have the necessary foundation in chemistry, physics, mathematics, and engineering mechanics (statics and mechanics of materials). We require students to take a year each of chemistry, physics, and engineering mechanics and 3 semesters of mathematics. Facility with application to materials systems is gained through all of the core and specialization courses as indicated in Table B8.1. Note that both faculty and students feel that this objective was achieved in the 1999-2000 school year for all but the case of Mat E 315, in which both faculty and students agreed that it was not adequately addressed. The instructor and curriculum committee have met to discuss this result and prepare strategies for addressing this in the Fall 2000 offering of the class. Seniors graduating in the 1999-2000 school year rated themselves as 9.3/10 in this outcome.

an integrated understanding of the scientific and engineering principles underlying the four major elements of the field.
The scientific principles of structure, processing, properties and performance are learned in all core and most specialization courses. Again, students and faculty rated this objective achieved except for the case of Mat E X13 – Vertically integrated design and Mat E 332. For the case of design, the deficiency has already been addressed (in section B3), and for Mat E 332, it has been suggested that this outcome is not appropriate. The faculty in our department have expertise in each of the four areas as seen in Table B8.2 and bring it to the classroom. Seniors graduating in the 1999-2000 school year rated themselves as 8.9/10 in this outcome

The ability to apply and integrate knowledge from each of the four elements to solve materials selection and design problems.
Selection and Design problems appear in various places in the curriculum, but especially in X13 Vertically integrated design and in 414 Senior Capstone design. Faculty rated themselves below 3.0/5 in Mat E 214 and Mat E 424 in this outcome, however students disagreed reporting they felt they had achieved this outcome. Seniors graduating in the 1999-2000 school year rated themselves as 8.6/10 in this outcome.

Ability to utilize experimental, statistical and computational methods consistent with…
As shown in Table B6.1, a variety of experimental, statistical and computational methods are used in the Materials Engineering Curriculum. Seniors graduating in the 1999-2000 school year rated themselves as 8.7/10 in this outcome. Both students and faculty in Mat E 214 felt they did not achieve this objective, citing deficiency in statistical analysis. Faculty in 321 and 444 indicated they feel they should improve in this outcome, although students felt it had been achieved. Seniors rated themselves 8.7/10 in the outcome.

In general, these outcomes are multidimensional (e.g. a student may have gained proficiency in computational methods, but not in statistics). In the future, we will make an attempt to break out the components of these outcomes to better understand and correct deficiencies.

Faculty:
The diverse faculty in the MSE department encompass the four major elements of the field as shown in Table B8.2. Note that all four areas are well covered, with every combination of expertise represented. A number of faculty had difficulty selecting only two when asked, indicating a strong commitment to the integration of the four elements of the field. As faculty retire careful consideration is given to candidates’ affiliation in terms of both class of materials and area of expertise within the four elements of the field. Table B5.1 also gives information related to the depth and breadth of faculty expertise.

TABLE B8.2