Martin Dubois, Assistant Professor of Mechanical Engineering Technology Thomas Harrill, Assistant Professor of Electronics and Computer Technology Jill Denko, Assistant Professor of Student Services James Valade, Associate Professor of Mathematics Overview What is Mechanical Engineering Technology? You do not have to be a Mechanical Engineer to have a career in solving problems with machines. A career path called Mechanical Engineering Technology focuses on the application of ideas and scientific principles, but does not require the extensive background in science and mathematics that Mechanical Engineers have. ASME Website Mechanical Engineering Technology is often confused with Mechanical Engineering. While these two programs are closely related, they are not the same. The difference in programs is based on academic content. It is not based on the length of the academic program; there are four year, Bachelor s degrees for both Mechanical Engineering and Mechanical Engineering Technology. A two year Associate degree also exists in Mechanical Engineering Technology. A Mechanical Engineering degree is intended for those entering the engineering profession. The curriculum is highly analytical, with an emphasis on theory and application of concepts. Math studies include the solution of differential equations and calculus. The engineering content is often highly theoretical. Mechanical Engineering Technology is intended for those students who wish to enter a technical field at a level which involves interaction with engineers, but without the full engineering education. The college curriculum for a Mechanical Engineering Technologist usually involves a great amount of "handson" experience, with less emphasis on analytical mathematics. Some students with degrees in Mechanical Engineering Technology go back to school for advanced mathematics and later become Mechanical Engineers after gaining job experience as Technologists. On the job, Mechanical Engineering Technologists often work under the direction of Mechanical Engineers. Many Technologists become involved in technical sales, operations and maintenance of advanced equipment, and production supervision at manufacturing plants. Occasionally, Mechanical Engineering Technologists are involved in routine product design. Figure 1 graphically illustrates the relation between Mechanical Engineering and Mechanical Engineering Technology. This graphic is from the American Society of Mechanical Engineers (ASME) website. Page 1 of 17
Figure 1. Mechanical Engineering and Mechanical Engineering Technology Job Functions and Math Requirements The following are excerpts from the GENERAL ENGINEERING TECHNOLOGY FACT SHEET provided by the U.S. Department of Labor: Bureau of Labor Statistics, 2) Mechanical engineering technicians help engineers design, develop, test, and manufacture industrial machinery, consumer products, and other equipment. They may assist in product tests for example, by setting up instrumentation for auto crash tests. They may make sketches and rough layouts, record and analyze data, make calculations and estimates, and report on their findings. When planning production, mechanical engineering technicians prepare layouts and drawings of the assembly process and of parts to be manufactured. They estimate labor costs, equipment life, and plant space. Some test and inspect machines and equipment or work with engineers to eliminate production problems. Engineering technicians who work in research and development build or set up equipment; prepare and conduct experiments; collect data; calculate or record results; and help engineers or scientists in other ways, such as making prototype versions of newly designed equipment. They also assist in design work, often using computer-aided design and drafting (CADD) equipment. Most engineering technicians specialize, learning skills and working in the same disciplines as engineers. Occupational titles, therefore, tend to reflect engineering specialties. Most engineering technicians work at least hours a week in laboratories, offices, manufacturing or industrial plants, or on construction sites. Some may be exposed to hazards from equipment, chemicals, or toxic materials. Page 2 of 17
Job Outlook and Career Prospects Opportunities will be best for individuals with an associate degree or extensive job training in engineering technology. As technology becomes more sophisticated, employers will continue to look for technicians who are skilled in new technology and require a minimum of additional job training. An increase in the number of jobs related to public health and safety should create job opportunities for engineering technicians with the appropriate training and certification. Overall employment of engineering technicians is expected to increase about as fast as average for all occupations through 21. Competitive pressures will force companies to improve and update manufacturing facilities and product designs, resulting in more jobs for engineering technicians. In addition to growth, many job openings will stem from the need to replace technicians who retire or leave the labor force. Growth of engineering technician employment in some design functions may be dampened by increasing globalization of the development process. To reduce costs and speed project completion, some companies may relocate part of their development operations to facilities overseas, impacting both engineers and the engineering technicians that support them particularly in electronics and computer-related areas. However, much of the work of engineering technicians requires on-site presence, so demand for engineering technicians within the US should continue to grow. Because engineering technicians work closely with engineers, employment of engineering technicians is often influenced by the same local and national economic conditions that affect engineers. As a result, the employment outlook varies with industry and specialization. State and National Trends Table A. Shows the employment prospects for Mechanical Engineering Technicians. While overall the national trend is for a slight decrease in positions, the local prospects in Michigan show an 8% increase in job opportunities for mechanical Engineering technicians. Note that the Job openings listed in Table A is based on new positions and net replacement of existing positions. Table A. Employment Numbers United States Employment Percent Job 28 218 Change Openings Mechanical Engineering Technicians 6,1 5,5-1% 87 Michigan Employment Percent Job 26 216 Change Openings Mechanical Engineering Technicians 35 378 8% 1 Page 3 of 17
EARNINGS Table B shows the distribution range of salaries that a Mechanical Engineering Technician will earn. For example, the lowest 1% of salaries nationwide are $31,1 per year. The top 1% in Michigan will earn an average of $73,9. Salaries in Michigan are slightly higher than the national average, reflecting the higher wages paid by the automotive industry. Table B. Salary Range for Mechanical Engineering Technicians Location Pay 28 Period 1% 25% Median 75% 9% United States Hourly $1.95 $18. $23.1 $29.5 $35.2 Yearly $31,1 $38,3 $8,1 $6, $73,3 Michigan Hourly $15.32 $18.6 $23.3 $29.9 $35.53 Yearly $31,9 $38, $8,5 $61,3 $73,9 The data in Table A and Table B is from CareerOneStop, sponsored by the U. S. Department of Labor at http://www.careerinfonet.org Preparation for Success in Mechanical Engineering Technology The following bullet points are from the GENERAL ENGINEERING TECHNOLOGY FACT SHEET provided by the U.S. Department of Labor: Bureau of Labor Statistics, 2. Although it may be possible to qualify for certain engineering technician jobs without formal training, most employers prefer to hire someone with at least a 2-year associate degree in engineering technology. Training is available at technical institutes, community colleges, extension divisions of colleges and universities, public and private vocational-technical schools, and in the Armed Forces. Persons with college courses in science, engineering, and mathematics may qualify for some positions but may need additional specialized training and experience. Although employers usually do not require engineering technicians to be certified, such certification may provide jobseekers a competitive advantage. Prospective engineering technicians should take as many high school science and math courses as possible to prepare for postsecondary programs in engineering technology. Most 2-year associate degree programs require, at a minimum, algebra and trigonometry and one or two basic science courses. Depending on the specialty, more math or science may be required. The type of technical courses required also depends on the specialty. For example, prospective mechanical engineering technicians may take courses in fluid mechanics, thermodynamics, and mechanical design; while electrical engineering technicians may need classes in electrical circuits, microprocessors, and digital electronics; and those preparing to work in environmental engineering technology need courses in environmental regulations and safe handling of hazardous materials. Because many engineering technicians assist in design work, creativity is desirable. Because these workers often are part of a team of engineers and other technicians, good communication skills and the ability to work well with others also are important. Page of 17
Engineering technicians usually begin by performing routine duties under the close supervision of an experienced technician, technologist, engineer, or scientist. As they gain experience, they are given more difficult assignments with only general supervision. Some engineering technicians eventually become supervisors. Community colleges offer curriculums that are similar to those in technical institutes but include more theory and liberal arts. There may be little or no difference between programs at technical institutes and community colleges, as both offer associate degrees. After completing the 2-year program, some graduates get jobs as engineering technicians, whereas others continue their education at -year colleges. However, there is a difference between an associate degree in preengineering and one in engineering technology. Program Entrance Requirements Preparing for Success at MCCC At, there are no specific entrance requirements for the Mechanical Engineering Technology program. This is dictated by the relatively short amount of time that the program has been offered. In addition, the lead faculty for the program retired, and was not replaced for two years. This left the program without oversight, or advocacy. The net result of this situation was a drop in enrollment. This has been corrected, and enrollment is increasing slowly. There is capacity for increased enrollment and no reason to limit enrollment in the program. Students enrolled in the program are required to meet the prerequisite for enrollment to the college. This includes taking the COMPASS evaluation test. Currently there about 3 students with a declared major of Mechanical Engineering Technology. The gradepoints of these students were compared with their ACT scores and COMPASS Tests. ACT scores are not a requirement for enrollment, but the data is included for evaluation. The results of this comparison are interesting. Figure 1, Figure 2, and Figure 3 show plots of gradepoint versus ACT scores in areas of Math, English, and Reading. The data only includes students who have completed at least 13 credits, and does not include every student in the program, because not all students have taken the ACT test. English scores (Figure 1) do not correlate to gradepoint. This is not surprising for the program with high technical and scientific content, however, an unanticipated result is that Math Scores (Figure 2) also do not correlate with grade point. There is a fairly wide distribution of results for both subjects. Page 5 of 17
Gradepoint (.-.) Gradepoint (.-.) Program of Study - Mechanical Engineering Technology.5 3.5 3 2.5 2 1.5 1.5 5 1 15 2 25 3 ACT English Score Figure 1. Gradepoint vs. ACT English Score for Mechanical Engineering Technology Students.5 3.5 3 2.5 2 1.5 1.5 5 1 15 2 25 3 35 ACT MATH Score Figure 2. Gradepoint vs. ACT MATH Score for Mechanical Engineering Technology Students Page 6 of 17
Gradepoint (.-.) Program of Study - Mechanical Engineering Technology 3.5 3 2.5 2 1.5 1.5 5 1 15 2 25 3 ACT Reading Score Figure 3. Gradepoint vs. ACT Reading Score for Mechanical Engineering Technology Students Figure 3 shows that there is a correlation between ACT reading scores and gradepoint. This is intuitive, good readers tend to be good students, or at least have the tools to succeed academically. While most educators recognize this, Figure 3 provides data that supports this. In short, ACT scores indicate that successful students will focus on developing their reading skills. A similar analysis with COMPASS scores shows a similar trend. This data is shown in Figure, Figure 5, and Figure 6. Page 7 of 17
Gradepoint (.-.) Gradepoint (.-.) Program of Study - Mechanical Engineering Technology.5 3.5 3 2.5 2 1.5 1.5 1 2 3 5 6 7 8 9 1 COMPASS English Score Figure. Gradepoint vs. COMPASS English Score for Mechanical Engineering Tech Students.5 3.5 3 2.5 2 1.5 1.5 2 6 8 1 12 COMPASS Algebra Score Figure 5. Gradepoint vs. COMPASS Algebra Score for Mechanical Engineering Tech Students Page 8 of 17
Gradepoint (.-.) Program of Study - Mechanical Engineering Technology.5 3.5 3 2.5 2 1.5 1.5 2 6 8 1 12 COMPASS READING Score Figure 6. Gradepoint vs. COMPASS Reading Score for Mechanical Engineering Tech Students In Figure 6, the COMPASS reading scores shows a similar trend to the ACT reading score, however, the trend is weaker for the COMPASS scores than for the ACT scores. Again, the math and English scores do not correlate with gradepoint. Possible explanations for the lack of correlation in math is that some students may be good at taking tests, but not at application, or that students who are initially weak in math start at lower levels and some of these students attain the higher level proficiency during college. This is an area that requires more study. High school students can prepare for a Mechanical Engineering Technology program by taking as much math as their academic background allows. Other courses that will be of benefit are Physics, Machine Tools or Computer Numerical Control (CNC) machining, Computer Aided Design or Drafting, and Electronics. Science, Technology, Engineering and Mathematics Career Cluster lists 1 topics with skills that High School students should develop to prepare for their career. These are not course specific. The Career Cluster details are available at http://www.careerclusters.org/resources/pos_ks/foundationkscharts/28/stem-169-kschart.pdf Page 9 of 17
ABET General Engineering Technology Outcomes The accrediting agency for Engineering and Technology programs in the United States is the Accrediting Board of Engineering and Technology, known as ABET. ABET accreditation is usually required for program graduates to qualify for professional licensure, and well as improving transfer between other academic programs. ABET accreditation insures a standard for academic content, program review, and program outcomes. Note that does not accredit institutiuons. ABET reviews individual programs and accredits accordingly. It is possible for a school to have multiple programs, some with ABET accreditation, and others without. In general, ABET requires the following outcomes. These are generally known as the A-K outcomes because they are generic to all engineering technology Programs. The Numbering A-K is assigned by ABET in their appliclation guideline for obtaining accreditation. The A-K criteria are listed in Table C. Table C. ABET General Outcomes for Engineering Technology (The A-K outcomes) Each program must demonstrate that graduates have: a) an appropriate mastery of the knowledge, techniques, skills, and modern tools of their disciplines b) an ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering, and technology c) an ability to conduct, analyze and interpret experiments, and apply experimental results to improve processes d) an ability to apply creativity in the design of systems, components, or processes appropriate to program educational objectives e) an ability to function effectively on teams f) an ability to identify, analyze and solve technical problems g) an ability to communicate effectively h) a recognition of the need for, and an ability to engage in lifelong learning i) an ability to understand professional, ethical and social responsibilities j) a respect for diversity and a knowledge of contemporary professional, societal and global issues k) a commitment to quality, timeliness, and continuous improvement In addition, ABET issues specific outcomes for each program based on type. For Mechanical Engineering Technology, these outcomes are listed in Table D. Table D. ABET Program Outcomes for Mechanical Engineering Technology. program outcomes, based on specific program objectives, may have a narrower focus with greater depth, selecting fewer areas, or a broader spectrum approach with less depth, drawing from multiple areas. However, all programs must demonstrate an applied basis in engineering mechanics/sciences. Associate degree programs must demonstrate that graduates can apply specific program principles to the specification, installation, fabrication, test, operation, maintenance, sales, Page 1 of 17
or documentation of basic mechanical systems depending on program orientation and the needs of their constituents. Mechanical Engineering Technology at The Mechanical Engineering Technology program at MCCC was a spinoff from the Mechanical Design Program. Mechanical Design was formerly known as Drafting and Computer Aided Design (CAD). As such, the original program retained the focus on CAD courses. The program as it existed in 27 is listed in Table E. Course Table E. MCCC Mechanical Engineering Technology Pre-28. Credit Hours Required General Education Courses 19 ENGL 151 (English Composition) 3 ENGL 155 (Technical Writing) 3 POLSC 151 (Introduction to Political Science) 3 MATH 16 (Math Applications in Engineering Technology) 2 I MATH 16 (Precalculus) PHY 151 (General Physics 1) Required Core Courses 9 First Semester MDTC 16 (Mechanical Drafting and CAD I) MECH 12 (Manufacturing Processes) MECH 13 (Basic Machine Tools) Second Semester MDTC 152 (Descriptive Geometry) MDTC 161 (Mechanical Drafting and CAD 11) MECH 13 (Machine Tool Theory) 2 METC 17 (Introduction to Parametric CAD/CATIA) 3 Winter or Spring Semester MECH 21 (Introduction to CAD/CAM) 3 Third Semester MDTC 22 (CAD Applications - Mechanical) 3 MDTC 226 (Geometric Dimensioningand Tolerancing) 3 METC 22 (Statics & Strength of Materials) Fourth Semester MATL 11 (Industrial Materials) 3 METC 21 (Computer Applications in Machine Design) or MDTC 2 (Tool and Die Design) PHY 152 (General Physics 11) or CHEM 151 (General College Chemistry 1) Total Degree Requirements 68 Page 11 of 17
The Mechanical Engineering technology program at is not accredited by ABET. A goal of MCCC is to obtain ABET accreditation for this program. To bring the program into alignment with ABET requirements, the curriculum of ABET accredited two-year programs was examined. A list of ABET accredited programs was obtained from ABET s website. The curriculum of forty three programs were examined. Each course from the program was assigned to a category based on credit hours of academic content. The categories are listed in Table F. Category Table F. Categories of Academic Content for Mechanical Engineering Technology Programs. General Education Math Chemistry/Physics Computer Science Electricity, Electronics CAD/Drafting Manufacturing and Machining Material Science Statics/Strength of Materials Kinematics and Dynamics Machine Design Thermodynamics/Heat Transfer Hydraulics, Pneumatics, and Fluid Power Automation and Robotics Description Core Classes such as English, Humanities, Physical Education. In general these are not related directly to engineering or science. Math classes including College Algebra, Trigonometry, Calculus General Science Courses Computer programming, not specific to one function such as CAD Fundamentals of electricity, basic instrumentation Computer Graphics, both 2 dimension and 3 Dimension, solid modeling Machine tools, CNC programming, Quality control and measurement Material Properties Forces, Vectors, Stress, Strain for static loads Moving bodies and resulting forces Machine components, such as springs, bearings, fasteners, and their application Heat energy, thermodynamic laws, heating and cooling of material, rates of heating and temperature distribution, fluid sciences, drag, viscosity. Power transmission, via fluid. Pumps, cylinders, control elements Industrial Control, PLCs, Robotics Page 12 of 17
Average Number of Credits Program of Study - Mechanical Engineering Technology The average across 3 schools is plotted in Figure 7. This gives a benchmark for program content. 15. 1. 5. 1.3 7.8 6.7 2.2 2.6 5.3 5.7 2..8 1. 3.7 1.9 2.2.9. Subject Figure 7. Baseline ABET accredited curriculum for Two Year Programs in Mechanical Engineering Technology Next, the original program content at MCCC was plotted on the same chart as the benchmark. This is shown in Figure 8. Figure 8 shows that the original MCCC program contained too many courses in CAD and Drafting, and was deficient in engineering level courses such as in thermodynamics, fluid power and automation. Page 13 of 17
Number of Credits Program of Study - Mechanical Engineering Technology 25 2 21 MCCC Original Baseline 15 13 1 5 1.3 9 6 7.8 8 6.7 2.2 2.6 5.3 5.7 3 2..8 1. 3.7 1.9 2.2.9 Subject Figure 8. Original MCCC program compared to Baseline Program Based on this comparison, the program was revised. The curriculum is listed in Table G. Courses were added in Electricity/Electronics, Thermodynamics, Automation, and Fluid Power. Several of the CAD courses were deleted. Math, Science, and General Education content were unchanged. Figure 9 shows how the modified curriculum aligns more closely with the baseline accredited programs. Page 1 of 17
Table G. MCCC Mechanical Engineering Technology As Modified Currently. Course Credit Hours Required General Education Courses 19 ENGL 151 (English Composition) 3 ENGL 155 (Technical Writing) 3 POLSC 151 (Introduction to Political Science) 3 MATH 16 (Math Applications in Engineering Technology) 2 MATH 16 (Precalculus) PHY 151 (General Physics I) Required Core Courses First Semester MDTC 16 (Mechanical Drafting and CAD I) MECH 12 (Manufacturing Processes) ELEC 125 (Introduction to Electricity) 3 Second Semester MECH 13 (Basic Machine Tools) MECH 131 [Introduction to Automation) 3 MATL 11 (Industrial Materials) 3 METC 17 (Introduction to Parametric CAD/CATIA) 3 Spring/Summer Semester MECH 21 (Introduction to CAD/CAM) or ELEC 11 (Industrial Automation and Process Control) 3 Third Semester QSTC 115 (Statistical Process Control) or MDTC 226 (Geometric Dimensioning and Tolerancing) 3 METC 22 (Statics & Strength of Materials) MECH 111 (Introduction to Fluid Power) 3 Fourth Semester METC 21 (Computer Applications in Machine Design) METC 23 (Thermodynamics and Fluid Sciences) PHY 152 (General Physics 11) or CHEM 151 (General College Chemistry 1) Total Degree Requirements 68 Page 15 of 17
Number of Credits Program of Study - Mechanical Engineering Technology 12 1 8 6 2 9 1.3 6 7.8 8 6.7 2.2 6 2.6 1 5.3 8 5.7 3 2..8 2 2 1. 3.7 MCCC Current Baseline 3 3 1.9 2.2.9 Subject Figure 9. Modified (Current) MCCC program Compared to Baseline Average Four year transfer students will be eligible to take the Engineer in Training Test, leading to a Professional Engineer License after four years of experience. This is not generally available for the two year degree. For students earning an associates degree, there are various certifications available that are very specific to certain industries. A general Engineering Technology Proficiency test is available from NOCTII. While this program of Study is an improvement on the original program, there are still areas for improvement. For example, MCCC has an Introduction to Engineering and Technology course that addresses subjects such as engineering problems, ethics, economics, and documentation. This course will be added to the program in the near future. ABET also places an emphasis on teamwork and communication skills. This is often addressed in a capstone course. This approach is being considered for this program. Page 16 of 17
With any technology program, the field is constantly changing. Our main goal is to provide students with a solid academic base, the ability to respond to changes in the workplace, and become more valuable employees who can continue learning throughout their career. This is also a requirement for the academic program. As technology changes, the Mechanical Engineering Technology Program will be evaluated and modified to keep pace with a changing world. Funding for this Program of Study report was provided by the US Department of Education, Federal Grant Number V8A922, Vocational Education-Basic grants to States CFDA Number 8.8A. through the State of Meichigan Department of Energy, Labor and Growth, Project Number 127-1. Page 17 of 17