Bachelor of Science in Mechanical Engineeringacademic.uprm.edu/seed/abet_reports/ABET MECHANICAL...

1

ABET Self-Study Report

for the

Bachelor of Science in Mechanical Engineering

Program

at

The University of Puerto Rico, Mayagüez Campus Mayagüez, Puerto Rico

CONFIDENTIAL The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

Self-Study Report 2008 Department of Mechanical Engineering at UPRM

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TABLE OF CONTENTS

BACKGROUND INFORMATION .................................................................................7

CRITERION 1. STUDENTS .........................................................................................26

CRITERION 2: PROGRAM EDUCATIONAL OBJECTIVES .............................44

CRITERION 3: PROGRAM OUTCOMES .................................................................67

CRITERION 4: CONTINUOUS IMPROVEMENT ....................................................86

CRITERION 5: CURRICULUM ................................................................................119

CRITERION 6: FACULTY .........................................................................................137

CRITERION 7: FACILITIES .....................................................................................153

CRITERION 8: SUPPORT .........................................................................................159

CRITERION 9: PROGRAM CRITERIA ..................................................................164

APPENDIX A ...............................................................................................................166

APPENDIX B ...............................................................................................................287

APPENDIX C ...............................................................................................................329

APPENDIX D ...............................................................................................................352


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LIST OF TABLES

Table i-1 Esteban Terrats Awards since the year 2000. 18 Table i-2 Certifications for revisions to ME courses and the ME curriculum. 20 Table 1-1 History of Admissions Standards for Freshmen for the Past Five Years in the Mechanical Engineering Program 27 Table 1-2 Transfer Students for Past Five Academic Years 33 Table 1-3 Enrollment Trends for the Past Five Academic Years 36 Table 1-4 Program Graduates 37 Table 1-5 Average Graduation Time (Yrs.) for Mechanical Engineering Program 1 41 Table 2-3 Distribution Frequency of the Program Assessment Tools 62 Table 3-2 Relationship Between Our Educational Objectives and Our Program Outcomes 70 Table 3-3 Relationship between the ME Core Courses and the ME Program Outcomes 72 Table 3-4 Relationship between Criterion 3 and the ME Core Courses 72 Table 3-5 Mapping of Program Objectives and Outcomes to “Other” Core Curriculum Courses 73 Table 3-6 Relationship of Assessment Tools and ABET Criterion 3 (A-K) Outcomes79 Table 3-7 Outcomes Assessment Strategies 80 Table 4-1 Overall Assessment Results of the ME Program Outcomes in Terms of ABET “a thru k” Criterion 3, for the Period of 2003-2007 87 Table 4-2 Results for Additional POs Assessment Tools 96 Table 4-3 Assessment Results of the ME Program Educational Objectives (EOs) 98 Table 4-4 Assessment Results of the ME Program Educational Objectives in Terms of ABET Criterion 3 (a-k) 99 Table 4-5. Summary of Concerns and Actions Taken by the ME Department 115 Table 5-1 Mechanical Engineering Curriculum 128 Table 5-1 Mechanical Engineering Curriculum (Cont’d) 129 Table 5-1 Mechanical Engineering Curriculum (Cont’d) 130 Table 5-2. Course and Section Size – Mechanical Engineering 132 Table 5-2. Course and Section Size – Mechanical Engineering (Cont’d) 133 Table 5-3 Revised Mechanical Engineering Curriculum Course Distribution 134 Table 6-1 Faculty Workload Summary Mechanical Engineering Department Fall Semester 2007 144 Table 6-2 Faculty Analysis - Mechanical Engineering 147 Table 6-2 Faculty Analysis - Mechanical Engineering (Cont’d) 148 Table 6-3 Faculty Development Activities Mechanical Engineering Department 151


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LIST OF FIGURES

Figure i-1 Conceptual diagram of strategic planning and assessment at UPRM 9 Figure i-2 Mechanical Engineering’s Student Learning Assessment Plan 15 Figure i-3 Special Projects Competitions’ report as appears in the ME Webpage 16 (http://www.me.uprm.edu/annualreport) 16 Figure i-4(a) Mechanical Engineering Participation in the COOP Program. 17 Figure i-4(b) Engineering Students’ Participation in the COOP Program for 1998-2007. 18 Figure i-5 Distribution of Honors granted by the Mechanical Engineering program for the period 2002-2007. 19 Figure i-6 Organizational Chart of the College of Engineering (CoE) at the University of Puerto Rico-Mayagüez (UPRM) 22 Figure i-7 Organizational Chart of the Mechanical Engineering Department 23 Figure 1-1 Enrollment and Graduation Trends for the Past Five Years 36 Figure 1-2 Student Retention and Loss Rate (1st to 2nd Yr) for ME Program at UPRM 40 Figure 1-3 Student Retention and Loss Rate (2nd to 3rd Yr) for ME Program at UPRM 40 Figure 1-4 Student Retention and Loss Rate (3rd to 4th Yr) for ME Program at UPRM 41 Figure 1-5 Average Graduation Time for the Mechanical Engineering Program. 42 Figure 1-6 Number of Degrees Granted by the Mechanical Engineering Program at UPRM 42 Figure 1-7 Average GPA and No. of Graduates for the Mechanical Engineering Program at UPRM 43 Figure 2-1 ME Industry Advisory Board (IAB) as it appears in the ME Webpage (http://me.uprm.edu) 52 Figure 2-2 ME Program’s Continuous Assessment Process 56 Figure 2-3 Program Full Assessment Cycle/Loop. 57 Figure 2-4 Program’s Data Gathering and Feedback Mechanisms 58 Figure 2-5 Program’s Data Gathering Mechanisms 61 Figure 2-6 Summary of the Honor Students Activity and the Annual Pizza Day, as appears in the ME webpage (http://me.uprm.edu) 65 Figure 3-1 Sample of a Student Record Form (SRF) Including the Scores for all Course Assessment Tools and Course Modules 81 Figure 3-2 Mapping between the Course Modules and the Course Assessment Tools82 Figure 3-3 Mapping between the Course Assessment Tools and ABET (A-K) Outcomes 84 Figure 4-1 Graphical Representation of the Overall Results of the POs of the Mechanical Engineering Program, through Various Assessment Tools 88 Figure 4-2 Mean Average of the Overall Assessment of POs for the Period of 2005-2007 89


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Figure 4-3 Yearly Assessment Results of the Program Outcomes 90 Figure 4-4 Exit (graduates) Survey Results (Yr. 2005-2006) 91 Figure 4-5 Exit Survey Demographics Information (Yr. 2006) 92 Figure 4-6 Exit Survey Time for Graduation Tendencies for Graduates (Yr. 2006) 93 Figure 4-7 Exit Survey Grade Point Averages (GPAs) for Graduates (Yr. 2006) 93 Figure 4-8 Capstone Oral Presentation Evaluation (Yr. 2007) 95 Figure 4-9 Graphical Representation of the Overall Results of the POs of the Mechanical Engineering Program, through Additional Assessment Tools 97 Figure 4-10 Assessment Results for All Tools Used to Measure the EOs for the Period 2003-2007 100 Figure 4-11 Mean Average of the EOs for the Period 2003-2007 100 Figure 4-12 Graphical Representation of the Assessment Results for the EOs in Terms of Criterion 3 (a-k) for the Period 2003-2007 101 Figure 4-13 Results from the Alumni Survey on Their Perception of the Quality of Education at UPRM 102 Figure 4-14 Results from the Alumni Survey on Their Perception of the Quality of Education at UPRM (Cont’d) 102 Figure 4-15 General Information from the ME Alumni 103 Figure 4-16 General Information from the ME Alumni (Cont’d) 103 Figure 4-17 Information on ME Alumni Engagement to Graduate Programs 104 Figure 4-18 Alumni Perception on the Preparation Received in the ME Program and UPRM to Continue Graduate Studies104 Figure 4-19 Alumni Perception on the Quality of Education Received at UPRM 105 Figure 4-20 Alumni Perception on Their Quality of Life 105 Figure 4-21 Alumni Perception on the Education Received at UPRM for Their Performance in Their Current Job 106 Figure 4-22 Percentage of Students with Deficiency in Mathematics by College since 1996 108 Figure 4-23 Percentage of ME Students Passing Math Courses for the Period 2001-2007. Information Obtained from the Office of Institutional Research and Planning (OIIP in Spanish) 108 Figure 4-24 Percentage of Students Passing Math Courses for 2001-2004. Information Obtained from the Academic Affairs Office Webpage: http://www.uprm.edu/decasac/docs/ComparacionOfertaCursos.xls 109 Figure 4-25 Percentage of ME Students Passing English Courses for the 2001-2007. Information Obtained from the Office of Institutional Research and Planning (OIIP in Spanish). 110 Figure 4-26 Results for the Assessment for Thermodynamics I (INME4001) Tutorials 113 Figure 4-27 Results of the Program Outcomes (POs) for the Manufacturing Course (INME4055) for 2005 and 2007 114 Figure 5-1 Flowchart of the Mechanical Engineering Curriculum 135 Figure C.1 General Computing Room (L-120) 330 Figure C.2 CAD Laboratory (L-236A) 331 Figure C.3 Graduate Students Room (L-236B) 332 Figure C.4 Advanced Computational Facilities (L-121) 333


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Figure C.5 Heat Treatment Furnaces 336 Figure C.6 Rolling Mills 336 Figure C.7 Optical Microscopes 337 Figure C.8 Materialographic Preparation Equipment – Grinders 337 Figure C.9 Fume Hood 338 Figure C.10 Hardness Testers 338 Figure C.11 Gamry Potentiostat 339 Figure C.12 Instron Machines 339 Figure C.13 Dillon Stress/Strain Testing Machine 340 Figure C.14 Heat Conduction Experimental Apparatus (Extended Surfaces) 341 Figure C.15 Heat Convection Experimental Apparatus 342 Figure C.16 Heat Exchanger Experimental Apparatus 342 Figure C.17 Air Conditioning Experimental Apparatus 343 Figure C.18 Photovoltaic Cells, Fuel Cells and Electrolyser Experimental Apparatus343 Figure C.19 Saturation Pressure Experimental Setup 344 Figure C.20 Controls Laboratory Facilities (L-131) 345 Figure C.21 Metal Processing System 347 Figure C.22 Injection Molding Machine 347 Figure C.23 Rapid Prototyping Station 348 Figure C.24 Flexible Assembly Cell with Conveyors, Programmable Controllers and Robot 348 Figure C.25 Ultrasonic Welding Machine349 Figure C.26 Emco Maier CNC Milling Station 349 Figure C.27 CNC Programming Room 350 Figure C.28 Bench Drill 350 Figure C.29 Milling Machine 351


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BACKGROUND INFORMATION

Contact Information

Contact: Dr. Paul Sundaram Position: Chairperson Address: Department of Mechanical Engineering University of Puerto Rico at Mayagüez PO Box 9045 Mayagüez, PR 00681-9045 Tel: (787) 832-4040 ext. 3659 or 2560 Fax: (787) 265-3817 E-mail: [email protected] [email protected] Contact: Dr. Sandra Coutin Rodicio Position: ABET Coordinator Address: Department of Mechanical Engineering University of Puerto Rico at Mayagüez PO Box 9045 Mayagüez, PR 00681-9045 Tel: (787) 832-4040 ext. 2575 Fax: (787) 265-3817 E-mail: [email protected] [email protected]

Program History

From its inception to supply engineers to a flourishing sugar industry in Puerto Rico, the ME Department has been committed to a high standard of excellence in teaching.

Hundreds of engineers have graduated through the solid five year program that the ME Department offers and occupy prestigious positions in industries all over the world but particularly in Puerto Rico and the United States. A graduate program at the Master’s level was introduced in 1967 to carry out academically relevant research.

The Department currently has an undergraduate student population of about 800 students, 25% of which is female. The average number of ME graduates fluctuates between 120 and 140 each year. At the graduate level, about 40 students are actively registered and 10


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M.S. students graduate every year. A Ph.D. program is awaiting approval and is expected to be implemented soon. . There are 20 tenured and tenure-track faculty members who carry out high quality academic research in the areas of Thermal Sciences, Machine Sciences and Manufacturing and Materials Science. Research funding stands at $ 1.5-2 million annually. The following sub-sections summarize the various developments the Mechanical Engineering Department has gone through since 2003. Institutionalization of Assessment The program has been continuously accredited by ABET up to present time, with the last full re-accreditation taking place in 2003. A major effort has been oriented toward a curriculum revision in harmony with the ABET EC2000 Accreditation Criteria. Although the Mechanical Engineering Department has in of itself continued to expand and fine-tune its assessment and student learning improvement efforts, one major development has been the institutionalization of continuous improvement and assessment processes at all levels within UPRM. The experience gained in outcomes assessment and in the development of assessment instruments was subsequently utilized as a springboard towards successful institutional reaccredidation, and thereafter, in the establishment of a permanent office to propel and sustain the institutionalization of continuous improvement across all academic and administrative units on campus. Needless to say, all academic assessment plans within the institution abide by and follow formats in line with ABET’s outcomes criteria. Therefore, assessment now takes place at different levels and results are compiled, analyzed, and provided by various responsible offices within UPRM, in accordance with these plans. Inherent to the ABET accreditation efforts was the establishment in 2001 of the System for the Evaluation of Education (SEED), the goal of this office is to assessing strategies for the undergraduate engineering programs. Its description, activities, and documentation can be found at http://ing.uprm.edu/english/abet.php and at http://seed.uprm.edu/english/index.php. In February 2003, the Continuous Improvement Educational Initiative (CIEI) was established. The role of this new two-year initiative was to not only prepare for the joint institutional re-accreditation visit in 2005 from the Middle States Commission on Higher Education (MSCHE) and the Puerto Rico Council on Higher Education (PRCHE), but to also sustain the institutional assessment process in the long run. This two-year initiative was built upon the momentum, experience and successes of the ABET accreditation process of 2002. This effort led to the development of two institutional assessment plans, namely: the “Overall Institutional Assessment Plan” and the “Institutional Plan for the Assessment of Student Learning”. The two plans are conceptually represented below (Figure i-1), with the Student Learning Assessment Plan at the core. A team of external evaluators visited UPRM in March 2005, during which the institution received 22 commendations in 10 out of 14 standards. These efforts are described and well documented at http://www.uprm.edu/msa/ and at http://www.uprm.edu/omca/. The creation of a permanent office by the University Board on September 8, 2005


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followed, namely the Office of Continuous Improvement and Assessment (OMCA in Spanish). This move is expected to permanently institutionalize the culture of continuous improvement and assessment within the campus. This new office (OMCA) began with a full-time director and a full-time secretary, and, more recently, also added a fulltime assessment specialist. Additionally, two steering teams, an Academic Steering Team, and an Administrative Steering Team, along with a selected group of advisors guide the operations of the office. This was soon followed by a thrust to review and update the student learning assessment plans for all academic programs in all four academic colleges. Furthermore, with a Template designed by this program’s Assessment Coordinator, Administrative Assessment Plans were developed for all (100%) administrative and service support units/offices at all institutional levels (118 in total), to assess the effectiveness of these units in support of academic processes and student learning activities. All of these plans can be accessed at:http://www.uprm.edu/omca/assessment_plans/Administrative/. Our program’s Plan and administrative support and service activities have been given the rating of “Best Practices” by UPRM’s OMCA Office. Figure i-1 shows how assessment is carried out at the institutional level.

Figure i-1 Conceptual diagram of strategic planning and assessment at UPRM


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Processes: Although some of the processes we now have in place are fairly new, most are simply formalizations of procedures we have followed for many years. The Mechanical Engineering Program developed an Assessment Plan (Figure i-2) in 2002 which was fine tuned in 2004 and modified in 2007, as assessment processes and tools are put in place. This dynamic document establishes clear and effective ways of quantitatively measuring the Program Educational Objectives and Program Outcomes. The Mechanical Engineering Assessment Plan also details the appropriate assessment tools and the frequency at which they must be offered in order to simplify the overall assessment process, yielding useful and reliable information.. We have already been accredited once under the new ABET EC2000 Criteria in 2003, from which we have developed into our current continuous quality improvement system. Most of the preparation for the ABET accreditation process has been made possible with the efforts of the faculty. The department has committed to this effort by assigning one faculty member on a part time basis to coordinate the department’s assessment and accreditation activities and to represent the department on the College of Engineering’s ABET Committee. The whole initiative has been accomplished under the direct supervision of the head of the department. The faculty and other personnel have participated through meetings, workshops, orientations, survey activities, and by their full compliance, commitment and participation in the outcomes assessment and continuous improvement processes established by their own consensus. Physical Plant and Facilities: Some modifications have been done in terms of laboratory equipment and renewal of computer facilities. These modifications include:

• Larger pieces of equipment have been replaced by more compact and bench-type systems in the Thermal Sciences Laboratory (Mechanical Engineering Lab. I)

• The Automatic Controls Laboratory was re-furbished and equipped with new computers and the necessary equipment to go into the transition to a Mechatronics laboratory in the near future. It is in the ME Department’s plan to send a faculty member and the Lab. Technician overseas to get trained in the development of a Mechatronics Lab.

• The Computer Aided Design (CAD) Laboratory received a generous donation in software, computers and projection equipment from Infotech (Pratt and Whitney).


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Communications and Computer Resources: There is a continuous effort to offer our students, faculty and staff with the up-to-date technology and software. Therefore, the following actions have been taken since 2002:

• Upgraded the external communications capacity through a new state-of-the-art fiber optic T1/T2 network, which dramatically increases our access to the Internet and puts us in a leading position among other institutions of higher learning in Puerto Rico. The wireless network is based in the IEEE 802.11b standard. The ME Department facilities have wireless access due to 7 access points spanned thru the building.

• The ME webpage (http://www.me.uprm.edu) was updated and re-furbished. It includes information about the undergraduate curriculum, faculty, up-coming activities and seminars, to mention a few. Additionally, it includes a link to the ME Department Assessment webpage (http://www.me.uprm.edu/abet) which includes relevant information on the accreditation process, assessment schemes, assessment results and a gallery of work done by our senior and junior students through undergraduate research, capstone course and design competitions, among others.

Faculty: The department has strategically hired 9 new professors in tenure-track positions since the 2002 ABET visit, as follows:

• Ruben Diaz, Thermal Sciences • Stefano Leonardi, Thermal Sciences • Vikram Pandya, Thermal Sciences • Gustavo Gutierrez, Thermal Sciences • Francisco Rodriguez, Thermal Sciences • Ricky Valentin, Manufacturing and Machine Science • Yi Jia, Machine Science • Vijay Goyal, Machine Science • Pablo Caceres, Material Science

Of the newly hired faculty, three non-tenure track are still pursuing their Ph.D. degrees through the Professional Development Program of UPR-Mayaguez:

• Teresa Benitez, studying at Stanford University in the area of Thermal Sciences


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• Pedro Quintero, studying at the University of Maryland in the area of Manufacturing

• Dennis Torres, studying in Purdue University in the area of Machine Science Additionally, there are 4 available open positions: 2 positions in Thermal Sciences and 2 positions in Machine Sciences. The department has lost 7 professors since the 2002 visit, in various areas and for different reasons:

• Hamid Davoodi, Resigned • Luis Bocanegra, Resigned • Arshad Khan, Resigned • Jorge Gonzalez, Resigned • Scott Kieffer, Resigned • Miguel Torres, Resigned • Fernando Pla, Retired

Our department maintains a faculty recruitment plan as part of its Strategic Plan to recruit faculty according to specialty and needs of particular units. The department uses a variety of vehicles in the recruitment process, including publishing ads in national journals and trade magazines, participating in national conferences, advertising in local news papers, selecting and sponsoring outstanding students to pursue their Ph.D., and inviting visiting professors. New hires receive reduced workloads during their first two years to give them time to develop research programs. The department also furnishes them with computers, printers, and limited travel funds or seed money grants. Notwithstanding these efforts, the ME Department is finding it difficult to recruit faculty members. The main reason for these recruitment problems is our uncompetitive salary scale. Also, our undergraduate and graduate students receive very attractive offers from U.S. companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers that are higher than the salaries of entry level faculty members with Ph.D. degrees. Clearly, it takes a unique, highly motivated individual to choose to work at UPRM, particularly since first–rate output in research, service, and teaching is expected from all faculty members. Programs: The Mechanical Engineering Program is in continuous growth as the Mechanical Engineering field changes and expands into new areas of application. As follows, there are some of the additions or modifications our program has gone through since 2002. • The Mechanical Engineering Program continuously revises its curriculum to implement the feedback from our established assessment processes. These processes are based on ABET EC 2000 criteria. The Academic Affairs Committee is in charge of curriculum revisions. The Mechanical Engineering Program went through a careful curriculum revision which was finally approved in 2006. The newly revised curriculum was


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implemented in August 2007. Currently, there are two versions of the ME curriculum running simultaneously. The incoming freshman students in Fall 2007 are the first group of students in the revised curriculum. • Since 2003 several industries requiring engineers with knowledge of aerospace related issues have business in Puerto Rico. Companies requiring engineers knowledgeable in aerospace sciences have hired over 300 UPRM engineering students since 2003. In addition others to design and manufacture aircraft parts and components have demonstrated interest in coming to Puerto Rico. These industries require engineering students with a background in aerospace sciences; in the next two years, hiring forecasts envision over 1000 job openings. Therefore, the Mechanical Engineering Department created an Aerospace Engineering Minor. A total of six new courses were created in 2005. These courses are: INME4705 (Applied Aerodynamics), INME4709 (Aircraft Performance), INME4717 (Aircraft Structural Analysis and Design), INME5717 (Advanced Aircraft Structural Design), INME4707 (Gas Turbine Thermodynamics and Propulsion), INME5707 (Gas Turbine System Operation). • The ME Department has been involved in community service activities in a multidisciplinary effort by various departments by involving faculty and students through the fourth year course of Thermodynamics III (INME4015). This program provides a unique opportunity to students to get involved in real life design problems and a first hand exposure to the community with real ethical and safety constraints. • The Capstone Design course (INME4057) is a highlight of the ME curriculum since it provides the student the opportunity to work directly with the industry in resolving a specific problem and sometimes implement it. In 2007, our students worked in teams in projects with Merck, HP, Fenwal, NAVSEA, Boeing, Cordis J&J and PRATP. At the end of each semester, the students made a Poster Presentation where the faculty evaluated each project and made awards in four categories. A project under the supervision of Dr. David Serrano, participated in an international event in South Korea. ABET Self-Study Report for Civil Engineering Program at UP Research: The research initiatives in the department have strengthened the graduate studies program and publishing initiatives: • From 1996 to 2004, a total of 84 students graduated from the Master Program in Mechanical Engineering. Currently the Master Program has an active roster of about 40 students. The Master Program offers Master degrees in Science (Master of Science, MS) and in Engineering (Master in Engineering, ME). Completion of the Master degree in Mechanical Engineering takes an average time of 2.81 years, which is below the 3.78 years average Campuswide. By 2004, the Mechanical Engineering Program was third campus wide in degree completion time and, the lowest in the Engineering College as


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reported by the Graduate School Office at UPRM (http://grad.uprm.edu/tiempogrado.pdf) . • Consistently, over 40 students apply annually to our graduate programs, with 394 applications since 2000. • The ME Department has produced 82 journal publications and 84 conference publications since the year 2000. • The Ph.D. Program in Mechanical Engineering is at its final stage of final approval. The Ph.D. proposal was sent to the Central Administration of the University of Puerto Rico (UPR) in October 2006. A preliminary evaluation of the proposal was completed without any comments for improvement. We hope that the proposal will be approved in 2007-2008. • During the 2002-2007 periods, a total of 97 proposals ($43 M) were submitted, and $3.7 M were granted. Students: • Five (5) student organizations are sponsored by the department under an umbrella coordinating organization which is composed of each student organization’s president. It coordinates the interaction among the different individual organizations, in a mutually supportive way. • The Mechanical Engineering Department is home to 9 Special Projects which include: SAE Aero Design, SAE Mini Baja, Formula SAE, Solar Car, Supermileage, Rumble Bots, Tarzan Bot, Sky Hawk and the Solar Splash. An average of eight students participates in each project. Students have demonstrated a great deal of enthusiasm, support and dedication to these projects throughout the years. Students have been successful in their participation in the various nationwide and worldwide competitions. They continuously impress all with their ability to work effectively together. Figure i-3 is a summary of these activities included in the ME Annual Report which is available at the ME webpage: http://www.me.uprm.edu/annualreport.


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Figure i-2 Mechanical Engineering’s Student Learning Assessment Plan


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1

Aero Des ign Aero Des ign participated in the SAE Aero Design competition in Forth Worth, Texas during May 3 ‐8,2007 . They participated this year in two categories . The Micro C lass obtained second place overall. The Regular C lass obtained ninth place in design and presentation.

Rumb le BotsRumb le Bots participated in Battle Bots IQ competition in Miami, FL during April 10‐16, 2007 . This year our Department was represented by three teams Alakrán, Pharaoh and Mantarraya. Alakrán secured Third Place and Best Sportmanship, while Pharaoh obtained Best Documentation award.

Formula SAE Formula SAE participated in the Annual Formula SAE Competition in Detroit during May 16‐20, 2007 and success fully finished all the categories .

Skyhawk Skyhawk participated for the firs t time in the UAV Competition during J une 19‐25, 2007 in Lexington Park, Maryland.

SAE Mini Baja SAE Mini Baja could not travel this year to participate in the national competition in the USA. They are working toward participating in the International competition in Mexico.

Figure i-3 Special Projects Competitions’ report as appears in the ME Webpage (http://www.me.uprm.edu/annualreport)


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The number of students participating in inland and overseas (US) COOP experiences has been steadily increasing, as shown in Figure i-4(a). An average of 60 students participate annually in COOP projects. According to our latest statistics, in 2005 a total of 68 students participated in a COOP experience and in 2005 we reached a peak of 85 students participating, as depicted in Figure i-4(b). According to the latest results in 2006, the ME students participating in the COOP program represent a 25% of the participation of the entire College of Engineering. This places the ME Department in a third place after Chemical and Electrical/Computer Engineering, which are two areas of higher job demand in the last few years.

Figure i-4(a) Mechanical Engineering Participation in the COOP Program. • The number of students in the program has averaged around 800 students, with about 130 students per year in the first four years. ABET Self fivil Engineering Program at UPRM • At least 50% of the ME students graduate with honors. This trend has been maintained throughout the years. Figure i-5 shows the trends of the number of “Cum Laude” and “Magna Cum Laude” in Mechanical Engineering granted for the period 2002-2007. Furthermore, the Mechanical Engineering Department grants every year the Esteban Terrats award. Table i-1 includes the general GPA as well as the ME GPA for the Esteban Terrats’ awardees since the year 2000. This award is granted to the student with the highest GPA in the ME Department. Until 2002, two awards were granted per year. Since 2003, the faculty agreed to grant one award per year to the highest general and ME GPA.


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Engineering Students' Participation in the COOP Program

0

20

40

60

80

100

120

140

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Years

Num

ber o

f Stu

dent

sCE EE & Comp-E II ME CheE Mechanical Engineering Trend

Figure i-4(b) Engineering Students’ Participation in the COOP Program for 1998-2007.

Table i-1 Esteban Terrats Awards since the year 2000.

Year ME GPA General GPA

2000 4.00 3.87

3.71 3.69

2001

3.91 3.92

3.86 3.94

2002

4.00 3.97

3.84 3.91 2003 3.93 3.95

2004 4.00 3.92

2005 4.00 3.96 2006 4.00 4.00

2007 3.91 3.92


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Honors Granted to ME Graduates (Yrs. 2002-2007)

0

20

40

60

80

100

2002 2003 2004 2005 2006 2007

Year

Num

ber o

f Hon

ors

Gra

nted

Honor ("Cum Laude") High Honor ("Magna Cum Laude")

Figure i-5 Distribution of Honors granted by the Mechanical Engineering program for the period 2002-2007. • The Mechanical Engineering Department initiated an active campaign to increase the

number of females in the undergraduate program. In 2004, the first Female Summer Camp was held, with the participation of 20 High School girls from all over the island. This summer camp aims to provide a first hand experience in the Mechanical Engineering field to top notch junior and senior high school girls. This summer camp has become very popular, with a rapid increase of females admitted into the camp from 2004 to 2007.

Options The Mechanical Engineering Department has developed three undergraduate certificates in : Manufacturing, Aerospace and Project Management. The last two are still going through the approval process from the College of Engineering. These certificates require 18 to 21 credits, which include elective courses in each of these disciplines. The ME program underwent a curricular revision in which the total number of credits was reduced from 178 credits to 159 credits. This reduction was due mainly to overlapping in course contents between ME courses and general engineering courses taken by our students during their first two years of study. The ME faculty felt that eliminating the repetition of material content will free space in the program curriculum for the students to expand their knowledge and be exposed to other topics through free


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elective courses. Furthermore, a more flexible and less loaded curriculum would give space to students to get involved in undergraduate research activities as well as in internships and COOP programs. These would yield better prepared graduates with some hands on experience in either research or industry. This new curriculum has officially started in Fall semester 2007. Students admitted to the ME program in August 2007 are the first ones to be enrolled in this new curriculum. Table i-2 summarizes the revision activities for courses and the curriculum in the Mechanical Engineering program since the year 2002.

Table i-2 Certifications for revisions to ME courses and the ME curriculum.

Date d/m/y Procedure

HEC(Higher Education Council)

Academic Senate

Curriculum Committee

Administrative Board

Board of Trustees

5/12/02 Revision 02-63 7/11/03 Revision 03-04-202 2/2/04 Revision 03-04-390

29/1/07 128 (2005-

2006)

Organizational Structure The University of Puerto Rico (UPR) is a well established and mature institution, with a total enrollment of over 69,000 students. This University System consists of the Mayagüez Campus, the Medical Sciences Campus, and the Río Piedras Campus, which are dedicated to both undergraduate and graduate education; and the Colleges at Aguadilla, Arecibo, Bayamón, Carolina, Cayey, Humacao, Ponce, and Utuado which provide undergraduate education. Each autonomous institutional unit has a Chancellor as chief administrator and academic officer. The Board of Trustees is the governing body of the University of Puerto Rico. The President of the University, the chief executive officer of the University system, is appointed to an indefinite term by the Board of Trustees. The Mayagüez Campus, known officially as the University of Puerto Rico-Mayagüez (UPRM), serves a student population of 12,136 students. The Chancellor is the chief executive officer of the institutional unit. An Administrative Board acts as an advisory body to the Chancellor, and grants tenure, promotions and leaves of absence. The Academic Senate at UPRM is the official forum of the academic community and is tasked with the formulation of academic processes within the University’s legal structure. These organizational structures are described in detail in pages 4-5 of our Institutional


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Academic Catalog, which can be found at http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf. The faculty is composed of the chancellor, the deans, department directors and the teaching personnel. The General Regulations of the University of Puerto Rico define the faculty's functions, privileges, duties, and, rights. These are published (in Spanish) as “Reglamento General de la UPR”, and can be found at http://www.upr.edu/sindicos/docs/reglamento.pdf . The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The Department of Mechanical Engineering (INME) is responsible for the Mechanical Engineering Program (subject of this ABET accreditation visit), and is led by its department Director/Chairman, Dr. Paul Sundaram. Figures i-6 and i-7 depict organizational charts for the each of these organizations, respectively.


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Dean of Engineering Dr. Ramón E. Vásquez

Dean for Academic Affairs Vacant

Chemical Engineering Dr. David Suleiman

General Eng. Dr. Walter Silva

Industrial Engineering Dr. Agustín Rullán

Dean for Administrative Affairs

Prof. Waldemar Ramirez Prof

VACANT

Mechanical Engineering Dr. Paul Sundaram

Civil Engineering & Surveying Dept.

Prof. Ismael Pagán

Dean for Research Dr. José Colucci

Electrical & Computer Eng. Dept.

Dr. Isidoro Couvertier

Industrial Advisory Board

COOP Program Mrs. Ellen Acaron

SEED Office Dr. Mario Rivera

Figure i-6 Organizational Chart of the College of Engineering (CoE) at the University of Puerto Rico-Mayagüez (UPRM)


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Figure i-7 Organizational Chart of the Mechanical Engineering Department

Organizational Chart of the Mechanical Engineering Department

University of Puerto Rico- Mayagüez

Director / Chairman Dr. Paul Sundaram

Director’s Secret. Ms. Nilsa Paris

Financial Officer Mrs. Rosa Quiles

Grad. Prog. Secret Mrs. Yolanda Pérez

Spec. Proj. Secret. Mrs. Anael Ramirez

Lab. Coordinators and Technicians

Academic Counseling , Computer Adm. And Assessment

Metallurgy Lab. Dr. Paul Sundaram Mrs. Jessamine Hernandez, Tech.

Thermofluids Lab. (MEEG Lab. II) Dr. Orlando Ruiz Mr. Ernesto Morales, Tech.

Instrumentation Lab. (MEEG Lab. I) Dr. Jay Banergee Mr. Pedro Velazques, Tech.

Manufacturing Lab. Dr. Lourdes Rosario Mr. Alexander Pulliza, Tech.

Spec. Projects Lab. Dr. David Serrano Mr. Wilfredo Martinez, Tech.

Academic Counselor Ms. Evangeline Jimenez

Computer Administrator Mrs. Catalina Camacho

Assessment Coordinator Dr. Sandra Coutin


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Program Delivery Modes

This program is offered in day mode.

Actions to Correct Previous Deficiencies The evaluator during the last ABET visit (November 2002) expressed that financial resources, adequate to assure the quality and continuity of the mechanical engineering program, are a concern. Several faculty members had indicated that the program was moving to a greater emphasis on research without a significant increase in financial resources or increase in faculty positions and that a rapid change in the focus of the program could have a negative effect on the undergraduate program, especially if the incentives for quality teaching are undermined. Program space was also pointed out as being very limited and hence a concern. There was considerable anxiety about the availability of space to support an expanding research program while preserving quality laboratories for the undergraduate program. Response Financial resources continue to be a struggle for the program in terms of higher quality infrastructure. The annual budget received for operational purposes, excluding salaries averages about $ 25,000. Despite this low budget, the ME program has continued to excel in terms of the quality of graduates. Although, changing to teaching methods involving video conferencing or smart board usage has been a challenge, the ME faculty has effectively provided the necessary teaching to graduate high quality engineers from the program. The number of students graduating with a 3.00 GPA has increased, as well as student participation in alternative learning experiences such a COOP, summer internships, research internships and engineering practice courses. Mega sections, with class sizes of about 50 students, have mitigated the effect of scarce financial resources without undermining the quality of education. The ME faculty have continued to focus on research through hard work and sacrifice without affecting their ability to provide a quality educational experience for the students. On the average, ME faculty members have a teaching/research load distribution of 75%/25%. This is to be considered in light of the fact that new hires (7 since the last ABET visit) are given 50% release time of the normal teaching load of 12 credit hours (4 courses) per semester to develop a funded research program for the first two years of their academic career in the ME Department. This is followed up by another 25% release time in the third year to focus on research. As a result the funding level has increased along with the number of publications and the overall research activity. Thus, the quality of teaching has not been sacrificed despite a


- 25 -

steep increase in research activity which is a compliment to the excellence and dedication of the ME faculty. Space continues to be a serious limitation especially for classrooms. A commitment was made by the Dean of Engineering with the endorsement of the Chancellor and the President to provide $ 2.1 million to obtain the space necessary to run the ME program. The proposed expansion of the ME building fell through due to the inability of the physical structure to support a third floor because of structural concerns. Other options to procure space were also not fruitful. Only $ 265,000 of the funds promised were provided to remodel some of the laboratories and obtain research space. However, it must be pointed out that space for undergraduate laboratories has not been compromised. In fact, these spaces have been remodeled and equipped with improved instrumentation. There is indeed a dire need for classroom space. Although the Dean has provided two more classrooms in another building, the lack of classrooms places a severe limitation on flexibility in teaching hours to support faculty research activity. In summary, this concern remains unresolved and no solution is in sight. Program Observations

1. Several faculty members had expressed that the purchasing procedures at the Institution are extremely bureaucratic.

2. Several faculty members had commented on the apparent lack of communication in the Department. They had indicated that decisions on space and financial resources are sometimes made and implemented without prior discussions with the affected faculty members.

3. The ME program did not have an Associate Director while the Director who was very active in research appeared to be frequently away from campus. This reduced the efficiency of those faculty members who need approvals for various items when the Director is away.

Response Although the purchasing system has improved, the process continues to be slow. A change in the attitude of the Purchasing Office and an increase in the number of purchasing agents are needed to resolve this issue. The levels of communication have improved with the appointment of a new Director in September 2003. Most decisions on space and sharing of financial resources are made with prior consultation with faculty members and effort is made to be fair in rewarding faculty members for their achievements and providing support to newer faculty members to help jump start their careers. The ME program has an excellent Associate Director and the current Director is on campus most of the time to deal with faculty problems and concerns.


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CRITERION 1. STUDENTS

Student Admission The admission procedure for prospective Mechanical Engineering students follows the official procedure established by the institution which is included in the campus catalog (2007-2008) (http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf). Candidates for admission to the first-year class at the University of Puerto Rico, Mayagüez (UPRM) Campus, must file an application for admission with the Admission Office. First-year applicants are only considered for admission in August of the first semester. Applicants must have a high school diploma or its equivalent from an educational institution duly accredited by the Department of Education of Puerto Rico. Prospective applicants for admission to the freshman class must take the University Evaluation and Admissions Tests (PEAU in Spanish) administered by the College Entrance Examination Board in Spanish. This includes aptitude test and achievement tests. Admission to UPRM is based on an admission index formula. The General Admission Index is based on the Aptitude Test of the College Entrance Exam. It is calculated as follows: 50% of the score is based on high school academic index, 25% on the mathematical score and 25% on the verbal score on the Aptitude Test of the College Entrance Examination. These raw scores are converted to a scale figure in order to obtain the General Admission Index (GAI). Admission is granted to students whose index strictly complies with the minimum value established by the Administrative Board. Admission index (GAI) varies according to program demands and admission limitations. The GAI for the Mechanical Engineering program has fluctuated between 334 and 337 for time frame of 2003-2007. This places the ME program as the second highest GAI in the Engineering College. Table 1-1 summarizes the admissions trends for the past five years. Our students and graduates are generally of high quality. The number of first year students admitted to the program has been strategically maintained at 110-120 per year since 2002. The program’s curricular requirement of 175 (semester) credit hours can be completed in 5 years, but the average time to complete the degree in 2006 was 6 years. This situation is due in part to the highly demanding program and to the increasing participation of students in COOP and internship programs and in work experiences. Many companies


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and agencies come to our Job Fairs to recruit our graduates; among them Boeing, Raytheon, GM, InfoTech, Procter & Gamble, just to name a few – of about 120 at the most recent fair in 2007. Table 1-1 History of Admissions Standards for Freshmen for the Past Five Years in the Mechanical Engineering Program Academic Year Min.*

Partial Score

AVG.*Partial Score

Min. High SchoolPercentile

AVG. High SchoolPercentile

New Students enrolled

2002 1234 1369 168 176.80 114 2003 1225 1364 168 176.44 112 2004 1226 1350 169 175.65 102 2005 1219 1341 167 175.02 104 2006 1228 1366 169 176.47 110 * Minimum and average scores of all sections of the College Entrance exam considered in calculating the GAI. The following is a description of the manner in which the University of Puerto Rico at Mayagüez evaluates, advises and monitors students. Student Evaluation Students are evaluated in each course by the instructor using the 4.0 grade scale described below.

Grade Description Grade points A Excellent 4.0 B Good 3.0 C Satisfactory 2.0 D Passing, but deficient 1.0 F Failure 0.0 I Incomplete S Satisfactory P Passed W Authorized withdrawal

“C” is the minimum grade for passing any major course in the Mechanical Engineering Department. The minimum grade for passing the non-departmental undergraduate courses is “D”. The grade “I” is used when a student has not completed the material for the course and “W” is given to a student who has withdrawn from the course within the authorized time period. The grades “I” and “W” are not considered in computing grade point average.


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Grade Point Average: The official measure of the merit of the work done by the student is computed by dividing the total number of honor points acquired by the total number of units of credit in which the students has received final grades. Honor points are assigned for each grade as follows: A, 4; B, 3; C, 2; D, 1; F, 0. Again, courses marked “W”, “S” or “P” do not contribute to the student’s GPA. The GPA is computed considering all courses completed. In the determination of Academic Progress, courses taken during summer sessions are considered in the computation of the GPA for the following academic year. Evaluation of the student’s academic work in a course The evaluation of students for the purpose of grading is based on their academic progress utilizing the existing diverse forms of evaluation in accordance with the nature and content of the course curriculum. The forms and elements to be taken into consideration in the evaluation of the student’s academic progress in a course lies within the professor’s judgment. However, the professor should follow the recommendations of the course committee in regard to the use of standardized evaluation forms and the use of learning activities to reinforce professional skills such as communication, teamwork, design, etc. Evaluation of student performance is directly linked to our Program Outcomes through the course modules included in the course syllabus, which in turn influence our Program Educational Objectives, A standardized student record form has been implemented for all required courses. The objectives of this student record form are: 1) to record and keep track of the student’s progress in the course, 2) to cross reference the course educational objectives with the different evaluation tools used in the course, and 3) to analyze the effectiveness of the teaching strategies and evaluation tools used in the course, 4) to obtain a direct measure of most of the Program Outcomes. A copy of the student record form (SRF) for all required courses is collected and saved by the assessment coordinator every other semester for each of the required courses. A more detailed discussion of the implementation and use of the SRF is included in Criterion 4. Thus the performance of students in individual courses, as reflected by their grades and by their performance with respect to the skills and outcomes covered in those courses, obtained through the course assessment tools in place, is a good indicator of the degree to which the program meets the corresponding objectives. Individual instructors use this information to make appropriate adjustments to their course methodology. Area coordinators also use the information to recommend changes in courses and prerequisites, and to ensure that program outcomes and objectives are met. Additional Evaluation Tools. In addition to regular in-class evaluation tools designed and implemented by the faculty at their discretion, the ME Department administers a


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number of surveys. The frequency of the distribution of these surveys and evaluations has been carried out on an experimental basis, in order to obtain the most appropriate distribution sequence. This frequency is completely dynamic, depending on changes in the program or on abnormal outcomes that may require further data to determine the reason for such abnormality during the assessment process. These surveys are aimed at determining the effectiveness of our undergraduate program in meeting our educational objectives and program outcomes. The surveys are given to internship students (undergraduate research and COOP), recruiters, faculty, alumni and graduating senior students. Furthermore, the Capstone course is also evaluated as well as students’ oral presentation skills. These evaluations are performed by the industry mentors. A detailed discussion of these evaluation tools is included in Criterion 4. Student Monitoring The student counseling office performs the tasks related to monitoring student progress and performance throughout their education on an individual basis. In addition, the assessment coordinator is responsible for surveying and monitoring student progress from a statistical standpoint. Student progress is monitored at the course level through the use of student exams, evaluation forms and with surveys that measure student satisfaction with the program and with the university environment. Results from surveys and evaluation forms administered during the 2002-2007 assessment period show that besides academic monitoring and advising, career counseling in matters related to the engineering profession is being carried out by most faculty on an ad hoc basis. The administration has always considered this to be an important activity which should occur naturally between faculty and students and is considered by many administrators as an official part of the faculty workload. Faculty members are strongly encouraged to provide professional counseling and orientation to our undergraduate students. It is understood that this advising is strictly on professional matters since for the academic aspect, that is, regarding course requirement, etc, the department has a well qualified Academic Counselor assigned to that duty. In the past six years the ME Department has been enriched with the energy and enthusiasm of young new faculty who are more than willing to provide guidance to our undergraduate students in career choices and pursuing advanced degrees. Student Advising It is our belief that student advising is paramount to the success of the student in his/her education and professional development. Advising can be broken down into two parts, academic advising and career counseling.


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The ME Department has a central office to deal exclusively with student advising and monitoring at both the academic and personal levels. Mrs. Evangeline Jiménez has been our student advisor and counseling officer for the last seventeen years. The objectives of the counseling office are:

• to advise students on course sequences and requirements. • to assist students with personal problems. • to aid in resolving any faculty/student conflict and other student related affairs.

Student advising from the professional standpoint is done by faculty in an informal and continuous manner as part of courses, projects, and visits to faculty during office hours or by appointment. Student advising has been extensively discussed by the ME faculty in several department meetings and retreats since the year 2000. In 2002, the faculty and department administration decided to assign a professor as the official student advisor. This professor was given one academic credit for this special task. This faculty member was also expected to provide frequent oral reports to the rest of the ME faculty on his findings in the implementation of this measure. However, it was observed by this faculty member, that only a small number of students had approached him for professional and career advice and that students preferred to seek counsel from faculty that they individually identified as a role model or with similar career preferences. Therefore, it was later decided unanimously by the ME faculty that advising would be provided by all faculty members based on expertise and guidance as preferred by the student. This service is provided by most ME faculty and it is offered voluntarily, with no academic release time. The ME faculty members are dedicated to providing professional counseling to students and are able to relate very well to the students both inside and outside the classroom. Non-academic advising, counseling, and guidance are offered to the students on a campus–wide basis to enable them to achieve a better understanding of themselves and make adequate adjustments to the college environment. In order to better serve those students with special needs, the department regularly makes use of the academic support services in the UPRM. Faculty and academic counselors assess the situation of the students and, when appropriate, guide the students to university services for counseling on emotional or family problems, test anxiety, or financial problems. Programs and services are aimed at diminishing the negative impact of everyday stress and helping students cope with academic and environmental demands. The institutional Department of Guidance and Counseling provides personal counseling, career and life planning, testing, and psychological and social work services. Counselors assist students with personal, educational, and career development issues and concerns. They also teach a freshman orientation course, UNIV 0004, University Success Skills. Psychologists provide individual therapy, crisis intervention, and offer workshops and lectures on personal, emotional, and social growth topics. Social workers provide individual, couple, and family interventions on social issues such as relationship with parents, communication, violence, pregnancy, and financial needs. Workshops are offered throughout the year according to student needs on topics such as stress


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management, assertiveness, personal and social growth, study skills and habits, time management, and decision making.

Process used to enforce policies for the acceptance of transfer students The ME Director and student counselor are responsible for enforcing the policies for acceptance of transfer students. Most of our transfer students come from articulated programs within the UPR system (e.g., UPR-Ponce and UPR-Bayamón) or from programs within UPRM, and usually apply for transfer at the end of their second or third year of studies. Articulated Programs are two year pre-engineering programs which are offered in UPR-Bayamón and UPR-Ponce. The articulated programs are designed for students to automatically transfer to their engineering program of interest at UPRM. Those students admitted to UPR-Bayamón and UPR-Ponce as freshmen must comply with the same criteria as those admitted into our Campus. The total number of transfers is established every year by the Director and approved by the faculty in a regular meeting. Our student counselor carefully reviews the courses taken by each transfer applicant and his/her performance in each course. Transfer to the ME program is highly competitive and a student is transferred to our program only if he/she complies with an established minimum number of credits taken and a minimum GPA. Since most of our transfer students come from within the UPR system, the validation of credit courses is, in most cases, automatic. In addition, since the transfer usually occurs after the second or third year of studies, most of the courses taken are in mathematics and sciences. There have being occasions in which a transfer student from another institution has been evaluated. In this case, we request that the student provide a complete description of every course taken. ME faculty members in charge of teaching similar courses evaluate and verify the acceptability of the content and credits of the transferee’s courses. About 50% of our transfer students come from other programs within UPRM. Table 1-2 summarizes the tendency and distribution of transfer students for 2002-2006. UPRM’s policies and general criteria on transfer students and transfer credits are published in the Academic Catalog and elsewhere. Any student who has approved courses taken at any college-level accredited institution outside the University of Puerto Rico or who is requesting transfer from one program to another within our campus shall be considered a transfer student applicant. ABET Self-Study Report for Civil Engineering Program at UPRM Transfer Students and Transfer Courses: Our department treats the subject of transfer students and courses very seriously, both to ensure that students get credit for coursework they have completed elsewhere, and to ensure that they are indeed well prepared to continue with the program. Students may request transfer to the


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Mechanical Engineering Program from any of the programs offered at the various campuses of the UPR system (internal transfer), or from any other accredited institutions of higher learning (external transfer). Internal Transfers Policy: Students whose admission index is equal to or better than that required for the Mechanical Engineering Program in their year of admission must have a general grade point average (GPA) of 3.00 or better and must have approved at least 80% of all credit hours attempted. Students with a minimum of 24 approved credit hours must have a minimum general GPA of 3.00, with at least 14 credit hours in math and science courses passed with a GPA of 3.00 or better. These courses must be among the following (or their equivalent): MATH 3171-3172, 3031, and CHEM 3131-3133, 3132-3134. These students must have approved at least 80% of all credit hours attempted. Students with a minimum 48 approved credit hours have three options: a. Option 1 is for students with a minimum GPA of 2.90, and at least 2.90 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3031, 3171-3172, and CHEM 3131-3133, 3132-3134. These students must have approved at least 80% of all credit hours attempted. b. Option 2 is for students with a minimum GPA of 2.80, and at least 2.80 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3031-3032, 3171-3172, CHEM 3131-3133, 3132-3134 , and PHYS 3171-3173. These students must have approved at least 80% of all credit hours attempted. c. Option 3 is for students with a minimum of 64 credit hours and a minimum GPA of 2.70, and at least 2.70 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3031,3032,3063, 4009, 3171, 3172, , CHEM 3131, 3133, 3132, 3134, PHYS 3171, 3172, and INGE 3011, 3016, 4001. These students must have approved at least 80% of all credit hours attempted. Students from other Faculties must have approved a minimum of 14 credit hours in Science and Engineering Science. They are not required to have approved the following courses: PHYS 3171, 3172, 3173, 3174 and Engineering Science courses. External Transfers Policy: Students coming from other accredited institutions must have at least 48 approved credit hours with a minimum GPA of 3.00, and at least 3.00 in Math, Chemistry, Physics, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3031,3171, 3172, and CHEM 3001. These students must have approved at least 80% of all attempted credit hours. Students with Associate Degrees in Technology must have graduated with a minimum GPA of 3.50, and must have approved at least 80% of all credit hours attempted. Students coming from ABET accredited engineering programs must have 48 approved


- 33 -

credit hours and will be evaluated in accordance with the internal transfer policy. ABET Self-Study Report for Civil Engineering Program at UPRM Students from the engineering articulated transfer program at UPR-Bayamón and UPRPonce must have 48 credits approved and must be in good standing in order to directly transfer to our program at UPRM. This is like a direct pass to our program because they were initially admitted to our Mechanical Engineering program based on their admissions index when they entered the UPR system. If any of them requests a different program, they are evaluated as internal transfer students with the 48 credit options. Other students transferring from these institutions, but from non-engineering programs, are evaluated as regular external transfers. Validation of Credits from Elsewhere: For courses taken at other institutions, transfer credit is evaluated taking a number of factors into consideration, including: accreditation status of the institution where the course was taken textbook and syllabus, course notebook of the student, homework and exams, and interview with the student. Per UPRM policy, only those courses with a grade of C or better will be evaluated for credit transfer. The maximum number of transferable credits is half of the total required for the degree. When in doubt, a conservative approach is taken, so that students may be required to take a course that repeats material covered in a course taken at the previous school.

Table 1-2 Transfer Students for Past Five Academic Years

Year Internal Transfers (UPRM)

Articulated Programs within UPR

Other Programs from other campuses within UPR

Transfers from other universities

2002-03 50 0 17 2 2003-04 62 8 21 11 2004-05 79 8 14 5 2005-06 57 8 11 7 2006-07 34 11 16 0 Graduation Requirements UPRM’s graduation requirements and standards are published in the Academic Catalog and elsewhere. Monitoring ensures that each graduate completes all graduation requirements for our program.


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A candidate for graduation from the Mechanical Engineering Program is one who has 25 credits or less left from the curriculum. The ME Academic Counselor requests a list of all ME students within this 25 credit requirement from the Registrar’s Office, one year prior to the expected graduation date. She has a computer terminal in her office, connected to the Campus mainframe computer through the university LAN system, to obtain firsthand information from the central records about any mechanical engineering student. Multiple database reports are available online for the department’s use. Whenever any irregularity is detected in a record, the student is called in for an interview. Steps are then taken to correct the irregularity as soon as possible. The ME counselor meets with all candidates on an individual basis to perform an academic evaluation. During this evaluation, the ME counselor verifies all courses taken and approved by the student and ensures that the number of credits remaining for graduation is in agreement with the Registrar’s information. Once the evaluation is completed and signed by both: the student and the counselor, the counselor makes an official request for graduation to the Registrar’s Office. Additionally, there is a protocol process in which the list of all candidates complying with the graduation requirements is presented to the faculty in a department meeting. Once this list gets the approval of the ME faculty it is also presented by the ME Director to the College of Engineering faculty for approval. This certifies that the students comply with all academic requirements for graduation and the approval of the department and College of Engineering certifies that the students have no disciplinary issues pending. Enrollment and Graduation Trends Currently, the number of undergraduate students enrolled in the Mechanical Engineering Program is about 800. Graduates for last academic year (2006-07) totaled 122. Total enrollment in the program has kept nearly steady during the past six years at around 800 students. The student population background is fairly diverse. Recent data (2005) from the Office of Institutional Research and Planning (OIRP), obtained by means of a Freshmen Student Survey, reflects a New Student Profile (PNI, in Spanish) with a population 65% male and 35% female. The PNI also shows that 96% of our incoming students are between the ages of 17 and 18. Over half of them (57%) have an average High School GPA between 3.50 and 4.00, which attests to their quality and competitiveness at the time of enrollment. Approximately 70% have earned scholarships to defray the costs of their college education. The majority (93%) comes from the public school system. Many took courses in high school to prepare well for the upcoming engineering program; 77% had already taken Pre-Calculus, 24% had taken Calculus, nearly 50% had taken Introduction to Computers, 95% had taken General Chemistry, 90% had taken General Physics, and 63% Advanced Mathematics. This attests to their thinking in terms of life-long learning, with


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82% planning to pursue graduate studies, and 31% aspiring to obtain Doctoral degrees. The fact that the majority of incoming students (94%) chose UPRM is proof of the solid quality and broad recognition of our academic program which brings us a deep satisfaction. Figure 1-1 shows the graduation and enrollment trends for the past five years for the Mechanical Engineering bachelor program. Generally speaking, both trends have remained fairly stable in the last past years. Table 1-3 shows a more detailed distribution of the students admitted since 2003, as well as the graduation trends. Additionally, Table 1-4 includes a list of 25 ME graduates in 2006 and 2007. Figures 1-2,1-3 and 1-4 provide graphical representations of our student retention and drop-out rates from 1st to 2nd Year, from 2nd to 3rd Year, and from 3rd to 4th Year, respectively, from 1995 to 2004. We feel that these rates are excellent, since they reveal, for the most part, retention rates in the high 80 and 90 percent, which is a reflection of the commitment, performance, and excellent quality of our students and our program. Table 1-5 in combination with Figure 1-5 provide data on the variation of average time to graduation (in years) for the Mechanical Engineering Program at UPRM, from 1995 through 2006. Data was collected and maintained by the Office of Institutional Research and Planning (OIRP) at UPRM. An electronic site link is provided for any further review. Time to graduation shows that, although our curriculum is set to a 5-year program, it is currently taking slightly over 6 years to complete. As previously stated, this is due in part to the highly demanding program and to the increasing participation of students in COOP and internship programs and in work experiences. Figures 1-6 and 1-7 show the trends in number of ME graduates and the average GPA since 1995. These trends show that the number of ME graduates has been quite stable. However, the average graduation GPA has been increasing in the last years, resulting in a product higher quality.


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Admission and Graduation Trends (Yrs. 2002-2007)

020406080

100120140160

2002 2003 2004 2005 2006 2007

Year

Num

ber o

f Stu

dent

s

admitted graduated

Figure 1-1 Enrollment and Graduation Trends for the Past Five Years Table 1-3 Enrollment Trends for the Past Five Academic Years 2003 2004 2005 2006Full-time students 735 723 736 746 Part-time students 33 28 36 30 Students FTE 1 757 740 761 767 Graduates 142 127 109 122 1 FTE= Full-Time Equivalent


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Table 1-4 Program Graduates

Name Admission Year

Graduation Year

FE X=taken and passed

Employment Company

Leslie Mercado

2003 May 2008 Specialist I Infotech (P.R.)

David Colon

2002 May 2008

X Mech. Eng. Fluor

Hector Peňa

2000 May 2008 X Mech. Eng. Infotech (P.R.)

Alexis Torres

2001 May 2008 X Project Engineer

Hewlett Packard

Vivian Rodriguez

2003 May 2008 Project Engineer

Hamilton Sunstrand

Malvin Cedeňo

2003 May 2008 X Project Engineer

Pratt & Whitney Rox

Miguel Borrero

2002 May 2008 Mech. Eng. Fluor

Gabriel Calderon

2002 May 2008 X Mech. Eng. FPL

Fabian Olivo

2003 May 2008 X Mech. Eng. FPL

Orlando Rivera

2002 May 2008 X Mech. Eng. Infotech (P.R.)


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Table 1-4 Program Graduates (Continued)

Name Admission

Year Graduation Year


Employment Company

Alex Felix

2002 May 2008 Mech. Eng. Infotech (P.R.)

Magaly Soto

2002 May 2008 Mech. Eng. GM

David Agrait

2001 May 2008 Mech. Eng. FPL

Juan Saavedra

2003 May 2008 Mech. Eng. FPL

Elba Sanchez

2003 May 2008 Mech. Eng. U.S. NRC

Reinaldo Viera

2003 May 2008 Design Engineer

Boeing, Seattle

Emmanuel Sanchez

2000 May 2008 Specialist I Infotech (P.R.)


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Table 1-4 Program Graduates (Continued)

Name Admission

Year Graduation Year


Employment Company

Christian Oquendo


Mario Rosario


Zulmanh Salvet

2003 May 2008 Mech. Eng. U.S. Navy

Josue Diaz

2004 May 2008 JR Consultant Accenture

Eladio Pereira

2004 May 2008 Mech. Eng. NAVSEA (Rhode Island)

Joel Lopez

2002 May 2008 X Structural Engineer

Boeing (WA)

Lilliam Alicea

2002 May 2008 X Structural Analysis Engineer

Boeing (LA, CA)

Lynnette Mendez

2002 May 2008 X Mech. Eng. Bausch Advanced Technology


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86.00%

88.00%

90.00%

92.00%

94.00%

96.00%

98.00%

100.00%

Student Retention and Loss Rates (1st and 2nd Yr)Mechanical Engineering

1995-2004

% Retention % Loss

% Loss 1.80% 2.80% 3.10% 3.40% 5.10% 8.20% 7.30% 7.02% 7.14% 8.74%

% Retention 98.20% 97.20% 96.90% 96.60% 94.90% 91.80% 92.70% 92.98% 92.86% 91.26%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-2 Student Retention and Loss Rate (1st to 2nd Yr) for ME Program at UPRM

0.00%

10.00%

20.00%30.00%

40.00%

50.00%

60.00%

70.00%80.00%

90.00%

100.00%

Student Retention & Loss Rates (2nd & 3rd Yr) Mechanical Engineering

1995-2004

% Retention % Loss

% Loss 6.20% 9.80% 13.30% 10.10% 10.20% 15.10% 11.00% 14.91% 11.61% 0.00%

% Retention 93.80%90.20% 86.70%89.90%89.80% 84.90%89.00%85.09%88.39% 0.00%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-3 Student Retention and Loss Rate (2nd to 3rd Yr) for ME Program at

UPRM


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0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Retention & Loss Rates (3rd & 4th Yr) Mechanical Engineering

(1995-2004)

% Retention % Loss

% Loss 10.60% 15.40% 18.80% 12.60% 14.40% 19.90% 15.60% 14.91% 0.00% 0.00%

% Retention 89.40% 84.60% 81.30% 87.40% 85.60% 80.10% 84.40% 85.09% 0.00% 0.00%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-4 Student Retention and Loss Rate (3rd to 4th Yr) for ME Program at

UPRM Table 1-5 Average Graduation Time (Yrs.) for Mechanical Engineering Program 1

Grad. Year

Total M F

Degrees Granted

Average Time to

Graduate Degrees Granted

Average Time to

Graduate Degrees Granted

Average Time to

Graduate

1995 129 6.06 116 6.10 13 5.73 1996 100 5.87 85 5.85 15 5.97 1997 112 5.98 92 6.02 20 5.79 1998 95 6.40 82 6.41 13 6.37 1999 94 5.95 73 6.02 21 5.70 2000 101 6.11 77 6.12 24 6.10 2001 126 6.01 101 6.09 25 5.65 2002 87 5.93 65 6.04 22 5.60 2003 121 6.19 101 6.29 20 5.71 2004 107 5.92 89 5.97 18 5.65 2005 109 6.16 80 6.07 29 6.40 2006 122 6.66 96 6.86 26 5.93

1 Data from UPRM’s Office of Institutional Research and Planning (OIRP)


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Average Time to Graduation Mechanical Engineering (BSME)

0.00

2.00

4.00

6.00

8.00

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

Graduation Year

Ave

rage

Tim

e (Y

rs.)

To

Gra

duat

ion

Total Female M ale Trend

Figure 1-5 Average Graduation Time for the Mechanical Engineering Program.

Number of BSME Granted 1995-2006

0

50

100

150

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

Year

Num

ber D

egre

es

Gra

nted

Total Female Male

Figure 1-6 Number of Degrees Granted by the Mechanical Engineering Program at UPRM


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Average GPA & Number of Graduates Mechanical Engineering (BSME)

1995-2006

050

100150200

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

Year of Graduation

2.802.903.003.103.20

Number of Graduates Average GPA

Figure 1-7 Average GPA and No. of Graduates for the Mechanical Engineering

Program at UPRM Evidence that will be available to show achievement of this Criterion will include:

• Examples of Transfer Applications • Examples of Graduation Candidates Evaluation • Examples of Student Transcripts • Any other materials requested prior to the visit


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CRITERION 2: PROGRAM EDUCATIONAL OBJECTIVES

The faculty of the Mechanical Engineering Department drafted and approved our program’s mission and program objectives on May 2001 and they were re-worded as a result of the ME faculty further feedback during our closing the loop activity in 2005 as part of the assessment cycle which includes a major evaluation every three years. The current program mission statement, as it appears on the 2007-2008 undergraduate catalog and on the web site www.me.uprm.edu is presented in the following paragraphs: Mission Statement

“To prepare and to form leaders in Mechanical Engineering for Puerto Rico and the world by means of the promotion of creativity, development of analytical and research abilities, integration of professional ethical behavior and encouraging a culture of continuous learning for the long term.”

The program’s mission statement responds to the Mission of the University of Puerto Rico at Mayagüez as presented in the 2007-2008 Undergraduate Catalog. The following is the mission of the institution:


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“Within the philosophical framework established by the University of Puerto Rico Act, the Mayagüez Campus directs its efforts towards the development of educated, cultured citizens, capable of critical thinking, and professionally qualified in the fields of agricultural, social and natural sciences, engineering, humanities, and businesses administration. They should be able to contribute in an efficient manner to the cultural, social, and economical development of the Puerto Rican and international community. This process is aimed at endowing our alumni with a strong technical and professional background and to instill a strong commitment to Puerto Rico and our hemisphere. Our alumni should have the necessary skills and knowledge to participate effectively in the search for solutions to the problems facing us, to promote the enrichment of the arts and culture, the development and transfer of technology as well as to uphold the essential attitudes and values of a democratic society.”

Program Objectives The Mechanical Engineering Department has developed Program Educational Objectives (PEOs) that are consistent with the mission and goals of UPRM, the College of Engineering, and the Mechanical Engineering Program, as well as with ABET’s General Criteria for Engineering Accreditation in the United States and with the expressed needs of its constituencies. We defined these PEOs as “broad statements that describe the expected accomplishments of graduates during the first few (5) years after graduation,” in accordance with EAC-ABET’s intent for that term. Our PEOs are published and publicized by many means; i.e., posters in all classrooms, hallways and general areas, brochures, Academic Catalog, departmental and institutional student learning assessment plans, freshman orientations, presentations, workshops, Departmental Web Page (http://mel.uprm.edu/abet), College of Engineering Web Page (http://www.abet.uprm.edu/academic_programs/mechanical_eng.htm), and Institutional Web Page (http://www.uprm.edu/msa/Reports/Assessment_Mechanical_Engineering.pdf), among others. All of these can be reviewed prior to and during the accreditation visit.


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In general, the undergraduate program has two major objectives that respond to the mission of the program. These are:

1. To provide society with mechanical engineering graduates with the broad scientific and technical knowledge and skills to enable them to work professionally in areas of analysis, design and realization of mechanical and thermal systems.

2. To provide the structured environment needed to facilitate the search for and understanding of scientific knowledge while providing a flexible atmosphere that promotes creativity and innovation among students, faculty and staff in constant search for new knowledge.

Program Educational Objectives Based on the major program objectives described above, and after surveying our constituents, the following skills and competencies are required of our graduates three to five years after graduation. These skills and competency requirements constitute the program educational objectives, as they appear in the official webpage of the ME Department, www.me.uprm.edu, and the webpage for assessment of the ME Program, www.me.uprm.edu/abet :

1. Be capable of using modern engineering tools to apply mathematics,

science, and engineering fundamentals to the modeling, analysis, and solution of real-life mechanical engineering problems.

2. Be capable of designing and conducting experiments and maintain a critical and objective mind when interpreting data.

3. Be able to communicate effectively in both English and Spanish. 4. Have the skills needed to perform effectively in multidisciplinary

teams. 5. Be able to generate specifications, and subsequently design a

component, system, or process to meet desired needs in both the mechanical and thermal domain.

6. Have an understanding of the engineering canons of ethics and the contemporary issues in which they apply.

7. Be motivated to continue his/her quest for knowledge through his/her life.

Table 2-1 includes a listing of our program educational objectives, reflecting their relationship with ABET’s Criterion 3 (a-k Outcomes). This table shows that there are multiple links between our educational objectives and ABET’s Criterion 3 (a-k) outcomes.


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Table 2-1 ME Program Educational Objectives vs. ABET Criterion 3

The ME Graduates will:

1. Be capable of using modern engineering tools to apply mathematics, science, and engineering fundamentals to the modeling, analysis, and solution of real-life mechanical engineering problems.


3. Be able to communicate effectively in both English and Spanish. 4. Have the skills needed to perform effectively in multidisciplinary teams. 5. Be able to generate specifications, and subsequently design a component,

system, or process to meet desired needs in both the mechanical and thermal domain.



EC2000 a thru k 1 2 3 4 5 6 7 a. Math/Science/Engineering …

X X X

b. Conduct Experiments …

X X

c. Engineering Design … X X X X d. Multi-disciplinary teamwork … X X X e. Problem Solving …

X X X

f. Professionalism & Ethics …

X X

g. Communication Skills … X X X h. Broad Educ. & Global Issues … X X X i. Lifelong Learning …

X

j. Contemporary Issues X X X k. Modern Tools & Techniques … X


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Consistency of the Program Educational Objectives with the Mission of the Institution

The Mechanical Engineering Program Educational Objectives (PEOs) delineate all the necessary tools for the program to prepare students with the capabilities and profile that would fulfill the expectations of the mission of the University of Puerto Rico-Mayagüez Campus. The PEOs provide a means to prepare our students to be capable of contributing to the social and economical development of Puerto Rico and the international community by providing professional and ethical solutions to problems and developing and transferring technology. The missions of both the Mechanical Engineering Program and the College of Engineering are in line and totally consistent with the institutional mission of UPRM, which clearly describes our institutional academic product or outcome, as follows:

The institutional mission statement was recently revised (2004). The structure and scope of UPRM’s student learning assessment program flows from this mission. It is because of this broad mission with its responsibilities to all of Puerto Rico’s citizens, and to our hemispheric and international community, that UPRM’s assessment program also looks broadly at the effectiveness of our academic programs and services. In accordance with its institutional mission and with current higher education trends, UPRM established its current Institutional Student Learning Outcomes, as follows:


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Every academic department/program at UPRM was instructed to develop matrixes depicting the relationship of their program outcomes and objectives with these institutional learning outcomes, and matrixes outlining how each program outcome would be assessed, and in what courses. The Mechanical Engineering Program developed its matrix depicting the relationship or linkage between our Program Educational Objectives and UPRM’s Institutional Learning Outcomes, as depicted in Table 2-2. These outcomes flow directly from the institutional mission. Thus, the mission statements and the assessment programs at UPRM and at the Mechanical Engineering Program are clearly consistent and interdependent.


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Table 2-2 ME Program Educational Objectives vs. Institutional Outcomes

The ME Graduates will:

1. Be capable of using modern engineering tools to apply mathematics, science, and engineering fundamentals to the modeling, analysis, and solution of real-life mechanical engineering problems.


3. Be able to communicate effectively in both English and Spanish. 4. Have the skills needed to perform effectively in multidisciplinary teams. 5. Be able to generate specifications, and subsequently design a component,

system, or process to meet desired needs in both the mechanical and thermal domain.



UPRM’s Institutional Learning Outcomes

1 2 3 4 5 6 7

a. Communicate Effectively. X X X b. Identify and solve problems, think critically, and synthesize knowledge appropriate to their discipline.

X X X

c. Apply mathematical reasoning skills, scientific inquiry methods, and tools of information technology

X X X

d. Apply ethical standards. X X e. Recognize the Puerto Rican heritage and interpret contemporary issues.

X X X

f. Appraise the essential values of a democratic society.

X X

g. Operate in a global context, and demonstrate respect for other cultures.

X X X X X

h. Develop an appreciation for the arts and humanities.

X X X

i. Recognize the need to engage in life-long learning

X


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Based on UPRM’s broad mission, the student learning assessment program addresses the institution’s major responsibilities in education. It focuses, first, on assessment within programs; then on assessment strategies to provide evidence of the extent to which the institution is meeting broader goals identified as UPRM priorities. Assessment experiences and results will help in adjusting and sharpening UPRM’s institutional and program missions, and in developing a more clearly defined and shared sense of direction.

Program Constituencies The constituents of this program are:

• Students The professional development of our students is our reason for existence. The undergraduate program is committed to providing a structured environment to facilitate student learning while maintaining a flexible atmosphere that promotes creativity, innovation, entrepreneurship and life-long learning.

• Alumni Our graduates leave our program with the pride of being the product of a top educational program. The educational program is committed to continuing this tradition. Alumni help the educational program by bringing their knowledge and experience about the ME program to help shape our educational objectives.

• Faculty The core of our educational program is our faculty. The structure and activities of our program, including courses, projects, student activities, advising, etc., depend on the competence, quantity and satisfaction of our faculty. Faculty also has an interest in our graduates, since our graduate school is fed to a certain extent by our undergraduate students.

• Industry Due to the broad nature of our ME Program, and the bilingual aspects of our curriculum, our graduates are sought by employers from a wide variety of technical disciplines both in Puerto Rico and in the United States. These disciplines include aerospace, automotive, manufacturing, utilities, electronics, pharmaceuticals, and local small-to medium-sized design and consulting firms. Our ME Industry Advisory Board is composed of representatives from most of the industrial sectors, from both local and USA companies. These companies are:

• General Motors (US) • Merck Sharp & Dohme (Puerto Rico) • Pratt & Whittney (US) • Raytheon (US) • Abbott (Puerto Rico)


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• VibrAnalysis (Puerto Rico) • United Technologies (US)

This list is dynamic and is currently expanding. The Industry Advisory Board of the ME department has been recognized campus wide as a truly committed group that is seriously interested and concerned about the well being of the program and high standards and quality of our graduates.

Figure 2-1 ME Industry Advisory Board (IAB) as it appears in the ME Webpage (http://me.uprm.edu)


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Description of the Process Used to Establish the Program Educational Objectives. The process for establishing the Mechanical Engineering Program Educational Objectives (PEOs) began in 1999. All mechanical engineering academic and administrative personnel began training through local and national meetings and conferences to learn about the new ABET EC2000 Accreditation Criteria and processes. The purpose was to redefine the program educational objectives and outcomes, and to establish assessment and continuous quality improvement processes in accordance with the new criteria. These efforts were followed with multiple training workshops on ABET’s EC2000 Criteria. This then set the stage for a workshop on Outcomes-Driven Assessment in the Fall of 2000, in which departmental representatives worked with facilitators from private industry and government through a structured process of defining key program objectives for their individual departments. The process involved the following steps: a. A review of the institution, college, and department mission statements; b. A review of the ABET EC2000 criteria, along with definitions and examples of key terms; c. The writing of broad program objectives (in draft form) that could be linked to the department’s mission statement; d. The identification of Strategies and Actions, i.e., statements that described how the program objectives could be achieved; e. The identification of outcomes, i.e., statements that described what the objective would look like, or how its impact would be felt, once the objective was achieved; f. The linking of these outcomes to ABET’s EC2000, specifically to Criterion 3 (a-k); g. The linking of these outcomes to all courses in the program curriculum; and, h. The identification of Assessment methods and metrics that can measure the impact of the program educational objectives and outcomes. The initial result of these workshops was the beginning of a common format for developing and communicating an outcomes-based assessment process. Through the remainder of the Fall and Winter quarters 2000, faculty representatives developed and shared their program objectives with colleagues in their home departments. Individual departments were free to seek assistance in refining or completing their own educational objectives and outcomes. This document also became an important focal point of sharing as the College’s ABET Committee formally convened in February 2001. In the spring of 2001, we held various assessment workshops. They covered themes such as: “ABET EC2000 Engineering Faculty Workshop,” “Developing an Outcomes Based


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Course; a Hands-On Workshop,” “Defining Course Objectives and Learning Outcomes,” “Developing an Assessment Tool Box” and “Ethics Across the Curriculum,” among others. These workshops were intended to help the faculty in writing and refining course outcomes that could be linked to program objectives and outcomes, and to establish assessment tools at the course and program levels. The department representatives developed these documents for use within their departments. Faculty continued to refine their program objectives, outcomes, strategies, and related assessment processes through the remainder of the 2001 academic year. The focus in the summer of 2001 was on the selection of appropriate assessment tools, with final development and implementation undertaken in late summer of that year, although some tools had been in use since 1999. The primary focus of these tools was to survey students, alumni, and employers of graduates from our programs. This approach resulted from a close collaboration among the members of the ABET Committee to yield data that would be useful at the College of Engineering level, but more importantly at the Department level. At the same time, individual departments collected additional program and course level assessment data to document the impact of their program outcomes and objectives. After extensive discussions in the committee, the current set of objectives and outcomes was presented to the department’s faculty in the spring of 2001. The faculty approved them unanimously. The objectives and outcomes were also presented to the members of the department’s Advisory Board at about the same time for their comments and feedback, which was very positive. A formal Outcomes Assessment Package was developed by the College ABET Committee to fully describe the philosophy and practices involved in developing and implementing a Program Educational Objectives System and a Program Outcomes System. A key component of this model is the identification of constituency needs, the assessment tools to address those needs, and a strategy/timetable for collecting and analyzing data for use in course and program planning and improvement. The feedback we have received so far from our surveys is that our current set of objectives and outcomes are reasonable, appropriate, and consistent with our mission at the different levels and with the needs expressed by our constituents. By the end of the next academic year (2008-2009), these survey mechanisms will have been in place for six (6) years. Some of them have evolved from mailings to online (internet) versions, for improved efficiency. Further, during the past two (2) years we have received results from our improved online surveys. We will continue to carefully review all the feedback and identify any changes that need to be made. Although the feedback has been very positive, any future changes are likely to be in rearrangements in wording or perhaps in the relative stress that is placed on the various outcomes, rather than extensive changes in the main objectives. The Program Educational Objectives (PEOs) are re-evaluated every three years in our annual closing the loop activity. In this meeting, the ME faculty revise and re-consider the PEOs and discuss new manners in which they can be assessed responding to changes in course contents and new assessment tools that may have been introduced by the faculty as part of the course evaluation. Likewise, the PEOs are re-evaluated based on the


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feedback from our annual meetings with the Industry Advisory Board (IAB) and the results from the alumni and employers surveys. This is carried out in order to ensure that the PEOs fulfill the expectations of all the program constituents. Nevertheless, the PEOs have remained the same since they were established. The ME faculty and our Industry Advisory Board have felt quite comfortable with the PEOs originally defined for our program. Achievement of Program Educational Objectives Description of the Assessment Process The assessment processes at the UPRM Mechanical Engineering Program are cyclical and continuous. These assessment cycles are repeated after changes have been implemented. The time for completion of a cycle, up to implementation, or the “closing of the loop”, as it is commonly referred to, may be different for the different assessment levels. An assessment cycle or loop at the course level will likely take the least time to complete as professors, within their authority, can use assessment results to make positive changes in their courses almost immediately. On the other hand, at the program level, the implementation of a course or curricular change may take months or years, as the approval may take it through various levels of authority within the institution. In order to assess the effectiveness of the program, we put into place a well-defined process to ensure that the results of the assessments are used in an on-going manner, to ensure the achievement of our educational objectives and outcomes, and to improve the quality of our program. During the past six years, we have developed and implemented a number of assessment and feedback mechanisms to improve the quality of our program. Figure 2.2 graphically outlines this continuous quality improvement (CQI) process. The purpose of this process is to guide the continuous improvement of our program. It is intended to be a form of management without constraining experimentation or alternate approaches that will be developed as we move on. The process requires two different loops or models of feedback systems. The arrows that link the elements of the models can be viewed as feedback loops. The Program Educational Objectives (PEO) system focuses on outcomes that the graduates are required to demonstrate, interfaces with external constituencies, and deals mostly with long-term (every three years loop) issues. The Program Outcomes (PO) system focuses on short-term (annual loop), day-to-day issues faced by faculty and administration, and interfaces with students. The department employs a variety of assessment tools/methods to monitor how well the program educational objectives are being met. These include input from the various constituency groups. For a continuous quality improvement (CQI) process to be effective and “continuous”, the process must be institutionalized; it must become part of the formal infrastructure of the department. With that purpose our program developed a new educational research office, namely, System for the Evaluation of Education (SEED) Office, to support the department’s outcomes assessment efforts. A conceptual diagram of the Department’s SEED Office is depicted in Figure 2-3.


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Figure 2-2 ME Program’s Continuous Assessment Process


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Figure 2-3 Program Full Assessment Cycle/Loop. To formalize these processes even more we developed and published a departmental “Plan for the Assessment of Student Learning”, whose primary purpose and focus is on the design and implementation of programs or processes to assess student learning outcomes and lead to continuous quality improvement . The intention initially was to begin the assessment processes by building and documenting on existing practices, recognizing however, that the plan would undoubtedly evolve, as academic programs evolve. Additionally, the plan is intended to be a source of guidance without constraining experimentation or alternate approaches that may be developed by the faculty or that have already been proven effective elsewhere. The program assessment is done by the Assessment Coordinator, who is a ME faculty member. The duties of the assessment coordinator include: to supervise the distribution of surveys, to collect the student record form for all required courses, to perform the statistical analysis for all the student record forms, to perform the statistical analysis of surveys, to maintain the ME assessment webpage updated, to keep track of any assessment criteria changes and implement them, to organize the Closing The Loop annual meeting, prepare the Program Self Study Report and, in general terms, to perform continuous assessment of our undergraduate program. The Assessment Coordinator is provided with three (3) to six (6) credits release time, depending on the amount of assessment work demanded at the moment. The Assessment Coordinator counts with the partial assistance of a work/study undergraduate student working an average of ten (10) hours per week for the ME department and dedicating 25% of his/her time to assessment


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tasks. In addition, a secretary from the ME department has been assigned to provide clerical support to the Assessment Coordinator when possible. This secretary does not have assessment tasks as part of her regular duties, and support to assessment is provided condition to her time availability. The Assessment Coordinator does not have any fixed budget for the assessment work. Extraordinary budget assignment for these tasks depends on the priorities established by the College of Engineering and its financial availability. Data Gathering It was carefully contemplated that the implementation of the assessment tools should not become a burden on faculty and it must be a friendly means of collecting data for all our constituents. The data gathering is done through a number of direct and indirect assessment tools. These data is processed and analyzed with a twofold purpose: to obtain a quantitative measurement of the Program Educational Objectives and Program Outcomes and; to identify possible weaknesses and areas of improvement within the Program. This requires a continuous process where the faculty and the Department Directorship are informed of the assessment results in order to take decisions and define an action plan that would alleviate or fix those weaknesses. Figure 2-4 depicts this continuous assessment cycle.

Figure 2-4 Program’s Data Gathering and Feedback Mechanisms

Data Analysis

Mechanical Engineering Undergraduate Program

Students Faculty & Staff

Facilities Course Contents

Curriculum Infrastructure, etc

Faculty Meetings & Annual Closing the Loop Activity

Department Director

Data Gathering

Analyzed Data & Outcomes

Decisions & Action Plan

Implementation of Action Plan

Raw Data


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Figure 2-5 is a more detailed representation of the main data gathering mechanisms within their place in our assessment process. A detailed listing of the primary assessment tools used to monitor and to assure achievement of program outcomes and objectives, with strategies and timing, is presented in Tables 3-5 and 3-6 further ahead in this report. The concept more commonly used in the assessment and evaluation of Program Educational Objectives, as well as the evidence maintained to support the levels of achievement are briefly discussed below: a. Alumni Surveys: Input from alumni is obtained by means of an Alumni Survey. Once every three years this survey is sent to the alumni who graduated during the past five years (in line with the definition of “Program Educational Objectives”). The intent of this survey is to gauge how well the program has prepared our graduates for positions in industry, government, and graduate school. The success of our alumni provides a critical measure of how the program objectives have been met. This survey is used to obtain quantitative and qualitative feedback on the program. It allows us to gather input from alumni who graduated relatively recently as well as from those who graduated a while ago. An invitation to participate in this survey is sent to the alumni by e-mail. The survey is provided online through Zoomerang TM surveying services. b. Employers Survey: Input from employers/supervisors/managers of our graduates is similarly obtained by means of an Employer Survey sent every three years, asking them to rate the performance and skills of all 5-year graduates of our program. This survey gauges the strengths and weaknesses of our BSME graduates working in industry and government. Although we consider employers one of the most important constituent groups in the assessment of program educational objectives, surveying them presents some difficult challenges when it comes to seeking input. Perhaps the most important challenge is the question of privacy and related legal issues; i.e., typically employers are unwilling to provide answers to any questions involving the performance or preparation of their employees. In addition, we face the problems of identifying the organizations that employ recent graduates and of generating the list of managers that would be able to complete such a survey. We decided to send it to companies that, as per Placement Office records, hire mechanical engineering graduates from UPRM, and they in turn pass them on to their people in managerial/supervisory positions to fill out. An invitation to participate in this survey is sent by e-mail to the hiring personnel attending the most recent on campus Job Fair. The survey is provided online through Zoomerang TM surveying services. In all of these surveys, we ask respondents to tell us how our graduates are doing and how well they were trained with respect to each educational objective and program outcome, as well as with other skills required in ABET’s Criterion 8 (Program Criteria) . The responses from the Alumni Surveys and from the Employer Surveys, as well as the input from the other sources, are compiled and analyzed, and the results made available, first to the members of the SEED and Academic Affairs Committees, and then


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to the rest of the Department’s faculty and student representatives for discussion and decision making. A summary of these results is also posted in the Assessment/ABET bulletin board located in the second floor of the Mechanical Engineering building. c. Advisory Board: We also seek input in face-to-face discussions with members of our external Advisory Board, by means of periodic meetings at the Department or College of Engineering levels. Our Industry Advisory Board (IAB) is a very important component of the Department as such and, more so, in the assessment process of our program. We have an extraordinary IAB which has shown dedication and interest on the well being and development of our Program. The IAB and the ME Director have tele-conferences and if necessary video-conferences. In addition, the IAB visits our department for a half a day meeting every year in the Fall semester. During this visit, the Director presents to them an annual report summarizing the status of the department in terms of assessment, research, special projects, facilities, infrastructure, funding, etc. The IAB has always provided valuable feed back in many of these areas and issues, taking at times an active role in items of interest for the expansion and development of the program. Table 2-3 depicts the frequency of distribution of the surveys and evaluations for a six-year accreditation cycle. This distribution is dynamic and subject to future changes based on changes in the assessment tools and quality of the data. This frequency is the result of a careful analysis based on the response of the constituents and adequacy of amount of data needed in the assessment process. Through the implementation of these assessment tools, the ME faculty can evaluate our program objectives and program outcomes and get a clear picture of how well these are being attained. The analyzed data is presented to the ME faculty at the end of the Fall semester, during the annual Closing the Loop activity. The faculty discusses all the assessment data gathered throughout the year. The faculty identifies any deficiencies present and establishes action items to alleviate or solve these deficiencies. This way, depending on the deficiency, a plan of action can be designed and approved by the faculty and implemented during the following academic year. This continuous assessment process has a one-year cycle. Furthermore, once every three years, the ME faculty considers the reevaluation of the ME mission, educational objectives and outcomes.


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Figure 2-5 Program’s Data Gathering Mechanisms

Dat

a G

athe

ring

Data Gathering Process

P

re-E

ngin

eerin

g

Alo

ng th

e Pr

ogra

m

At

Gra

duat

ion

Post

Gra

d.

Advisory Board Alumni Survey Employer Survey

Exit Survey FE Exam Capstone Evaluations

SRF Course Eval.

Admission Index (GAI) Freshman Surveys

Department Director Action Plan

Implement


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Table 2-3 Distribution Frequency of the Program Assessment Tools

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Employer Survey

X X

Exit Survey

X X X

Alumni Survey

X X

Faculty Survey

X X

Undergrad Research Survey

X X

Internship Survey

X X X

Dept. Closing the Loop Retreat

X X X X X X

SRF Spring –TSC Fall-MSC,MatSC &MC

Spring –TSC Fall-MSC,MatSC&MC

Spring –TSC Fall-MSC,MatSC &MC




IAB Mtg X X X X X X


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Program Constituents The following is a description of the processes through which each of our constituents is involved in the revision of our educational objectives.

• Industry: An Industry Advisory Board (IAB) meeting is held at the University in the Fall every year. The ME department is supported by a very dynamic and truly involved IAB. In this meeting the IAB provides its concerns on any aspect, academic or administrative, related to the ME department and the ME program. In addition, recruiters from the industry are surveyed every two years on the quality of our program and our graduates.

• Alumni: Our Alumni are electronically surveyed every three

years. In the survey, alumni are asked to evaluate, among other things, our educational objectives in light of their experiences and professional development since graduating. They are also asked to give suggestions on how to improve the program.

• Faculty: The faculty holds a retreat to discuss the program’s

educational objectives and the program performance in light of their current experiences. Faculty members are asked to describe their experiences under the proposed educational program and to provide suggestions to improve the efficiency and effectiveness of their teaching, assessment methods and interaction with students. A report is generated from the retreat to be used later in the development of an improvement plan.

Faculty is surveyed every three years. Once the input has been received from all our constituents, a revised set of educational objectives is drafted and approved by the faculty. This information is put into action during the subsequent three years.


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A revision of our educational objectives and program outcomes is done every three years and involves input from three of our constituents. Those are: the Industry Advisory Board (IAB), the Alumni and the Faculty. The students, our fourth constituent, are not included in the list of constituents involved in the revision of our educational objectives since it is understood that industry, alumni and faculty are better suited for this task. However, students are surveyed periodically in order to understand how well the educational objectives are being met. A Pizza Day activity is organized by the ME Department on the last day of classes of the Spring semester. All ME undergraduate students and faculty are invited to this activity. This social gathering has a twofold purpose: to foment a closer interaction of first and second year ME students with junior and senior students and faculty and to recognize the hard work of some of our students, especially the ones who are part of special projects which were involved in national and international competitions as well as awardees of industry scholarships. Students and faculty have a chance to meet in an informal environment and share impressions over pizza and soda. Additionally, the department also organizes the Honor Student activity at the end of the Spring semester. This is a more formal activity where Honor Students are distinguished for their outstanding academic work. Parents and faculty are also invited. This activity also fosters a unique opportunity for the parents to meet the ME faculty. Figure 2-6 summarizes these two events for the year 2007. This information is disseminated through the ME webpage at http://www.me.uprm.edu.


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Figure 2-6 Summary of the Honor Students Activity and the Annual Pizza Day, as

appears in the ME webpage (http://me.uprm.edu)


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Evidence that will be available to show achievement of this Criterion will include:

• Published Program Educational Objectives (catalog, brochures, posters, web page, etc)

• Examples of processes involving constituencies in the assessment of objectives • Description of the curriculum and courses that meet these objectives • Course assessment/evaluation procedures and feedback to the faculty • Copies of completed assessment instruments and summaries • Minutes of faculty meetings where assessment results were considered • Minutes of the annual Industry Advisory Board (IAB) meetings • Any other materials requested prior to the visit


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CRITERION 3: PROGRAM OUTCOMES

Process for Establishing and Revising Program Outcomes Since the ME Program mission states that the program must produce professionally prepared mechanical engineers, the following program outcomes define the skills and competencies expected of our graduates. Evidence gathered about student development and learning outcomes is used to make judgments about resource allocation in planning for overall institutional and academic programs effectiveness. Institutional effectiveness is also assessed to monitor and improve the environment provided for teaching and learning and for enhancing overall student success. The Mechanical Engineering Program Outcomes (POs) were established by our faculty prior to the 2002 accreditation visit and revised by the Industry Advisory Board, the


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Faculty, and the Alumni during the 2006-2007 academic year. These program outcomes appear in the ME assessment webpage: www.me.uprm.edu/abet. The process for establishing and revising Program Outcomes is similar to the one described for Program Educational Objectives under Criterion 2 of this report. The various graphic representations outlining these processes apply equally to both educational objectives and outcomes; the only difference being on the assessment tools/instruments used and their timing strategies, which will be addressed here under Criterion 3. Program Outcomes A total of 12 program outcomes have been established for the ME program. These outcomes are defined as the skills and competencies students are required to have at the time of graduation. The Program Outcomes are:

1. To have knowledge of basic chemistry and calculus-based physics. 2. To have the ability to apply knowledge of science, engineering, and advanced

mathematics, including multivariate calculus and differential equations, to the solution of engineering problems.

3. To have the ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems.

4. To have the ability to design and conduct experiments, as well as to analyze and interpret data.

5. To have the ability to design a system, component, or process to meet desired needs.

6. To have the ability to function on multi-disciplinary teams. 7. To have the ability to identify, formulate, and solve engineering problems. 8. To have an understanding of professional and ethical responsibility. 9. To have the ability to communicate effectively in both English and Spanish. 10. To have the broad education and the knowledge of contemporary issues necessary

to understand the impact of engineering solutions in a global and societal context. 11. To have a recognition of the need for, and an ability to engage in, life-long

learning. 12. To have the ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.

These program outcomes comply with ABET EC 2000 Criterion 3 and with the requirements of the American Society of Mechanical Engineers (ASME) for engineering programs that contain the word “mechanical” in their title. The program outcomes and their relation with the EC 2000 Criterion 3 are better described in Table 3-1.


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Table 3-1 ME Program Outcomes vs. ABET Criterion 3

PROGRAM OUTCOMES

(What we expect to develop in our students by time of their graduation)

1. To have knowledge of basic chemistry and calculus-based physics. 2. To have the ability to apply knowledge of science, engineering, and advanced mathematics,

including multivariate calculus and differential equations, to the solution of engineering problems. 3. To have the ability to work professionally in both thermal and mechanical systems areas,

including the design and realization of such systems. 4. To have the ability to design and conduct experiments, as well as to analyze and interpret data. 5. To have the ability to design a system, component, or process to meet desired needs. 6. To have the ability to function on multi-disciplinary teams. 7. To have the ability to identify, formulate, and solve engineering problems. 8. To have an understanding of professional and ethical responsibility. 9. To have the ability to communicate effectively in both English and Spanish. 10. To have the broad education and the knowledge of contemporary issues necessary to understand

the impact of engineering solutions in a global and societal context. 11. To have a recognition of the need for, and an ability to engage in, life-long learning. 12. To have the ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice.

EC2000 a thru k 1 2 3 4 5 6 7 8 9 10 11 12

a. Math/Science/Engineering … X X

b. Conduct Experiments … X

c. Engineering Design … X X

d. Multi-disciplinary teamwork … X

e. Problem Solving … X X

f. Professionalism & Ethics … X

g. Communication Skills … X

h. Broad Educ. & Global Issues … X

i. Lifelong Learning … X

j. Contemporary Issues X

k. Modern Tools & Techniques … X


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Relationship of Program Outcomes to Program Educational Objectives The relationship between our program outcomes and our program educational objectives is very direct. Table 2-1, presented previously under Criterion 2, links our program educational objectives to Criterion 3 (a-k) Outcomes. Table 3-1 links our program outcomes to Criterion 3 (a-k) Outcomes. Therefore, by nature of their direct association with the same ABET (a-k) outcomes, our own program outcomes and program educational objectives are directly and implicitly related. These tables show multiple links between objectives and outcomes. The matrixes are a result of a participatory process with departmental consensus. We placed most effort and care to ensure a precise relationship among them and to include the requirements of established Program Criteria within our program outcomes. Table 3-2 below describes the relationship between our educational objectives and our program outcomes.

Table 3-2 Relationship Between Our Educational Objectives and Our Program Outcomes

Our Program Outcomes (See Table 3-1)

1 2 3 4 5 6 7 8 9 10 11 12

Our Program Educational Objectives

(See Table 2-1)

1 X X X X 2 X X X X 3 X 4 X X 5 X X X X X X X X X 6 X X X 7 X X X

Relationship of Courses in the Curriculum to the Program Outcomes There is a strong relationship between the required ME courses and the Program Outcomes (POs) as well as with the (a) thru (k) criteria included in ABET’s Criterion 3. The syllabi of individual courses also specify the contribution of each course to each of the educational objectives and outcomes. Copies of all Course Syllabi are presented in Appendix A of this report. Our conceptual approach is that students learn specific content and skills in each course. Overall, these courses, together with other program experiences such as academic advising, internships, and research should result in the desired student learning outcomes at the department/program level. Similarly, outcomes at the program level combine with general education goals and other goals to create institutional outcomes. In other words,


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learning outcomes at the institution, department (or program), and course (or activity) levels are interconnected, complimentary, and reciprocal. As part of this process we examined all core curriculum courses and main mechanical engineering elective courses throughout the whole 5-year Mechanical Engineering Program curriculum to ensure total coverage of EC2000 criteria. This coverage is reflected in each individual syllabus and in the various matrixes presented ahead. Tables 3-3 and Table 3-4, provide a mapping of the program outcomes and the A-K criteria to the required core curriculum, respectively. All other core courses (from all of the supporting departments) are mapped in Table 3-5. These tables show that all outcomes and objectives are addressed in numerous courses throughout the program, although often to different degrees.


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Table 3-3 Relationship between the ME Core Courses and the ME Program

Outcomes

ME Program Outcomes

ME

4001

ME

4002

ME

4003

ME

4005

ME

4007

ME

4009

ME

4011

ME

4012

ME

4015

ME

4031

ME

4032

ME

4055

ME

4056

Cap

ston

e

ME

4058

1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 3 √ √ √ √ √ √ √ √ √ √ 4 √ √ √ √ 5 √ √ √ √ √ 6 √ 7 √ √ √ √ √ √ √ √ √ √ √ √ 8 √ 9 √ √ √ √ √ √ √ √ √ √ 10 √ √ √ 11 12 √ √ √ √ √ √ √ √ √ √ √

Table 3-4 Relationship between Criterion 3 and the ME Core Courses

ABET criteria #3

ME

4001

ME

4002

ME

4003

ME

4005

ME

4007

ME

4009

ME

4011

ME

4012

ME

4015

ME

4031

ME

4032

ME

4055

ME

4056

Cap

ston

e

ME

4058

(a) √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ (b) √ √ √ √ © √ √ √ √ √ √ √ √ √ √ √ √ (d) √ (e) √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ (f) √ (g) √ √ √ √ √ √ √ √ √ √ √ (h). √ √ √ (i) (j) √ √ √ (k) √ √ √ √ √ √ √ √ √ √ √


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Table 3-5 Mapping of Program Objectives and Outcomes to “Other” Core Curriculum Courses


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Documentation The evaluation team will be able to examine a package of evidence for each of the required courses of the Mechanical Engineering undergraduate curriculum, included in binders for each of the required ME courses. These packages will include samples of exams, quizzes, homework, projects, presentations, posters and reports. These samples are provided by the faculty at random. Faculty were asked to provide samples of good, average and poor scores. This material will show the quality of work that our students are required to do and their capabilities in performing such tasks. Each course is linked to one or more Program Outcomes, as shown on Table 3-3. This relationship between courses and Program Outcomes is the result of the ME faculty feedback and analysis of each course content. This correlation matrix represents a guideline to ensure that each Program Outcome is being measured in a particular course through the tools chosen by the faculty (exams, quizzes, etc.). Additionally, the assessment coordinator will have available all the statistical results for all these courses where the performance of the student is measured by modules of the course contents and the Program Outcomes which apply to that specific course. Furthermore, these results are analyzed by the ME faculty in our annual Closing-the Loop activity where concerns are raised and major decisions are taken in improving or alleviating difficulties that our students may have in a particular course or subject. Achievement of Program Outcomes The assessment of student learning is one component of our program’s overall assessment and, in fact, the most important one. The assessment of student learning has the student as its primary focus of inquiry; therefore our program recognizes that the assessment of student learning first occurs on an individual student basis within a particular course, is processed mainly at the department/ program level, and is supported by the institution when and where appropriate. Assessment and Evaluation Processes: The Mechanical Engineering Department put into place a well-defined continuous improvement process to ensure that the results of the assessments are used in an on-going manner, to ensure the achievement of our Program Educational Objectives and Outcomes, and to improve the quality of our program. Figures 2-2 through 2-4 from the previous section (under Criterion 2) of this report complement each other in graphically outlining this process. Establishing and monitoring progress towards Program Outcomes is an iterative process. Although successful accomplishment of the Educational Objectives is an indicator of success in achieving the Program Outcomes, progress towards Program Outcomes can be most readily evaluated only after the completion of the formal instructional process. ABET Self-Study Report for Civil Engineering Program at UPRM Given that we have identified our initial Program Educational Objectives and Program


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Outcomes in consultation with our constituencies, we are using the cyclical process shown in Figures 2-2 through 2-4 to periodically evaluate and, if necessary, modify them based on the needs of our various constituencies. Although elements of this process are continuous in nature, we have recognized our responsibility to assure that the cycles are completed and documented. We also recognize that different constituencies may have competing needs and expectations, and that we must resolve potential conflicts while fulfilling as many of the needs as practically as possible. The primary assessment tools used to monitor and to assure achievement of program outcomes and objectives are listed in Tables 3-6 and 3-7. The assessment criteria for the POs and EOs are presented in Table 3-6 in terms of ABET A-K for a universal or standard understanding of these outcomes. The relationship between our POs and EOs with ABET A-K outcomes has been previously included in Tables 2-1 and 3-1. The concept behind the more commonly used methods in the assessment and evaluation of Program Outcomes as well as the evidence maintained to support the levels of achievement are briefly discussed below: a. Direct Evaluation of Student Performance in the Classroom (Assignments, Examinations, and Quizzes, among others): Each course in the program relies heavily on the time-tested method of evaluating assignments, quizzes, examinations, and other student works. Course grades based on performance on homework, quizzes, exams, and projects remain an important standard evaluation component. They serve a number of purposes. First, they allow instructors to identify common problems and misunderstandings among students so that the next time they teach the course, they can make appropriate adjustments in the way the topic in question is approached, or in the amount of time spent on the topic. Second, they allow instructors to identify any potential problems in prerequisite courses or topics that should have been presented in those courses. Third, they allow individual students to get a very good feel for how well they have mastered the material in the course. And fourth, they similarly allow instructors to determine to what degree each of the students has achieved the various objectives of the course. This is especially critical given the direct correlation described earlier between the various courses in the program and our program objectives and outcomes, as well as with ABET’s Criterion 3 outcomes. The faculty is confident that course evaluation tools are designed so that grades generally provide an accurate measure of the knowledge and skills covered and learned in the course. Course Syllabi clearly state the metrics used in evaluating student performance. b. Examples of Student Work: These collections of projects, assignments, quizzes and exams compiled by faculty for each course provide a means to monitor and demonstrate student learning of the course material as well as their organizational and communications skills. They are maintained in individual Course Binders located in the department’s office and will be available to the evaluation team during the accreditation visit.


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c. The Student Record Form (SRF) is a direct measure of the students’ performance in the achievement of the Program Outcomes, which at the end are closely linked to the Program Educational Objectives. The ME courses were broken down into modules as one of our main tasks during the previous assessment cycle (2000-2001). These modules describe teaching methodology, evaluation tools, and laboratory/field experience. The module-oriented syllabus format has become a useful tool for describing and designing course teaching and evaluation activities that comply with an outcome-based program. However, this version of the syllabus is not given to the student as part of the course. Instead, a condensed, more practical version is handed out to students at the beginning of each course. Previously, a matrix was prepared to serve as “a map” to relate the curriculum courses with the ABETec2000 Criteria 3, which also relates directly with the ME program outcomes. This matrix is posted in a prominent place in the ME Department for faculty and students to see and study. This matrix is included in this report as Table 3-4. This matrix or map shows how courses and program outcomes are related, as well as how skills and competencies are reinforced throughout the five-year program. Once the required ME course syllabi were rewritten to establish their relationship with our program outcomes, a special student record form (SRF) was created. The SRF indicates the performance of the students in each course in terms of the numerical scores obtained in the various tests, quizzes, projects, reports, etc. This information is provided by the faculty while maintaining the student’s privacy. No student name or student number related to the scores appears on the SRF. Faculty are asked to provide the data of the SRF in as much detail as possible, i.e., scores for each question of the exams and quizzes, etc. Additionally, the SRF links the scores to the various modules or topics of the course and the latter are also linked to the ME Program Outcomes. Consequently, this provides a direct measure of the POs from the students’ performance in each of the ME required courses. Templates for the SRF for each of the required ME courses are available at http://me.uprm.edu/abet/MECourseAssessment. Figure 3-1 shows a sample of the SRF with all the scores for each of the course assessment tools. Figure 3-2 shows the mapping between the course modules and each of the course assessment tools and Figure 3-3 shows the mapping between the course assessment tools and the A-K outcomes. The information included in Figure 3-2 is used to assess each of the course modules while the information included in Figure 3-3 is used to assess the course outcomes. The most significant element of the student record form is the matrix it includes that relates each problem, exam, and assessment tool used in the course with the ABETec2000 Criteria 3 and, therefore to our Program Outcomes. That matrix serves three purposes:

1) It helps the instructor in designing problems, exams and assessment tools that truly measure the student’s achievement of the course objectives,


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2) It serves as a statistical tool to determine the performance of the students in the course, and 3) It records course evaluation activity information that will later provide important feedback to the faculty as a whole during the Closing-the-Loop Annual Meeting.

The SRF is not requested for all courses every year. Required ME courses are grouped by fields. Thus, it is more convenient to request the SRF from the respective academic fields/areas committees. Course Committee Fields are alternated every year, in order to reduce the data gathering load on the faculty. The ME Department currently has three main academic committees: The Thermal Science Committee (TSC), the Machine Science Committee (MSC) and the Manufacturing and Materials Committee (MMC). Thus, every other year the Thermal Science Committee and the Machine Science/Manufacturing-Materials Committees hand in the SFR for all the courses in their areas and evidence material including: exams, quizzes, reports, etc.. Table 2-3 depicts the frequency of distribution of the SRF, surveys and evaluations for a six-year accreditation cycle. This distribution is dynamic and subject to changes in the future based on changes in the assessment tools and quality of the data. Faculty summarize the results, identify areas needing attention, and either take corrective/improvement action to “close the loop” themselves within their course, or bring them to the attention of the Department’s faculty for corrective/improvement action to “close the loop” at the program or higher levels. This is officially discussed by the ME faculty during our Annual Closing-the-Loop Meeting. During this retreat, each course and student record form is reviewed and the results are used to improve the effectiveness of the course and the program. It is important to note that the evaluation of the student record form is not used in the promotion process of our faculty. The Department has implemented the Closing-the-Loop Annual Meeting to present assessment results and to propose changes and recommendations to improve our program. These recommendations are discussed and approved by the faculty and presented to the Department Director in an annual report. The Director is then responsible for the final approval and implementation of those changes, including facilitating funding and resources as needed. A copy of these recommendations is sent to the Deans of Engineering and Academic Affairs respectively for administrative or fiscal actions. d. Exit Survey: Since 2001, the Mechanical Engineering Department has asked all graduating seniors to complete a written Exit Survey. This survey contains several standard sets of questions that are asked in exit surveys performed by other departments in the College of Engineering, with other questions that are specific to mechanical engineering students. In this survey, students evaluate the quality of education they have received throughout the Mechanical Engineering Program. Periodically the raw responses are analyzed and the results are presented to the ME faculty and the college SEED office.


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e. Internship/Undergraduate Research/COOP Evaluations: The Mechanical Engineering COOP, Internship and Undergraduate Research Programs are routinely surveyed to obtain evaluations from both students and mentors. All students who participate in these programs are asked to evaluate their experiences. Most employers use our standard "Employer's Evaluation of Student Performance" form, while other companies prefer to use their own forms. The COOP and Internship Program also surveys mentors to track down employment information about students who have not reported jobs, to update the database, and to assess employer attitudes towards the candidates and Program's services. f. Faculty Surveys: As for the Surveys in Student Satisfaction, Faculty Surveys cannot be considered direct measures of student learning, but they provide information on areas in need of immediate improvement and attention at the program level and a means of benchmarking over time. In all of these assessment exercises we seek to find and demonstrate how our students are learning and progressing within the program with respect to each of ABET’s Criterion 3 Program Outcomes and with respect to the skills and curricular topics required in ABET’s Criterion 8 (Program Criteria) . The results from these assessment tools and surveys are compiled and analyzed, and presented to the Department’s faculty for discussion and decision making, in accordance with the established processes. Levels of Achievement / Metric Goals: Our metric goals are simple. We intend to periodically review them and possibly increase them as we analyze results throughout the process. Most of our assessment tools rate responses from A to F, where A is “excellent” or “extremely satisfied,” and F is “poor” or “extremely dissatisfied.” This rating system follows the letter grading system. Passing/approval metrics for each course are clearly stated in each Course Syllabi. In most cases, a “C” or an average score of 70% is required for passing the course, and for continuation into the next level or sequential course. Therefore, the ME faculty agreed that a 70% score in the Educational Objectives (EOs) and the Program Outcomes (POs) and, consequently the A-K outcomes is a reasonable benchmark in the assessment of the Mechanical Engineering Program. Results for each of the POs and the EOs are standardized considering the volume of response for each of the assessment tools used in the calculation of an overall score for each outcome or objective.


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Evidence of Assessment Data and Analysis: Sample data will be presented in Section 4 (Criterion 4 – Continuous Improvement) of this report for a number of the assessment tools, as well as a complete and detailed listing of the evidentiary documentation maintained in the department’s office, which will be available for review at the time of the accreditation visit. Table 3-6 Relationship of Assessment Tools and ABET Criterion 3 (A-K) Outcomes Criterion 3 (A-K) Outcomes Assessment Tools a b c d e f g h i j k Course Assessment Student Record Form (SRF) X X X X X X X X Program Outcomes (POs) SRF X X X X X X X X Student Course Evaluation X X X X X X X X X X Exit Survey X X X X X X X X X X X Faculty Survey X X X X X X X X X X X Capstone Course Evaluation X X X X X X X X X X Capstone Oral Presentation Evaluation X X X X X Undergraduate Research (student) X X X X X X X X X X X Undergraduate Research (mentor) X X X X X X X X X X X Internship Evaluation (student) X X X X X X X X X Internship Evaluation (mentor) X X X X X X X X X COOP X X X X X Educational Objectives Employers Survey X X X X X X X X X X X Alumni Survey X X X X X X X X X X X Industry Advisory Board (IAB) Evaluation X X X X X X X X X X X


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Table 3-7 Outcomes Assessment Strategies

Assessment Tools Utilization Strategy- Timing - Responsibility Course Assessment Student Record Form (SRF)

all ME required courses - every year following sequence on Table 2-3 - Faculty

Program Outcomes (POs)

SRF all ME required courses - every year following sequence on Table 2-3 - Faculty

Student Course Evaluation all ME students enrolled in ME courses - every semester - Eng. College SEED Office

Exit Survey all graduating ME students - last semester - ME academic advisor

Faculty Survey all ME faculty - every three years - assessment coordinator

Capstone Course Evaluation

Capstone Design students - at the final presentation - capstone faculty

Capstone Oral Presentation Evaluation

Capstone Design students - at the final presentation - capstone faculty

Undergraduate Research (student)

Students enrolled in undergraduate research - at the end of the semester - faculty in charge of undergraduate sections

Undergraduate Research (mentor)

faculty in charge of undergraduate research - at the end of the semester - faculty in charge of undergraduate sections

Internship Evaluation (student)

students participating in internships - at the end of the internship - Department Head and Assessment Coordinator

Internship Evaluation (mentor)

industry mentors in charge of internship students - at the end of the internship - Department Head and Assessment Coordinator

COOP Students enrolled in the COOP Program - at completion of COOP term - COOP Office

Educational Objectives

Employers Survey

employers of ME graduates - every three years - SEED Office and ME Assessment Coordinator

Alumni Survey

students that have graduated in the past 5 yrs. - every three years - SEED Office and ME Assessment Coordinator

Industry Advisory Board (IAB) Evaluation

all members of the IAB of the ME Dept. - every three years - ME Assessment Coordinator


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Student Record Form-Spring 2005 Course: INME4012 Section 076 Professor Dr. Yi Jia Student Evaluation Record

Exam

1 Exam

2 Exam

3 Project HW

Course Final P.1 P.2 P.3 Score P.1 P.2 P.3 Score P.1 P.2 Score Score 17.5 38 20 75.5 20 20 50 90.0 38 60 98.0 80 100 9018.5 38 14 70.5 15 25 34 74.0 29 57 86.0 80 100 8218.5 36 40 94.5 20 20 30 70.0 29 54 83.0 85 100 8717.5 21 20 58.5 16 15 50 81.0 40 28 68.0 80 100 7914.5 36 22 72.5 20 15 35 70.0 40 54 94.0 90 100 8616.5 19 22 57.5 20 20 35 75.0 30 43 73.0 90 100 8017.5 18 40 75.5 20 15 45 80.0 37 42 79.0 80 100 8414.5 37 0 51.5 15 20 50 85.0 40 60 100.0 80 100 8416.5 18 26 60.5 14 5 20 39.0 15 44 59.0 70 100 6615.5 38 30 83.5 20 20 35 75.0 39 54 93.0 80 100 8717.5 38 40 95.5 20 20 30 70.0 25 52 77.0 80 100 8616.5 14 20 50.5 20 20 20 60.0 40 60 100.0 85 100 8017.5 40 0 57.5 14 10 50 74.0 40 54 94.0 75 100 818.5 37 24 69.5 16 10 25 51.0 25 40 65.0 85 100 75

14.5 22 40 76.5 10 20 50 80.0 32 34 66.0 80 100 8210 36 20 66.0 20 15 50 85.0 20 56 76.0 95 100 8519 36 20 75.0 14 20 42 76.0 40 50 90.0 75 100 8310 34 0 44.0 20 10 30 60.0 10 57 67.0 70 100 7020 35 0 55.0 14 5 15 34.0 29 37 66.0 95 100 70

17.5 17 24 58.5 14 20 45 79.0 32 55 87.0 95 100 8416.5 17 36 69.5 20 20 30 70.0 40 60 100.0 85 100 86

20 13 0 33.0 20 25 50 95.0 39 58 97.0 70 100 7917.5 40 38 95.5 14 20 50 84.0 40 58 98.0 80 100 9216.5 38 0 54.5 20 25 25 70.0 28 44 72.0 85 100 7717.5 15 22 54.5 20 20 30 70.0 0.0 0 100 4813.5 36 22 71.5 20 20 50 90.0 30 53 83.0 85 100 8716.5 36 0 52.5 20 30 42 92.0 34 51 85.0 90 100 8413.5 38 12 63.5 20 20 50 90.0 39 40 79.0 70 100 8016.5 35 0 51.5 85 38 58 96.0 70 100 80

Figure 3-1 Sample of a Student Record Form (SRF) Including the Scores for all Course Assessment Tools and Course Modules


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Machine Design II – Spring 2005 Course: INME4012

Exam

1 Exam

2 Exam 3 Project

P.1 P.2 P.3 P.1 P.2 P.3 P.1 P.2 Module 1 Design of Screws and Fasteners

1.1 Design fasteners for static and

dynamic applications 1.2 Design power screws lifting and

lowering a desired load at a specific rate

Module 2 Design of Springs

2.1 Identify the forces that are applied to helical springs

2.2 Calculate the corresponding maximum stresses

2.3 Calculate the minimum diameter and pitch of helical springs based on given factor of safety

2.4 Select appropriate helical springs from catalog

Module 3 Lubrication and Sliding Bearings

3.1 describe the three types of

lubrication and conditions

3.2 basic concepts of hydrodynamic

lubrication

3.3 complete the design of an oil

lubricated journal bearing Figure 3-2 Mapping between the Course Modules and the Course Assessment Tools


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Exam

1 Exam

2 Exam 3 Project P.1 P.2 P.3 P.1 P.2 P.3 P.1 P.2

Module 4 Rolling Element Bearings

4.1 identify the types of rolling contact bearing

4.2 Bearing selection: determine critical

bearing selection factors, life requirement

reliability requirement, influence of axial

loading and shock

4.3 Understand certain practical considerations

involved in the application of bearings

Module 5

Gears: Spur, Bevel, Helical and Worm

5.1 Gear geometry

5.2 Gear force Analysis

5.3 Gear design

Module 6 Shafts and Associated Parts

6.1 Function of Shaft 6.2 Shafts Design 6.3 Shaft Associated Parts Design

Module 7 Final Project

7.1 Identify the problem 7.2 Discuss the simplifying assumption 7.3 Calculate the forces that are applied or

can be applied 7.4 Design machine parts subjected to

static and dynamic loading 7.5 Judge the usefulness of the design

Figure 3-2 (Cont’d)


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Machine Design II - Spring 2005 Course: INME 4012

Exam

1 Exam

2 Exam 3 Project P.1 P.2 P.3 P.1 P.2 P.3 P.1 P.2

A thru K component

a

b

c

d

e

f

g

h

I

j

k

Figure 3-3 Mapping between the Course Assessment Tools and ABET (A-K) Outcomes

An ability to apply knowledge of mathematics, science and engineering.

An ability to design and conduct experiements, as well as to analyze and interpret

An ability to design a system, component, or process to meet desired needs

A bility to funcion on multi-disciplinary teams

Understanding of professional and ethical responsibility

An ability to communicate effectively

The broad education necessary to understand the impact of engineering solutions in a global and societal context

A knowledge of contemporary issues

An ability to use the techniques, skills, and modem engineering tools

Recgnition of the need for, and an ability to engage in life-long learning

Ability to identify, formulate, and solve enginering problems


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• Course materials and assessment tools that demonstrate student performance • Course outlines and descriptions (syllabi, textbooks, handouts, etc.) • Videos of student presentations • Exit survey documentation and results • Alumni survey documentation and results • Employer survey documentation and results • Copies of minutes of the department’s Faculty Meetings, as well as the Advisory

Board meetings and recommendations • Copies of recently approved revised curriculum • Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc. • Student transcript samples (as requested by team chair prior to the visit) • Course Binders with examples of student work for required Mechanical

Engineering courses, including representative samples of homework assignments, quizzes, exams, and projects.

• Posters prepared by the capstone design students. • Posters prepared by the undergraduate research students. • Any other materials requested prior to the visit


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CRITERION 4: CONTINUOUS IMPROVEMENT

Upon the formalization and “institutionalizing” of outcomes-based assessment processes throughout UPRM, assessment results come from various different sources or responsible offices within the institution. When combined with our own program assessment data, results, and documentary evidence collected throughout the past six (6) years, it becomes a considerably large amount of information. Nevertheless, we are including in this report the most relevant and representative information related to the overall assessment of our Program Educational Objectives (PEOs) and Program Outcomes (POs), as well as the observations and actions taken in our continuous improvement process. Complete and detailed evidentiary documentation are maintained in the department’s SEED Office. Most of it is also published and available online. 4.1 Assessment Results The assessment results for the Program Educational Objectives (EOs) and Program Outcomes (POs) are disseminated among our constituents through: a bulletin board exclusively reserved for assessment and located in the Lucchetti Building in an accessible and visible location; through the assessment/ABET website within the ME website; through annual reports to the institutional assessment office (OMCA); through the annual ME faculty Closing the Loop retreat as well as in regular faculty meetings and through the annual meeting with the Industry Advisory Board (IAB). In the following subsections a detailed presentation and discussion of the assessment results for the period 2002-2006 is included. Assessment of Program Outcomes (POs) The POs are measured through a combination of direct and indirect tools as discussed in Criterion 3. Table 4-1 summarizes the results for the POs in terms of the “a thru k” ABET EC 2000 Criterion 3 and Figure 4-1 is a graphical representation of these results. The close relationship between the “a thru k” and our POs has been previously established in Criterion 3. These overall results are presented in terms of the EC 2000 a thru k criteria for a more standard representation of our outcomes, which makes it compatible and comparable to other counterpart programs. As depicted in Table 4-1 and Figure 4-1, all the results for the POs, measured through the various assessment tools are satisfactory since all are above the established benchmark of 70%. Table 4-1 and Figure 4-1 include the overall assessment results for the POs for the period of 2003-2007. The ME faculty considered a benchmark of 70 %, although considered a high standard when compared to other programs within the institution and nationwide, to be a


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reasonable goal for maintaining the excellence that has characterized our program and high quality of our graduates. A benchmark of 70% was chosen following the ME course approval criterion of “C” or better. Thus a “C” passing grade is equivalent to a 70% passing rate. Figure 4-2 shows the mean average for each of the outcomes for 2003-2007. Additionally, Table 4-1 includes the percentage above the benchmark of 70% for each of the outcomes. Our outcomes results showed over 15% satisfaction above the benchmark.

Table 4-1 Overall Assessment Results of the ME Program Outcomes in Terms of ABET “a thru k” Criterion 3, for the Period of 2003-2007

A thru K Outcomes

Student Record Form (SRF)

ME Courses Eval.

Capstone Course Evals.

Exit Survey

Faculty POs Eval.

Mean Average

% f benchmark

Outcome Status

a. Ability to use math/science/engineering

68.4 81.9 83.3 96.7 94.4 84.9 + 21.3 SAT

b. Ability to conduct experiments

100 80.7 N/A 92.7 100 93.4 +33.4 SAT

c. Engineering design

65.9 69 83 86.2 100 80.8 +15.4 SAT

d. Teamwork

N/A 100 86.5 88.6 100 93.8 +34.0 SAT

e. Problem solving

67.9

75.2 88.5 88.6 94.4 82.9 +18.4 SAT

f. Professionalism and ethics

N/A 100 88.5 78.9 100 91.9 +31.3 SAT

g. Oral and written communication skills

81 65.2 86 82.9 88.9 80.8 +15.4 SAT

h. Broad education and global awareness/impact

82.4 77.9 87 77.2 100 84.9 +21.3 SAT

i. Ability to learn by him/herself (lifelong learning)

N/A N/A 87 79.7 100 88.9 +27.0 SAT

j. Contemporary issues

82.4 77.9 87 77.2 100 84.9 +21.3 SAT

k. Modern tools and techniques

76.3 67 88.3 81.3 100 84.8 +21.1 SAT

SAT - Satisfactory


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Overall Assessment Results of ME POs

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100

% a

chie

vem

ent

Course Eval. SRF Capstone Eval Exit Survey Faculty Eval. of POs

Course Eval. 81.9 80.7 69.1 100 75.2 100 65.2 77.9 77.9 67

SRF 68.4 100 65.9 67.9 81 82.4 82.4 76.3

Capstone Eval 83.3 83 86.5 88.5 86 87 87 87 87 88.3

Exit Survey 96.7 92.7 86.2 88.6 88.6 78.9 82.9 77.2 79.7 77.2 81.3

Faculty Eval. of POs 94.4 100 100 100 94.4 100 88.9 100 100 100 100

a b c d e f g h i j k

Figure 4-1 Graphical Representation of the Overall Results of the POs of the Mechanical Engineering Program, through Various Assessment Tools


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Program Outcomes Mean Average

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100


Outcomes

% a

chie

vem

ent

Figure 4-2 Mean Average of the Overall Assessment of POs for the Period of 2005-

2007 • Student Record Form (SRF) Taking a closer look at these results, we can notice an outcome of 68.4 , 65.9 and 67.9 % for criteria “a”, “c” and “e”, respectively. These results were obtained through the SRF. The SRF provides assessment results based on the students’ academic performance in each of the required ME courses, except the Capstone Design course which is evaluated separately. Therefore, at this assessment level , students are still in the process of acquiring knowledge and refining their science and engineering skills. However, the results obtained for all the outcomes from the Capstone course evaluation are all above 80% achievement. This evaluation is completed by the industry mentor who has close contact with the students throughout the realization of the project. Thus, at this point of the assessment process we are evaluating a more mature and academically better prepared student, with better skills and knowledge of the mechanical engineering field. Figure 4-3 includes the assessment results since 2005 to 2007. Assessment results were fruitful and reliable since 2005. From 2003 to 2005 we encountered a number of difficulties in reaching some of our constituents such as the alumni and the employers. Likewise, collection of the data through the SRF still required quite a bit of coordination and effort to get the faculty familiar with it in order to obtain the correct information. Nevertheless, since 2005 the distribution of assessment tools presented in Figure 2-3, was refined and thoroughly implemented. The data of the SRF is collected every year by alternating the set of courses to be screened and evaluated. This relieves the faculty from a cumbersome workload of handing in too much data per year. The SRF’s data is compiled in terms of the program outcomes affected by each of the ME required courses, previously decided by the faculty and presented in Table 3-3. Faculty is informed of the outcomes of this analysis for the courses evaluated each year at the Annual Closing the


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Loop meeting. At this point the ME faculty discuss these results and identify areas of improvement, if any, and recommend the appropriate corrective actions. Comments and observations, as well as corrective actions are discussed later in this chapter.

Yearly Program Outcomes Results (2005-2007)

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100


Outcomes (a thru k)

% a

chie

vem

ent

Yr. 2005 Yr. 2006 Yr. 2007Benchmank

Figure 4-3 Yearly Assessment Results of the Program Outcomes • Course Evaluation Students from the 3rd to the 5th year in the Mechanical Engineering Program receive at the end of the semester an electronic invitation to evaluate the ME courses in which they were enrolled in that particular semester. The course evaluation was first available in 2006 through the Zoomerang surveying system. All engineering programs at UPRM received this service in 2006 when the college registered into the Zoomerang system. The distribution of this survey to all engineering students is done through the SEED office. This survey concentrates on the evaluation of the course contents based on the “a thru k” skills and , it is completed by students at the end of the semester of enrollment in these courses. Criteria “f” and “i”, related to professional ethics and life long learning, respectively, are not evaluated directly in the coursework. However, students did evaluate the course contents in terms of ethics issues, since there are courses where the faculty introduces case studies that involve ethical situations in mechanical engineering practice. Criterion “d”, related to ethical issues, is covered through the direct exposure of our students to various ethics and safety seminars that are included during the entire semester of their Capstone Design course where, not only are they exposed to these topics but


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they also put them into practice in a real industry project, supervised by an industry coach engineer(s). • Exit Survey The Exit Survey is distributed among the graduating students. Figure 4-4 shows the graduating students’ evaluation of the ABET “a thru k”, which are directly linked to our Program Outcomes. The graduating students represent our finished product at the time of completion of the ME Undergraduate Program. Our graduates complete this survey during the last months before completion of the program. Most of them, at this point have gone through an active process of interviewing for a job and field visits to a number of industries. Furthermore, at the time they complete this survey they have already accepted a job offer or have decided to continue their studies in a graduate program. The feedback from our graduates in 2005 and 2006 showed a good level of satisfaction (well above 70%) with the contents and skills provided by the Mechanical Engineering Program. This, indeed, results in a great deal of satisfaction for the faculty in their strong and untiring effort to provide the best education and up-to-date skills to future mechanical engineers.

Exit Survey ResultsCriterion #3: A thru K

0 10 20 30 40 50 60 70 80 90 100

a) ability to apply know ledge in math, science and engineering

b) ability to design and do experiments, interpret and analize data

c) ability to design a system, components or process

d) ability to function in multidisciplinary groups

e) ability to identify, formulate and solve problems in mechanicaleng.

f) ability to use techniques, skills and modern tools

g) ability to communicate effectively

h) know ledge of contemporary issues

i) undestanding of the impact of engineering solutions onto globaland social issues

j) understanding of the ethical and professional responsibility

k) understanding of the need for long-life learning

% Satisfaction

2005 2006 Standarized Average

Benchmark

Figure 4-4 Exit (graduates) Survey Results (Yr. 2005-2006) The Exit Survey provides additional insight into our student population which is of great importance to the faculty and the institution, as a whole. Figures 4-5 to 4-7 show the


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results to various types of inquiries related to demographics, graduating GPA and time to complete the bachelor’s degree in mechanical engineering, for the year 2006. Figure 4-6 depicts the tendency of the time of graduation. It shows that most of our students take between 5.5 and 6 years to complete their program, which is in agreement with the average time of graduation shown in Figure 1-10. Figure 4-7 shows the distribution of the graduation GPA, making a distinction between overall GPA and major GPA. This last one is the GPA obtained exclusively in ME coursework. It most be pointed out that 74% of the students graduating in 2006 had a general GPA above 3.0 and 31% had a general GPA above 3.50. Moreover, 71% of the students graduating in 2006 had a major (ME) GPA above 3.0 and 28% had a major (ME) GPA above 3.50. This shows the high quality of graduates that our program produces every year in a consistent basis as shown in Figure 1-3.

Exit Survey - Demographics (Yr. 2006)

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100

gend

erdi

strib

utio

n

mar

ried

sing

le

divo

rced

age

rang

e21

-23

age

rang

e24

-26

27 a

ndol

der

(%)

Female Male

Figure 4-5 Exit Survey Demographics Information (Yr. 2006)


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Exit Survey (Yr. 2006)

0

10

20

30

40

yrs to finish4 yrs

yrs to finish4.5 yrs

yrs to finish5 yrs

yrs to finish5.5 yrs

yrs to finish6 yrs

yrs to finish6 or more

yrs

Duration of the ME Bachelor Program

(%)

Female Male Total

Figure 4-6 Exit Survey Time for Graduation Tendencies for Graduates (Yr. 2006)

Graduating Grade Point Average (GPA) Distribution (Yr. 2006)

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100

gene

ral gpa 1

.99 or le

ss

gene

ral gpa 2

.00-2.49

gene

ral gpa 2

.5-2.99

gene

ral gpa 3

.00-3.49

gene

ral gpa 3

.50-4.00

dept.

gpa 1

.99 or

less

dept.

gpa 2

.00-2.

49

dept.

gpa 2

.50-2.99

dept.

gpa 3

.00-3.

49

dept.

gpa 3

.50-4.

00

Overall and Major GPA

(%)

Female Male total

Figure 4-7 Exit Survey Grade Point Averages (GPAs) for Graduates (Yr. 2006)


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• Capstone Evaluation The Capstone course evaluation is completed by the industry mentors of all capstone projects. This evaluation is done at the end of the semester when students have gone through a series of presentations to their industry mentors at different stages of progress in their projects. The projects assigned to the students are real situations of interest to the industry. In many cases, the designs and modifications proposed by the students are implemented by the industry later on. The Mechanical Engineering Department has a tradition of good relationships with the local industries. Some companies have been providing us with real world projects for more than fifteen years. They are very satisfied with the high standards of education provided by the ME Program and the execution of the projects by our students, many of which have been successfully implemented. The industry’s high level of satisfaction is shown on Table 4-1 and Figure 4-1. These are the results of the industry evaluation of the Capstone skills for the years 2006 and 2007. Industry mentors also separately evaluate the communication skills of our students, in particular their oral and presentation skills. Program Outcome #9 on communication skills, includes communication in Spanish and English. Spanish is the first language or native tongue of the Puerto Rican students and English is officially a second language. Nevertheless, professional communication in the engineering practice is mostly done in English. This is due to a high level of interaction with US companies in the island as well as in the US mainland with whom our students interact through undergraduate research experiences, COOP, Capstone projects, Summer Internships, etc.. Furthermore, about 50% of our students are hired by US companies. Therefore, English becomes their main professional communication mechanism. Consequently, our communication skills are measured mainly in English and the results in Communication Skills presented in this report are mainly for the English language. However, it must be emphasized that our students are exposed to a bilingual and bicultural environment during their academic tenure at UPRM. Students present a number of oral progress reports to the industry through the semester. In addition, at the end of the semester, each group prepares a poster which is presented in a final poster session of all capstone sessions. This poster session is held on campus. Industry mentors are invited to this poster session where students also make an oral presentation of their poster. At this point, industry mentors complete the oral presentation evaluation. Figure 4-8 shows the results of this evaluation for the years 2007.


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Capstone Oral Presentation Evaluation (Yr. 2007)

0 10 20 30 40 50 60 70 80 90 100

Organization

Knowledge of material

Quality o f language

M anagement o f questions

Ability to discuss pro ject and methodology

Overall quality o f presentation

Perception of potential in achieving resultsqu

estio

ns

% satisfaction (very good & excellent)

Figure 4-8 Capstone Oral Presentation Evaluation (Yr. 2007) • Faculty Survey The Faculty Survey is distributed among all the ME faculty. The Faculty Survey is a lengthy and comprehensive questionnaire that evaluates the pulse of the faculty towards various aspects such as research, facilities, morale, students, program outcomes, among others. Table 4-1 and Figure 4-1 show the results of the faculty evaluation of the Program Outcomes (POs), which reflect a high level of satisfaction from the ME faculty with respect to our program outcomes. In addition, this survey gathers the faculty feeling towards various aspects related to the quality of the program and to their work environment as faculty. Low faculty morale was a concern during our last accreditation visit. That low faculty morale was mostly related to past administration turnovers. As the year 2006 Faculty Survey results showed, over 60% of the ME faculty feel motivated and in good spirit. Likewise, they feel that the administration is more stable and that they have a more tranquil work environment. More than 50% consider that release time for research is adequate. Nevertheless, only about 38% felt comfortable with the tenure and promotion procedure. These results were presented to the ME faculty in our 2006 Closing the Loop Meeting. This last issue opened up a very positive discussion where mostly new faculty members felt somewhat disoriented towards the expectations for tenure and promotion. Representatives of the ME Personnel Committee as well as the Director committed themselves to have an orientation meeting with the new faculty members to answer all


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their questions and give them a better perspective in terms of expectations and procedures. The Faculty Survey results also showed the ME faculty has a very high opinion of our Capstone Design course in terms of contents and students’ exposure to real engineering projects. Likewise, the ME faculty feels that they are strongly involved (over 70%) in the academic and professional advising of our students. Also, over 70% of the ME faculty is satisfied with the service provided by the Department’s staff. Many ME students are involved in undergraduate research and undergraduate internships and the COOP program. These activities further strengthen some of the POs. It most be pointed out that there has been an increasing trend in the number of students participating in the COOP program (inland and overseas), as depicted in Figure1-2. Likewise, many of our students take advantage of summer and semester internships as well as undergraduate research with our faculty. The results of some of the POs from these additional assessment tools are included in Table 4-2 and depicted in Figure 4-9. Table 4-2 includes the mean average for all a-k outcomes and the percent above our benchmark of 70% . As Table 4-2 and Figure 4-9 show, all results for the a-k outcomes are well above our benchmark which represents a satisfactory achievement of these outcomes.

Table 4-2 Results for Additional POs Assessment Tools

A thru K Outcomes

internship student version

internship mentor version

undegrad. reserch-student version

undergrad. research-mentor version COOP

Mean Average

% > Benchmark Status

a 100 100 87 100 N/A 96.8 38.2 SAT b N/A N/A 100 100 N/A 100.0 42.9 SAT c 100 100 87 100 N/A 96.8 38.2 SAT d 87 100 87 100 97.5 94.3 34.7 SAT e 100 100 87 100 87.5 94.9 35.6 SAT f N/A N/A 100 100 N/A 100.0 42.9 SAT g 87 100 87 100 82.5 91.3 30.4 SAT h 96.8 100 90.3 100 90 95.4 36.3 SAT i 100 100 100 100 90 98.0 40.0 SAT j 96.8 100 90.3 100 N/A 96.8 38.3 SAT k 100 100 100 100 N/A 100.0 42.9 SAT

SAT= satisfactory


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Additional Assessment Tools for the POs

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100


ABET a thru k

% s

atis

fact

ion

internship-student internship-mentorundergrad. Research-student undergrad. Research-mentorCOOP

Figure 4-9 Graphical Representation of the Overall Results of the POs of the Mechanical Engineering Program, through Additional Assessment Tools

Assessment of the Program Educational Objectives (EOs) The Educational Objectives (EOs) of the ME Program represent an overall profile of our graduates. The EOs are better evaluated by those constituents in touch with our final product, which are the employers, the alumni and the Industry Advisory Board (IAB). The EOs are assessed through the employers, alumni and IAB surveys. The surveys initially designed for the Alumni and the Employers were lengthy questionnaires sent by regular mail. Consequently, the response obtained in 2004 was


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very poor. This required further re-structuring of the surveys as well as re-consideration of the means to administer these surveys. Through direct consultation with our IAB during our annual meeting in 2005, the employers’ survey was considerably reduced in contents. The employers’ survey was outlined in terms of the Program Outcomes, which at the same time are linked to the Program Educational Objectives and the a-thru-k. This survey was sent electronically to coach engineers that are in direct contact with our graduates. Positive results were obtained in 2006. Likewise, the alumni survey was also reduced in content and launched electronically through the Zoomerang TM surveying system. In addition, the IAB completed a separate survey where they evaluated our EOs based on their experience with the program and our graduates as interns and as regular employees. Table 4-3 contains the results for each of the EOs for each of the tools used to measure them. Table 4-3 includes the mean average for each EO, as well as the percentage of each mean above our assessment benchmark of 70%. Likewise, Table 4-4 contains the results for the EOs in terms of Criterion #3 (a-k). The relationship between the EOs and the a-k criteria was previously illustrated in Table 2-1. In both tables, the outcomes for the EOs are well above our benchmark of 70%, which indicates a satisfactory achievement of the EOs.

Table 4-3 Assessment Results of the ME Program Educational Objectives (EOs) ME Educational Objectives (EOs) Employers Alumni IAB

Mean Average


EO#1 88.8 86 100.0 91.6 30.9 SAT EO#2 86.6 84 100.0 90.2 28.9 SAT EO#3 76 84 75.0 78.3 11.9 SAT EO#4 84.4 91 75.0 83.5 19.2 SAT EO#5 83.5 85 75.0 81.2 16.0 SAT EO#6 84.7 76 100.0 86.9 24.1 SAT EO#7 77.7 86 100.0 87.9 25.6 SAT

SAT= satisfactory


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Table 4-4 Assessment Results of the ME Program Educational Objectives in Terms of ABET Criterion 3 (a-k)

A-K Outcomes

Mean Average


a 87.7 25.2 SAT b 86.4 23.4 SAT c 85.4 22.0 SAT d 81.0 15.7 SAT e 86.1 23.0 SAT f 87.4 24.9 SAT g 82.5 17.8 SAT h 87.7 25.2 SAT i 87.9 25.6 SAT j 86.7 23.9 SAT k 91.6 30.9 SAT

SAT= satisfactory

Figure 4-10 shows the results contained in Table 4-3 for the various surveys used to measure the EOs. Figure 4-11 depicts the mean average for each of the EOs with respect to the benchmark of 70%. Figure 4-12 is a graphical representation of the EOs in terms of the a-k criteria, also included in Table 4-4.


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Assessment of the Program Educational Objectives (EOs)

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100

EO#1 EO#2 EO#3 EO#4 EO#5 EO#6 EO#7

Program Educational Objectives

% a

chie

vem

ent

Employers Alumni IABBenchmark

Figure 4-10 Assessment Results for All Tools Used to Measure the EOs for the Period 2003-2007

Mean Average of the Program Educational Objectives

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

EO#1 EO#2 EO#3 EO#4 EO#5 EO#6 EO#7

Program Educational Objectives

% a

chie

vem

ent

Benchmark

Figure 4-11 Mean Average of the EOs for the Period 2003-2007


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Educational Objectives (EOs) Results in terms of ABET Criterion 3 ( a-thru-k)

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100


A thru K

% a

chie

vem

ent

Benchmark

Figure 4-12 Graphical Representation of the Assessment Results for the EOs in

Terms of Criterion 3 (a-k) for the Period 2003-2007 The Alumni Survey provides additional information which is helpful for the faculty and institution to obtain a better understanding of our alumni work conditions and competency in the mechanical engineering field. Figure 4-13 to Figure 4-21 show the results for various pieces of information requested in the Alumni Survey. Figures 4-13 and 4-14 show that over 70% of the alumni are well satisfied with the education received at UPRM. Their satisfaction with the quality of education is also shown in Figure 4-19, where the alumni compare their education at UPRM with other institutions of their knowledge. Figure 4-15 shows that over 90% of our alumni are currently employed and 94% feel that the education received at UPRM and the ME Program has considerably helped them in their current job as noted in Figure 4-21. The results for the EOs obtained from the Alumni Survey are very satisfactory and reliable since over 45% of the alumni answering this survey were graduates of over 3.0-3.49 GPA and 30% were graduates with a GPA above 3.50, which adds up to about 75% of the alumni with a GPA above 3.0.


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Alumni Survey 2007 Alumni Perception of the Quality of

Education at UPRM

0 10 20 30 40 50 60 70 80 90 100

wrting effectively

speaking effectively

understanding written information

working independently

learning on your own

understanding graphic information

using the library and internet resources

working cooperatively in groups

organizing your time effectively

%

Very Much Somewhat Very Little

Figure 4-13 Results from the Alumni Survey on Their Perception of the Quality of

Education at UPRM

Alumni Survey 2007 Alumni Perception of the Quality of Education at UPRM

(contd.)

0 10 20 30 40 50 60 70 80 90 100

recognizing your rights, responsabilities, and privilegesas a citizen

planning and carrying out projects

understanding different philosophies and cultures

persisting at diff icult tasks

defining and solving problems

understanding the interaction of people and theirenvironment

leading/guiding others

recognizing assumptions, making logical inferences, andreaching correct conclusions

understanding and appreciating the arts

understanding and applying scientif ic and engineeringprinciples and methods

%

Very Much Somewhat Very Little

Figure 4-14 Results from the Alumni Survey on Their Perception of the Quality of

Education at UPRM (Cont’d)


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Alumni Survey 2007 General Information

0 10 20 30 40 50 60 70 80 90 100

Highest degree currently holding: Bachelor Degree

Master Degree

Doctoral Degree (PhD, EdE, etc.)

Professional Degree(MD,JD,etc) and any 6-year degree

Current Permanent Residence: Puerto Rico

US

Other

Employment Status: Employed

Unemployed

Annual income/salary at current job: $20,000-$24,999

$25,000-$29,999

$50,000-$59,999

$60,000-$69,999

$70,000 or more

%

Figure 4-15 General Information from the ME Alumni

Alumni Survey 2007 General Information

0 10 20 30 40 50 60 70 80 90 100

FemaleMale

Age: 23 or 24 yrs. Old25 or 26 yrs. Old27 or 29 yrs. Old30 to 39 yrs. Old

40 and overCollege GPA at UPRM: 3.50-4.0

3.00-3.49 2.50-2.99 2.00-2.49

Years attending UPRM: 4 to 4.5 yrs. 5 to 5.5 yrs.

5 or more yrs.Amount of yrs. Since graduation from UPRM: 3 to 5 yrs.

5 to 10 yrs. 10 or more yrs.

%

Figure 4-16 General Information from the ME Alumni (Cont’d)


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Alumni Survey 2007 Have you continued your formal education

since graduating from UPRM?

66%

34%

Yes No

Figure 4-17 Information on ME Alumni Engagement to Graduate Programs

Alumni Survey 2007 How well did UPRM prepare you for your

continuing education?

30%

30%

40%

0%

0%Exceptionally wellMore than adequatelyAdequatelyLess than adequatelyvery poorly

Figure 4-18 Alumni Perception on the Preparation Received in the ME Program and UPRM to Continue Graduate Studies


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Alumni Survey 2007 Quality of education at UPRM compared to other colleges

51%37%

3%

9%

BetterAbout the sameWorseUnable to Judge

Figure 4-19 Alumni Perception on the Quality of Education Received at UPRM

Alumni Survey 2007 Regardless of financial benefits,

has college education from UPRM improved your quality of life?

79%

17%

4%0%

0%

Definitely YesProbably YesUncertainProbably NoDefinitely No

Figure 4-20 Alumni Perception on Their Quality of Life


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Alumni Survey 2007 How well did UPRM prepare you

for your current job?

37%

26%

31%

6%

Exceptionally wellMore than adequatelyAdequatelyLess than adequately

Figure 4-21 Alumni Perception on the Education Received at UPRM for Their Performance in Their Current Job

Professional Ethics Criterion “f”, of the ABET EC2000 Criterion 3, was measured through the Students’ Course Evaluation, Faculty POs’ Evaluation, Capstone Evaluation and Exit Survey. The results for all these evaluations and surveys were above 70% in terms of achievement in the exposure of the student to professional ethical issues. Mechanical Engineering students are exposed to ethical issues in an informal manner in various ME courses. However, all ME students are exposed to professional ethical issues during their Capstone course through a series of seminars on ethics, safety, certifications and engineering codes, among others. The schedule for these seminars for the Fall 2007 and Spring 2008 will be available during the Accreditation Visit. Life Long Learning Criterion “i”, of the ABET EC 2000 Criterion 3, was measured through the Exit Survey, Faculty POs’ Evaluation and the Capstone Evaluation. The results of these surveys and evaluations were based on the plans of the graduates to pursue graduate studies and the perception of faculty and industry mentors of the potential of our graduates to pursue advanced degrees or to engage in professional development activities. Nevertheless, criterion “i” was measured specifically through the Alumni Survey. The ME Alumni Survey results showed that 100% of the alumni feel that the education received at UPRM


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and the ME Program helped them to engage in life long learning and pursue a graduate degree (Figure 4-17 and Figure 4-18). Moreover, 44% of the alumni obtained a Master Degree, 27% obtained a Doctorate Degree and a 10% obtained a Professional Degree in Medicine, Law or other six year degree. This represents 81% of the ME alumni pursuing an advanced degree beyond their undergraduate degree. This satisfies criterion “i” well above our benchmark of 70%. This concurs well with the high enthusiasm of the ME students who participate in undergraduate research activities. Table 4-2 showed a 100% satisfaction of the students and mentors on the potential of the student to engage in life long learning and in pursuing advanced degrees. Institutional Assessment Results At the campus level, the Office for Institutional Research and Planning (OIIP in Spanish) collects data on the students progress in Math and English courses. Between 1996 and 2004 a total of 20,593 students were admitted. Of these, 12,212 students had deficiencies in Mathematics and 4,567 in English. Freshmen students coming to UPRM have more deficiencies in Mathematics than in English, especially in the Colleges of Agricultural Sciences and Business Administration, and the Arts’ students in the College of Arts and Sciences. Figure 4-26 shows the percentage of students with deficiencies in Mathematics between 1996 and 2004 by college. Figure 4-22 shows the percentage of ME students passing Math courses for the period of 2001-2007. Comparing these two figures we can conclude that the students entering into the ME Program belong to the group with the least percentage of deficiencies in Math. These deficiencies are overcome throughout the program where the student furthers his/her Math skills, first, while taking the Math courses and second, by applying them in the various ME courses. The approval of Math courses by the ME students is well above the overall approval percentage of all students at UPRM taking Math courses. Figures 4-23 and 4-24 show the trends of the approval percentages of Math courses for ME students and for all students taking Math courses. The percentage of ME students approving Math courses is 27% to 35% above the overall approval for the period of 2001-2004.


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Figure 4-22 Percentage of Students with Deficiency in Mathematics by College since

1996

Percentage ME Students Passing Math Courses

65.8 69.6 67.0 70.2 69.476.4

93.3

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100

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Academic Year

% S

tude

nts

Pass

ing

Figure 4-23 Percentage of ME Students Passing Math Courses for the Period 2001-2007. Information Obtained from the Office of Institutional Research and Planning

(OIIP in Spanish)


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Percentage of Students Passing Math Courses

0

20

40

60

80

Academic Year

% S

tude

nts

Pass

ing

General Math Approval ME students

General Math Approval 47.9 46.9 42.2 45

ME students 65.8 69.6 67.0 70.2

2001-02 2002-03 2003-04 2004-05

Figure 4-24 Percentage of Students Passing Math Courses for 2001-2004.

Information Obtained from the Academic Affairs Office Webpage: http://www.uprm.edu/decasac/docs/ComparacionOfertaCursos.xls

Furthermore, the Institutional Research Office also keeps track of the pass percentage in the English courses of all students at UPRM. Figure 4-25 shows the pass percentage in the English courses by the ME students for the period of 2001-2007. These results show a passing rate of over 89% of all English courses. However, only about 45% of the alumni surveyed felt that they had received excellent skills in oral and written communication which is mostly referred to English communication. It must be emphasized that English is a second language for our students and despite their satisfactory performance in the English courses, they are not exposed to oral and written communication in English on a daily basis. This is a skill which is indeed developed with time and direct exposure to the language. Nevertheless, this is an aspect that is being considered by the ME Program and at the institution level. Later on in this chapter, action items in this regard will be discussed.


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Percentage ME Students Passing English Courses

96.5 92.1 90.996.9 95.0

89.0100.0

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100

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Academic Year

% S

tude

nts

Pass

ing

Figure 4-25 Percentage of ME Students Passing English Courses for the 2001-2007. Information Obtained from the Office of Institutional Research and Planning (OIIP

in Spanish). Improvement Actions: As a result of the assessment outcomes obtained for this cycle (2002-2008), the following improvement actions have been taken: • The English Department has established that freshmen students with a score lower

than 460 in the English as a Second Language Achievement Test offered by CEEB must take a diagnostic exam. If the students pass the exam, they are then placed in the first English course; otherwise they must register in a remedial English course.

• The revised ME curriculum that started in August 2007 includes two courses, one in technical writing and public speaking, both from the English Department.

• The Department of Mathematics performed a study to determine the causes for a high

failure rate in its Pre-calculus course. The Department then submitted a proposal to the Academic Senate to institutionalize a diagnostic exam for those students with scores less than 651 in the Mathematics achievement test offered by CEEB. Students must take a diagnostic exam that is designed to identify deficiencies in the areas of Basic


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Arithmetic, Rates, Ratios, Proportions, Percents, Basic Algebra and Basic Geometry. Students who pass the exam may take Pre-calculus I during their first semester. Those who do not pass the exam must register in a Remedial Mathematics course instead.

• The Department of Mathematics developed internet based diagnostic exams and

tutorials to allow incoming students to prepare for the diagnostic exam. Also, some professors have projects funded by the Department of Education to prepare high school Mathematics teachers and help prospective UPRM students.

• The admissions criteria are being reviewed to decrease the high percentage of

incoming students with deficiencies in Mathematics and English. This problem needs to be discussed with the Puerto Rico Department of Education, which has been eliminating courses in critical areas such as the Sciences, English, Mathematics, and Spanish. This work must be coordinated by the Academic Senate and the Dean of Academic Affairs.

• The Industry Advisory Board meets every year on campus in October. The IAB brought up as a concern the department’s outreach resources. As a result of this concern, the ME administration put in place a videoconferencing system which makes possible videoconferences related to courses but also with possible visiting faculty and industry. This has significantly expanded our department’s exposure to the outside professional world.

• The Industry Advisory Board also expressed their concern about the physical plant

space constraints of the department. As a result of this concern, several options have been under consideration for obtaining some more additional space for the ME teaching and faculty research activities. Currently the limited space available at the Mechanical Engineering building is distributed between teaching and research activities. Nevertheless, additional classrooms have been assigned to the ME Department in the Core Electrical Engineering (Stefani) building. This has slightly alleviated the concern for teaching space. However, additional physical facilities are urgently needed to house research laboratories for our new faculty. Several considerations are currently being made by the department’s administration and the offices of the Dean and Chancellor.

• Passing rates in the Thermodynamics I course as well as student performance in the

various POs measured in this course was a concern for the ME faculty. Compulsory tutorials were included for this course where students have to attend to a one-hour tutorial per week. These tutorials consist mainly of problem solving. The students’ perception of these tutorials was assessed by a simple evaluation. Figure 4-26 shows the results of this evaluation. These results show that over 60% of the students considered these tutorials to be beneficial in their understanding of the material. The low passing rate in this course is mostly attributed to the fact that this is the first departmental core course for the students. These tutorials are expected to complement lectures with emphasis on problem solving skills and reasoning.


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• Results of some of the POs were low for the Manufacturing Course (INME4055). The

Manufacturing and Material Science Committee met during the Closing-the-Loop meeting in 2005 and discussed the assessment results for the POs for this course. Certain actions were taken in terms of restructuring of the material to facilitate the teaching of some specific modules. Figure 4-27 shows the results for the POs covered in this course for 2005 and 2007. With the changes made to the material distribution there has already been an improvement of about 50% in the achievement of most of the outcomes. Achievement in all outcomes for an individual course is not expected to meet the benchmark, particularly in courses that our students take in the third year or beginning of the fourth year, since they are still in the process of developing their engineering skills. However, through the SRF we intend to track the evolvement of student progress in terms of the achievement of the POs. The Program aims to maintain excellence and satisfaction in providing our students all the skills they need to practice the mechanical engineering profession.

Table 4-5 summarizes the main concerns and decisions taken by the ME faculty as part of the assessment process since 2003.


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Assessment of Thermo I Tutorials Effectiveness

0 20 40 60 80 100

To have knowledge of basic chemistry and calculus-basedphysics

To have the ability to apply knowledge of science, eng., andadvanced mathematics, including multivariate calculus and diff.

To have the ability to work professionally in both thermal andmechanical systems areas, including the design and realization of

To have the ability to identify, formulate and so lve eng. problems

To have the broad education and the knowledge of contemporaryissues necessary to understand the impact o f engineering

To be better prepared for the test and better domain of thematerial

To look at the thermal situations from a different perspective thanpresented in class

To broaden the knowledge of the theory covered in class

I would rate the overall benefits o f this tutorial session as:

%

Very Well and Good Average

Figure 4-26 Results for the Assessment for Thermodynamics I (INME4001)

Tutorials


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Assessment Program Outcomes MEGG4055 (Yrs. 2005 & 2007)

73.9

51.1

55.3

52.2

56.5

61.7

56.5

75.0

34.5

41.4

41.4

34.5

34.5

34.5

0 10 20 30 40 50 60 70 80 90 100

po#1: knowledge of basic chemistry and calculus-based physics

po#2: ability to apply eng., science and math to eng.problems

po#3: work in thermal and mech. Systems; design andrealization

po#5:design a system to meet desired needs

po#7: identify, formulate and solve eng. Pbs.

po#9:to communicate in English and Spanish

po#12: use of techniques, skills and modern eng. Tools

%

Yr. 2007 Yr. 2005

Figure 4-27 Results of the Program Outcomes (POs) for the Manufacturing Course

(INME4055) for 2005 and 2007


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Table 4-5. Summary of Concerns and Actions Taken by the ME Department

Outcome or Criterion of

Concern

Constituent Concern Actions taken

PO#5: To have the ability to design a system, component,.. PO#11: To have a recognition of life long learning PO#12: To have the ability to use modern eng. tools

Industry Advisory Board (IAB)

Manufacturing Certificate Contents – provide students a minor in manufacturing process with real industry situations and exposure to techniques and equipment

The Manufacturing Certificate Program was reviewed and reinitiated with modifications more relevant to new manufacturing processes and materials. Closing the Loop (CL) 2004

Criterion #5; curriculum and Criterion #6: Faculty


Sufficiency of Core and Adjunct Professors

The department contracted two professors, Dr. Fernando Benitez and Dr. Jairo Lascarro, as adjunct professors, to teach the Air Conditioning elective (MEEG 4035). CL 2004.

PO#11: Life long learning PO#12: Modern Eng. Tools…


Outreach The department developed the videoconferencing facilities and coordinated with the IAB members to give some soft skills seminars to 1st and 2nd year students. A mechanical engineering open house, organized by ME student associations addressed to high school students was scheduled and held. CL 2004

Criterion #8: Support


Alumni Funding Alumni funding activity was organized in March 2004 with INME student associations. Spring 2004.

Criterion #7: facilities PO#12: Modern Eng. Tools …


Physical Plant The issue has been addressed at the Dean’s level and at the Chancellor’s level. Some possible options have been considered for obtaining research space off campus. However, classroom space is still a concern. CL 2004


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Table 4-5 Summary of Concerns and Actions Taken by the ME Department (Cont’d)


Concern


PO#2: Ability to apply science, math and eng. … PO#3 Ability to work professionally in thermal systems … PO#7: Ability to identify, formulate and solve eng. problems

Thermal Sciences Committee – Thermodynamics I(INME 4001)

High failure rate and Low scores in PO#2,3&7

Tutorial instructors are graduate students in the area of thermal sciences and have an excellent grasp of the subject. The department also supports committee suggestion to include more demonstrations along with possible homework problems appearing on tests and use of conceptual quizzes. Spring 2005

PO#7: Ability to identify, formulate and solve eng. problems

Thermal Sciences Committee – General Thermodynamics (INME 4045)- Service Course

Cover radiation heat transfer

The TSC contacted the EE and Computer Eng. Departments and consulted with them regarding this issue. The EE and CE Depts. agreed that a general introduction to these concepts will suffice. Spring 2006

PO#5: Ability to design a system, component to meet desired needs PO#7: Ability to identify, formulate and solve eng. problems

Thermal Sciences Committee – Heat Transfer (INME 4015)

Cover heat transfer in course

- 2 weeks of radiation heat transfer

- Eliminate some derivation of analytical solution of the heat conduction equation.

-Eliminate multidimensional conduction. Spring 2006


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Table 4-5 Summary of Concerns and Actions Taken by the ME Department (Cont’d)


Concern


PO#2: Ability to apply science, math and eng. PO#3:Ability to work in Mechanical and Thermal systems PO#5: Ability to design a system, component or process PO#7: Ability to identify, formulate and solve PO#9: Ability to communicate effectively PO#12: Ability to use modern eng. tools

Material and Manufacturing Committee - Manufacturing Processes (INME4055)

Low passing rates and low scores in POs#2,3,5,7,9&12

a) eliminated module #1 (Review of concepts and terminology). Only cover topics relevant to the course. b) Revised modules #4 and #5 and updated them to present a more realistic picture to the students. c) Revised modules #6 and #7. d) Did more data processing for a better understanding of the problem. Emphasize oral presentations and written reports. Spring 2006

PO#2: Ability to apply science, math and eng. PO#5: Ability to design a system, component or process PO#7: Ability to identify, formulate and solve PO#12: Ability to use modern eng. tools

Material and Manufacturing Committee- Metallurgy (INME4007)

Concern in crystal structures; weakness in phase diagrams

Built crystal structures in the lab. Used available software Introduced experiments in the lab. Emphasize oral presentation and written reports formats. Spring 2006


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• Course materials and assessment tools that demonstrate student performance • Course outlines and descriptions (syllabi, textbooks, handouts, etc.) • Videos of student presentations • Exit Survey documentation and results • Alumni Survey documentation and results • Employer survey documentation and results • Minutes of the Department Meetings, as well as the Advisory Board meetings and

recommendations • Copy of the Revised ME Curriculum • Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc. • Student transcript samples (as requested by team chair prior to the visit) • Examples of student work for required Mechanical Engineering courses,

including representative samples of homework assignments, quizzes, exams, and projects.

• Copies of annual assessment reports presented at the Closing-the-Loop Meetings • Posters prepared by the students as part of their undergraduate research projects • Posters prepared by the students for the Capstone Course Poster Session • Any other materials requested prior to the visit


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CRITERION 5: CURRICULUM

Program Curriculum

The Mechanical Engineering Program at UPRM prepares students for engineering practice through the whole 5-year curriculum, exceeding the ABET’s Criterion 5 minimum time and credit-hour requirements in all major component areas, and culminating with a major design experience (CAPSTONE Course). Ideally, a better approach would have been to first design the objectives and outcomes of the program, and then design the curriculum based on that information. Clearly we could not do this since we already had a full curriculum in place long before we drafted the first statement of objectives and outcomes for our programs and courses under ABET’s EC2000 Outcomes Assessments Criteria. What we did, therefore, was to ask professors involved in each particular course for their consensus on what contribution their particular course makes to each of our objectives and outcomes. Having a clear understanding of the relation between each course and the various program objectives


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and outcomes ensures that all required skills and outcomes are covered within the 5-year program curriculum. Having done this exercise we can unequivocally state that our curriculum is clearly consistent with our Program Educational Objectives and Program Outcomes. All courses in the curriculum were examined to ensure total coverage and linkage with ABET’s EC2000 criteria and with our educational objectives and outcomes. These results were presented earlier in this report under Criterion 3 (Program Outcomes). Table 3-2 provides a mapping of the program objectives and outcomes to the required core curriculum courses in the Mechanical Engineering Program. All other core courses (from all of the supporting departments) are mapped in Table 3-3. These tables show that all outcomes and objectives are addressed in numerous courses throughout the program, although often to different degrees. Our program’s credit hours and curricular components distribution clearly exceed the minimum requirements specified in Criterion 5, as summarized below:

The ME curriculum is a five (5) years program with a total of 175 credits. It includes two years, or a combined total of 18 credits, of Spanish and English, and 15 credits of Socio-Humanistic courses. The curriculum also includes eight (8) credits of General Chemistry and ten (10) credits of calculus-based college Physics. All ME students are introduced early on in the program to engineering analysis and the engineering method, through courses such as Engineering Mechanics (statics and dynamics), Fluid Mechanics, Mechanics of Materials, and Engineering Materials. College-Level Mathematics Component: These courses lay the foundation for students to understand and apply fundamental mathematical concepts and tools to the solution of engineering problems. These courses comprise a sequence of approximately 3 years of study, as follows:

Table 5-1 Mechanical Engineering Program at UPRM vs. ABET Criterion 5

• 5 yrs. Program (10 semesters) • 175 semester credit hours • Curriculum Component

o Math / Basic Sciences: 40 hrs. (vs. ABET’s Criterion 5 minimum of 32) o Engineering Topics: 85 hrs. (vs. ABET’s Criterion 5 minimum of 48) o General Education: 50 hrs.


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• Preparatory mathematics - Students receive the equivalent of one semester of Precalculus (Analytical Geometry and Trigonometry) if they have not already met that requirement in high school, which prepares them for the more advanced calculus courses. ABET Self-Study Report for Engineering Program at UPRM • Calculus level mathematics - Students receive the equivalent of three semesters of calculus, for a total of 11 semester-hours, preparing them for differential equations, physics, and applied mechanics. • Applied mathematics - Students receive knowledge and develop skills in applied mathematical methods used for finding roots of equations, solutions to systems of equations, harmonic functions, numerical differentiation and integration, and numerical methods essential for advanced Mechanical Engineering courses. Basic Sciences Component: Our students develop the fundamental knowledge of natural physical and chemical phenomena which will help them better understand and solve engineering problems and understand the role of non-engineering professionals in the search for solutions to engineering problems. • College level Chemistry - Students receive two semesters of chemistry (QUIM 3131 , QUIM 3133 (Lab I), QUIM 3132 and QUIM 3134 (Lab II)) which will prepare them for mastering the knowledge and skills they need to solve environmental engineering problems and thermodynamic applications. This is a one-year sequence. • Physics - Two semesters of physics (FISI 3171 and FISI 3172), 8 semester-hours with their parallel laboratories (FISI 3173 and FISI 3174) develop in students the knowledge and understanding of physical phenomena relevant to the solution of mechanical engineering problems, which they need in their applied mechanics training. This is a one-year sequence. The Mathematics/ Basic Science component complies with the requirement of 23% of the total course content and exceeds Criterion 5’s semester credit hour requirement of 32 hours with 40 hours (see Table 5-1). The basic science courses comprise a total of four semesters, or a 2-year period. All ME students are introduced early on in the program to engineering analysis and the engineering method, through courses such as Engineering Mechanics (statics and dynamics), Fluid Mechanics, Mechanics of materials, and Engineering Materials. Engineering Sciences (General and Mechanical) Components: These courses develop the knowledge and skills required to: o apply basic mathematical and scientific concepts for the description and solution of engineering problems,


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o develop initial proficiency in Mechanical Engineering disciplines, o develop the ability to conduct experiments, and critically analyze and interpret data, o develop the ability to identify and formulate Mechanical Engineering problems using modern engineering tools and techniques, o lay the foundation for the knowledge of laws and regulations controlling Mechanical Engineering practice, health, safety and welfare, and environmental well being, and o become aware of some contemporary social, cultural, economic, environmental, and engineering issues that impact Mechanical Engineering practice. The General Engineering Courses provide the students with the necessary basic knowledge and tools for later mastering advanced Mechanical Engineering topics such as stress and fatigue analysis, advanced topics in thermodynamics and heat transfer and Mechanical Engineering materials. • Applied Mechanics - Two semesters (6 semester hours) for mastering the principles and tools for working with static (INGE 3031) and dynamic (INGE 3032) forces and force systems. • Mechanics of Materials (INGE 4011 and INGE 4012) and Engineering Materials (INGE 4001) - Students receive an understanding of the mechanical properties of natural and man-made materials, and of the properties relevant to mechanical engineering applications. • Fluid Mechanics – In this course (INGE 4015) and its corresponding laboratory (INGE 4016) students develop the knowledge needed in mechanical engineering courses such as thermal system design (piping) and fundamentals of convection heat transfer and the concept of boundary layer formation. • Computer Aided Drawing and Programming - Basic skills that will enable students to draw designs and plans (INGE 3011 and INGE 3012) for their mechanical engineering projects and to program (INGE 3016) mechanical engineering applications. A beginner’s familiarization with computers is started which will develop through their continued use of computers across the 5 years of Mechanical Engineering training. True exposure to engineering design is offered to our undergraduate students when they start taking courses within the ME Department, such as Kinematics, Heat Transfer, Design of Machine Elements, Thermodynamics, etc. The ME faculty insures that the students receive all the engineering analysis within the context of engineering design. At our faculty meetings, we discuss possible subjects to be introduced in the different courses and brainstorm on ways to bring engineering design and open-ended problems into our courses. Many of our courses include a term project in which the students work in groups and apply the knowledge and skills acquired in the course to the solution of an open-ended problem. The course material available for the accreditation visit includes examples of those projects.


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The Mechanical Engineering Courses provide students with the necessary knowledge and basic skills for understanding and solving mechanical engineering problems in the following areas: • Automatic Controls – Provides the skills for the utilization, calibration and

sensitivity of instruments for measuring temperature, pressure, volume, strain and fluid flow. Students are also trained in the analysis of electrical, electronic, hydraulic, mechanical and pneumatic mechanisms as well as on control systems and their characteristics (INME 4009).

• Metallurgy – Provides the knowledge of the mechanical properties of metals related

to their micro and macro structure, with emphasis on the application of metals in the fields of engineering (INME 4007).

• Mechanical Engineering Lab. I and Lab. II - Provide the students with hands-on

applications in data acquisition, instrumentation techniques, analysis and reduction of data (INME 4031)and technical report writing. At a more advanced level, students work on the design of simple experiments which requires the proper selection of components, data acquisition and interpretation of data (INME 4032).

Mechanical Engineering students are principally exposed to modern engineering tools and techniques in the following mechanical engineering courses: • Computer Aided Engineering Design – Provides a first hand introduction to the use

of engineering design software and interactive workstations in the design of machine elements, energy conversion systems, transfer processes and control systems (INME 4058). The student is provided with a comprehensive knowledge of modern engineering techniques and their applications in the mechanical engineering field.

• Manufacturing Processes – Provides the students with the knowledge of different

manufacturing processes and machine tools; the influence of the method of fabrication upon the properties of materials; computer and numerical control of machine-tools (INME 4055). A one-credit hour laboratory in manufacturing processes reinforces the fundamentals obtained in the course through demonstrations and operation of machine tools in modern manufacturing (INME 4056).

The Mechanical Engineering Design Courses develop the knowledge and skills that will enable students to: o perform mechanical engineering integrated design of systems, components, or processes by means of practical experiences (group projects), o identify, formulate, and solve mechanical engineering problems using modern engineering tools, techniques, and skills,


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o collaborate in group projects, o develop their written and oral communication skills through presentations of project results, o acquire an appreciation for some of the ethical problems that arise in the exercise of the profession, and o acquire an appreciation of impacts on health, general welfare, safety, environmental quality, and societal and global issues, involved or implicit in the proposed solutions to the projects. All of our mechanical engineering program design courses … o require student group projects, o use state of the art mechanical engineering tools, techniques, and practices, o require oral and written group presentations (English and Spanish). Students are provided with basic and advanced design knowledge and skills in the following mechanical engineering areas: • Thermodynamics- Fundamentals and application of these fundamental concepts of thermodynamics (INME 4001 and INME 4002). A study of the first and second laws of thermodynamics and their applications to power and refrigeration cycles, combustion processes and psychrometrics. Students are also introduced to the analysis and design of piping systems, heat exchangers, selection of pumps and fans and, systems simulation and modeling (INME 4003). • Heat Transfer – Provides the fundamentals of steady and unsteady conduction,

forced and natural convection, radiation and an introduction to heat exchangers (INME 4015).

• Design of Mechanisms – Fundamental concepts of mechanism design, kinematic

analysis and the study of linkages, cams, gears, gear trains and flexible connector mechanisms, among others (INME 4005).

• Design of Machine Elements - Application of the fundamentals of statics and

dynamics, strength of materials, and materials science to the design of machine members and other mechanical elements (INME 4011). Students are also trained in the analysis and design of specific machine components as screws, nuts, springs, gears, bearings, shafts, brakes, clutches, among others (INME 4012).

• Integrated Mechanical Engineering Design (CAPSTONE Course) – This is the

culmination of the program; the culminating major design experience (INME 4057), in which students integrate current engineering standards, procedures, and realistic constraints, along with theoretical, mathematical, computer skills, computer assisted drawing, cost estimation, knowledge of building materials, health, safety, regulations controlling mechanical engineering practice, into the consideration of a real industry problem. Local industry serves as the main source of design projects for the Capstone course students. Depending on the nature of the industry, projects cover


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a wide variety of areas within mechanical engineering. Students work in projects related to thermal processes, fatigue and stress in machine elements, design of devices to physically challenged persons, heat transfer processes in biomedical devices, among others. It involves interdisciplinary participation with the industry coach engineers, in applying the principles of engineering and science, going through analytical processes, leading to real life engineering problem situation with physical, environmental, safety , health and economic constraints. The faculty approves the engineering problems, assuring that each problem has a strong design component, prior to the students beginning their work. The course includes oral presentations and a written report. Students work in groups of four (4) and are required to attend weekly conferences given by industry personnel, faculty and other members of the engineering community in the Island and abroad. The subjects of the conferences include design methodology, creativity and innovation, project management, maintenance, ethics and other subjects that are not covered in regular courses. A list of the industry projects for the Fall 2007 and Spring 2008 Capstone Design courses will be available as part of the course material gathered for the accreditation visit.

Furthermore, all ME students are encouraged to participate in a COOP experience. According to our latest statistics, in 2005 a total of 68 students participated in a COOP experience and in 2005 we reached a peak of 85 students participating, as depicted in Figure i-3(b). According to the results in 2006, the ME student participation in the COOP program represents 25% of the entire College of Engineering. This places the ME Department in third place after Chemical and Electrical/Computer Engineering, which are two areas of higher job demand in the last few years. Given the fact that all of our students must take the course INME 4057, Engineering Design, which requires direct interaction with industry, all of our students graduate with a strong practice-based education. This causes an impact on most of our students’ profiles which have one, and sometimes two, industry experiences beside the INME 4057 course, at the time of graduation. All our coops, internships, and Capstone Design Course (INME 4057), receive prior approval from our faculty and are under constant supervision and follow up. Table 5-1 shows that the basic level curriculum for the engineering topics complies with and exceeds Criterion 5’s requirements, with 49%, and in the required minimum semester-hours (48 hours) with 85 hours. General Education Component: This component provides students with the opportunity to: o develop written and oral communication skills through a two year sequence of English and a one year sequence of Spanish, o obtain a broad education necessary to understand the impact of mechanical engineering solutions on health, general welfare, safety, environmental quality and economy in a global context, and


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o develop an awareness of contemporary social, cultural, economic, aesthetic, environmental, and engineering issues. The General Education component consists of: • English Courses - Four one-semester courses equivalent to a two-year sequence (3000 level courses, or a combination of 3000 and 4000 courses); emphasis is given to reading comprehension and writing skills. • Spanish Courses - Two one-semester courses (ESPA 3101 and ESPA 3102) – with emphasis on reading comprehension and writing skills. • Socio-humanistic Electives - Four one-semester courses; provide the students with the opportunity to become aware of contemporary social, cultural, artistic, aesthetic, environmental, and engineering issues. • Economy (ECON 3021) - Provides the students with the opportunity to become familiar with contemporary local, global and societal economic and social issues. The general education component comprises 28% of the total course content and 50 semester hours. The provision of four one-semester courses as Free Electives allows students the liberty to enrich their education by taking other general interest courses, or taking more advanced Mechanical Engineering design courses. The Mechanical Engineering curriculum has gone through a curricular revision that was approved in the Spring of 2007. This revised curriculum was implemented in August 2007. This revised curriculum is currently running parallel to the 175 credit hours curriculum. The first students starting on the revised curriculum are the freshmen students of August 2007. Students admitted to the Mechanical Engineering Program prior to August 2007 follow the curriculum previously discussed. The Mechanical Engineering curriculum’s revision was inspired by a need to reduce overlapping between ME courses and General Engineering courses and give higher emphasis to Mechanical Engineering topics. This revised curriculum requires a total of 159 credit hours, which represents a reduction of 16 total credits hours. The main changes in the curriculum are related to the required Math courses and engineering topics. The Math courses series starts with Calculus I (MATH 3131) instead of Pre-calculus. Students are responsible for taking basic and remedial Math courses based on their previous Math background in order to fulfill the requirements for Calculus I. This modification represents a total number of 32 credit hours in Math which is the minimum required by ABET Criterion 5.


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The revised curriculum reinforces the engineering sciences and mechanical engineering knowledge of ME students with a total of 92 credit hours, which well exceeds the minimum requirement of ABET Criterion 5 of 48 hrs. The Automatic Controls course (INME 4009) is converted into a Systems Design or Mechatronics course (INME 4210). The Metallurgy course (INME 4007) is substituted by Science of Engineering Materials (INME 4107) which provides a wider spectrum in the knowledge of materials, not limited only to metals. Furthermore, design skills are introduced at the beginning of the curriculum through two basic design courses of Creative Design I and II (INGE 3809 and INME 3810, respectively). Engineering Topics account for 58% of the total course content. This represents a 10% increase in engineering topics in the curriculum. Moreover, the revised ME curriculum strengthens our students oral and written communication skills by adding 6 credit hours on Conversational English (INGL 3250) and Technical Writing (INGL 3236). Table 5-3 includes a detailed distribution of the revised ME curriculum. Tables 5-1 and 5-2 and Appendix A present supporting documentation that will be useful to the evaluation process. Table 5-1 Includes all courses in the current ME curriculum and Table 5-2 the number of sections and classroom distribution in offering the ME courses during the last two (2) semesters. • Prerequisite Flow Chart A flow chart showing the pre-requisite structure of the program’s curriculum courses which are required or allowed for the Mechanical Engineering major is presented in Figure 5-1. ● Course Syllabi Course Syllabi outlines for each course used to satisfy the mathematics, science, and discipline-specific requirements required by Criterion 5 and by applicable Program Criteria are presented in Appendix A. The syllabi formats which are consistent for each course, do not exceed two pages per course, and, at a minimum, contain the following information:

1. Department, number, and title of course 2. Designation as a Required or Elective course 3. Course (catalog) description 4. Prerequisites 5. Textbook(s) and/or other required material 6. Course learning outcomes / expected performance criteria


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7. Topics covered 8. Class/laboratory schedule, i.e., number of sessions each week and duration of

each session 9. Relationship of course to Program Outcomes 10. Person(s) who prepared this description and date of preparation

Table 5-1 Mechanical Engineering Curriculum


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Year; Semester

or Quarter

Course (Department, Number, & Title)

Category (Credit Hours)

Math & Basic Sciences

Engineering Topics

General Education

Engr. Design

Other Check if Contains Design

(√)

Year 1 MATH 3005 Pre-Calculus 5 ( )

Semester 1 CHEM 3131&3133 General Chemistry I & Lab 3+ 1=4 ( )

ENGL 3____ English ( ) 3

SPAN 3101 Basic Spanish I ( ) 3

GEEG 3011 Engineering Graphics 2 (√) √

PHED _____ Physical Education ( ) 1

Semester 2 MATH 3031 Calculus I 4 ( )

CHEM 3132&3134 General Chemistry II & Lab 3+1=4 ( )


SPAN 3102 Basic Spanish II ( ) 3

PHED _____ Elective in Physical Education ( ) 1

ELECTIVE Socio-Humanistic ( ) 3

Year 2 MATH 3032 Calculus II 4 ( )

Semester 1 ENGL 3____ English ( ) 3

GEEG 3031 Engineering Mechanics-Statics 3 ( )

GEEG 3016

Algorithms and Computer Programming 3 ( )

PHCS 3171 Physic I 4 ( ) PHCS 3173 Physic Lab. I 1 ( )

Semester 2 MATH 3063 Calculus III 3 ( )


GEEG 3032

Engineering Mechanics-Dynamics 3 ( )

GEEG 3017 Computer Aided Graphics 2 (√) √

PHCS 3172 Physic II 4 ( ) PHCS 3174 Physic Lab. II 1 ( )

Table 5-1 Mechanical Engineering Curriculum (Cont’d)


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Year;

Semester or

Quarter




Engineering Topics

General Education

Engr. Design


(√)

Year 3 MATH 4009 Ordinary Differential Equations 3 ( )

Semester 1 MATH 4061 Numerical Analysis I 3 ( )

GEEG 4011 Mechanics of Materials I 3 ( )

MEEG 4001 Thermodynamics I 3 ( )

ECON 3021 Principles of Economics I ( ) 3


Semester 2 MEEG 4005 Mechanical Design 3 (√) √

MEEG 4002 Thermodynamics II 3 ( )

GEEG 4012 Mechanics of Materials II 3 ( )

GEEG 4001 Engineering Materials 3 ( )

GEEG 4015 Fluids Mechanics 3 ( )

ELECTIVE Socio-Humanistic ( ) 3 Year 4 ELEG 4075 Fundamental of Electrical Eng. 3 ( )

Semester 1 MEEG 4007 Metallurgy for Engineers 3 ( )

MEEG 4011 Design of Machine Elements I 3 (√) √

MEEG 4015 Heat Transfer 3 (√) √

GEEG 4016 Fluids Mechanics Lab. 1 ( )


Semester 2 ELEG 4076 Fundamentals of Electrical Engineering Lab. 3 ( )

MEEG 4003 Thermodynamics III 3 (√) √

MEEG 4012 Design of Machine Elements II 3 (√) √

MEEG 4055 Manufacturing Processes 3 ( )

INEG 4007 Industrial Organization and Management 3 ( )


Table 5-1 Mechanical Engineering Curriculum (Cont’d)


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Year; Semester or Quarter




Engineering Topics

General Education

Engr. Design


(√)

Year 5 MEEG 4031 Mechanical Engineering Lab. I

1 ( )

Semester 1 MEEG 4009 Automatic Controls 3 (√) √

MEEG 4057 Engineering Design 4 (√) √

ELEG 4085

Fundamentals of Transformers and Electrical Machinery

3 ( )

ELEG 4086

Fundamentals of Transformers and Electrical Machinery Lab.

1 ( )

ELECTIVE Free Electives ( ) 6

Semester 2 MEEG 4032 Mechanical Engineering Lab. II

1 ( )

MEEG ____ Technical Elective 3 ( )

MEEG ____ Design Elective 3 (√) √

MEEG 4058

Computer Aided Engineering Design

3 (√) √

MEEG 4056 Manufacturing Processes Laboratory

1 ( )

ELECTIVE Free Electives ( ) 6 TOTALS-ABET BASIC-LEVEL REQUIREMENTS 32 48 OVERALL TOTAL FOR DEGREE 40 85 44 6 PERCENT OF TOTAL 23% 49% 25% 3%

Totals must Minimum semester credit hours 32 hrs. 48 hrs.

satisfy one set Minimum percentage 25% 37.5%


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Table 5-2. Course and Section Size – Mechanical Engineering

Course No. Tittle

Responsible Faculty Member

No. of Sections

offered in Current

Year

Avg. Section

Enrollment Lecture Laboratory Other

INME4001 Thermodynamics I G. Gutierrez – Area Coord. 2 57 100 0 0

INME4002 Thermodynamics II G. Gutierrez – Area Coord. 2 43 100 0 0

INME4003 Thermodynamics III G. Gutierrez – Area Coord. 4 19 100 0 0

INME4005 Kinematic Design F. Just – Area

Coord. 2 38 100 0 0

INME4007 Metallurgy for Engineers

P. Caceres – Area Coord. 5 12 75 25 0

INME4009 Automatic Controls F. Just – Area

Coord. 6 11 75 25 0

INME4011 Machine Design I F. Just- Area Coord. 2 33 100 0 0

INME4012 Machine Design II F. Just – Area Coord. 2 16 100 0 0

INME4015 Heat Transfer G. Gutierrez – Area Coord. 2 33 100 0 0

INME4019 Energy Auditing and Management

G. Gutierrez – Area Coord. 1 19 100 0 0

INME4031 Mechanical Engineering Lab. I


INME4032 Mechanical Engineering Lab. II


INME4035 Refrigeration and Air Conditioning


INME4045 Gen. Thermo. for Eng. G. Gutierrez – Area Coord. 4 30 100 0 0

INME4055 Manufacturing Processes


INME4056 Manufacturing Processes Lab.


INME4057 Eng. Design (Capstone)

A. Sabzevari 7 8 0 0 100

133

Table 5-2. Course and Section Size – Mechanical Engineering (Cont’d)

Course No. Tittle No. of Sections offered in Current Year

No. of Sections

offered in Current

Year

Avg. Section

Enrollment Lecture Laboratory Other

INME4058 Comp. Aided Eng. Design F. Just – Area Coord. 4 19 100 0 0 INME4705 Applied Aerodynamics V. Goyal –Area Coord. 2 14 100 0 0

INME4995 Eng. Practice for Coop Students

H. Gonzalez –COOP Coord. 2 14 0 0 100

INME4998 Undergraduate Research P. Sundaram - Director 8 5 0 0 100 INME5007 Solar Energy Applications G. Gutierrez – Area Coord. 1 16 100 0 0 INME5008 Corrosion P. Caceres – Area Coord. 1 7 100 0 0

INME5015 Selected Topics in Mech. Eng. I P. Sundaram - Director 5 8 75 0 25

INME 5701 Gas Turbine Performance Analysis I V. Goyal –Area Coord. 1 16 100 0 0

INME5711 Aerospace Structural Design I V. Goyal –Area Coord. 1 9 100 0 0

INME5995 Special Problems P. Sundaram - Director 1 12 75 0 25

INME5997 Selected Topics in Mech. Eng. II P. Sundaram - Director 2 5 75 0 25

INME6001 Advanced Thermodynamics I G. Gutierrez – Area Coord. 1 6 100 0 0 INME6017 Graduate Seminar P. Sundaram - Director 1 26 100 0 0

INME6024 Numerical Analysis of Transport Phenomena G. Gutierrez – Area Coord. 1 12 100 0 0

INME6039 Vibration F. Just – Area Coord. 1 7 100 0 0 INME6048 Continuum Mechanics F. Just – Area Coord. 1 18 100 0 0

INME6099 MS Research P. Sundaram - Director 10 2 0 0 100

INME 6995 Graduate Selected Topics P. Sundaram - Director 2 4 75 0 25

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Table 5-3 Revised Mechanical Engineering Curriculum Course Distribution

Area Course Title Crd. General Education Mathematics total 14 MATE 3031 Calculus I 4 MATE 3032 Calculus II 4 MATE 3063 Calculus III 3 MATE 4009 Ordinary Differential Equations 3 Chemistry total 8 QUIM 3131 & QUIM3133 General Chemistry I & Lab (3+ 1 crs.) 4 QUIM 3132 & QUIM3134 General Chemistry II & Lab (3 + 1crs) 4 Physics total 10 FISI 3171 Physics I 4 FISI 3173 Physics Lab. I 1 FISI 3172 Physics II 4 FISI 3174 Physics Lab. II 1 Social/Humanities total 15 Humanities/Social Sciences 12 Economy 3 English total 12 INGL 3101 Basic English I 3 INGL 3102 Basic English II 3 INGL 3201 English Composition I 3 INGL 3202 English Composition II 3 INGL 3103 Intermediate English I 3 INGL 3104 Intermediate English II 3 INGL 3191 Conversational English 3 INGL 3236 Technical Writing 3 Spanish total 6 ESPA 3101 Basic Spanish I 3 ESPA 3102 Basic Spanish II 3 Physical Education total 2 Physical Education 2 Science and Engineering total 26 INGE 3016 Algorithms and Computer Programming 3 INGE 4017

Proposed Code Fluid Mechanics with Laboratory 4

INGE 3031 Applied Mechanics - Statics 3 INGE 3032 Applied Mechanics - Dynamics 3 INGE 4013

Proposed Code Mechanics of Materials 4

INEL 4075 Fundamentals of Electrical Engineering 3 INEL 4076 Fundamentals of Electronics 3 ININ 4007 Industrial Organization and Management 3 Requirements of the Specialty total 42 INME 3809 Proposed Code Creative Design I 3 INME 3810 Creative Design II 2 INME 4001 Thermodynamics I 3 INME 4002 Thermodynamics II 3 INME 4005 Mechanism Design 3 INME 4210

Proposed Code System Dynamics 3

INME 4055 Manufacturing Processes 3 INME 4056 Manufacturing Processes Laboratory 1 INME 4015 Heat Transfer 3 INME 4011 Machine Element Design I 3 INME 4012 Machine Element Design II 3 INME 4057 Engineering Design 4 INME 4031 Machine Sciences Laboratory 2 INME 4032 Heat Transfer Laboratory 2 INME 4107 Proposed Code Science of Engineering Materials 4 Technical Electives total 6 Six credits in technical electives 6 Design Electives total 6 Six credits in design electives 6 Free Electives total 12 Twelve credits in free electives 12 Total Credit Hours 159


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Figure 5-1 Flowchart of the Mechanical Engineering Curriculum


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Evidence that will be available to show achievement of this Criterion will include: • Samples of student work in analysis, design, and laboratory courses • Samples of student work in the CAPSTONE Course (major design experience) • Course outlines and descriptions (Syllabi) • Academic Catalog • Interviews with students • Student transcript samples (as requested by team chair prior to the visit) • Videos of Senior Design student presentations • Any other materials requested prior to the visit


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CRITERION 6: FACULTY

Leadership Responsibilities The Mechanical Engineering Department’s leadership lies on the Director, Dr. Paul A. Sundaram. He can be contacted at:

Department of Mechanical Engineering University of Puerto Rico at Mayagüez PO Box 9045 Mayagüez, PR 00681-9045 Tel: (787) 832-4040 ext. 3659 or 2560 Fax: (787) 265-3817 E-mail: [email protected]

[email protected] The following list, although not all inclusive, includes the most important of the Director’s leadership and management responsibilities: • Chief Executive Officer of the department. • Official Representative of the department to the College of Engineering and to other authorities. • Proposes and administers the department’s budget. • Assigns the academic workload to the faculty of the department. • Promotes relationships with industry and government. • Supervises the functions of all administrative and academic personnel. • Responsible for the administration of BSME, MS, ME and Ph.D. programs, as well as two Certificate programs.


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• Responsible for the recruitment and retention processes of faculty and administrative personnel. • Attracts external funding for educational and research initiatives. • Develops, maintains, and updates a Laboratory Development Plan. • Projects the physical infrastructure required for teaching, research, and other services. • Supervises the execution of all assessment processes and ensures that results are used for the continuous quality improvement of all academic and administrative activities. The Department’s Director is assisted in academic matters by the Associate Director. The Director deals with both: academic and administrative issues related to the Mechanical Engineering Department. He is responsible for the hiring of new faculty, under the direct advising of the Personnel Committee. He is responsible for providing the adequate environment to regular and new faculty for the development of their scholarly and teaching activities. The Director is also responsible for the administration of the finances of the department. The Associate Director is in charge of preparing the academic schedule for all faculty. He makes sure that the course demand is satisfied as well as the course/research load of all faculty. He also deals with the classroom availability and classroom schedules. The Associate Director also assists the Director in administrative matters. The Associate Director’s position has been vacant since the Fall semester 2007. Authority and Responsibility of Faculty As previously stated in the Background Information Section of this report, the University of Puerto Rico (UPR) is a well established and mature institution, with nearly 70,000 students distributed in eleven campuses. Each campus is an autonomous institution with a Chancellor as chief administrator and academic officer. The functions, responsibilities and roles played by those in leadership positions within the UPR system are spelled out in the Law of the University of Puerto Rico (Law #1 of 20 Jan 1966 - http://www.upr.edu/sindicos/docs/ley-upr.pdf), and in the General Regulations of the UPR (as amended up to 10 Dec 2006 - http://www.upr.edu/sindicos/docs/reglamento.pdf). In summary, the Board of Trustees is the governing body of the University of Puerto Rico. The President of the University is the chief executive officer of the University system, and is appointed to an indefinite term by the Board of Trustees. The faculty is composed of the chancellor, the deans, department directors and the teaching personnel. On our campus (UPRM) the current student population totals 12,136 students. The Chancellor is the chief executive officer of the institutional unit. An Administrative Board acts as an advisory body to the Chancellor, and grants tenure, promotions and leaves of absence. The Academic Senate at UPRM is the official forum of the academic community and is tasked with the formulation of academic processes within the University’s legal structure. These organizational structures are described in detail in pages 4-5 of our Institutional Academic Catalog, which is available at http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf . The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The


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Department of Mechanical Engineering (INME) is responsible for the Mechanical Engineering Program (subject of this ABET accreditation visit). It is led by its department Director/Chairperson, Dr. Paul A. Sundaram. The Mechanical Engineering Department has established academic committees in the areas of: Thermal Sciences, Machine Sciences and Material and Manufacturing. These committees are formed by the faculty in each of these areas of expertise. These committees are in charge of decision making on course contents, laboratory equipment, creation of new courses, revision of courses and recommendations of new faculty hiring. The following is a listing of the major responsibilities of key personnel as related to the assessment of student learning and to their role with respect to course creation, modification, and evaluation within the Mechanical Engineering Program. This list is not necessarily all encompassing, as additional guidance may result from the assessment processes themselves: Director/Chairman of the Department:

• Lead the department’s development and implementation efforts of a student learning assessment process with documented results.

• Encourage the full participation process of faculty, students, staff, and other stakeholders of the department.

• Ensure that evidence is maintained and that the results of the assessment process are applied to the further development and improvement of the department’s programs.

• Provide the support, infrastructure, resources, and constructive leadership to assure the quality and continuity of the continuous quality improvement process.

• Lead the academic advising activities of the department. • Ensure that all of this planning and execution is done in accordance with the

general guidelines established by Regulation and by the Assessment Plan. Associate Director of the Department:

• Support the Director’s responsibilities and assume them in his absence. • Supervise the department’s centralized Academic Advising activities, including

the efforts of the professional and academic Counselors. • Conduct the assessment activities in accordance with the plan.

Department’s Assessment (ABET) Coordinator:

• Be the lead agent of the Director in the development, implementation, and continuous support of the department’s outcomes assessment efforts.

• Lead the educational research efforts of the department. • Send out, receive, and analyze the annual Alumni and Employer’s Surveys. • Prepare the Annual Assessment Summary Reports for the department. • Maintain the assessment evidentiary documentation listed in Table 3-6 of this

report. • Create and maintain the ME assessment webpage.


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• Organize and lead, together with the Director, the Closing-the-Loop Annual Meeting.

• Keep track of the distribution of surveys and evaluations. • Maintain the faculty informed on the development of assessment processes,

through regular presentations during the Departmental Monthly Meetings. • Prepare the Self Study Report for the accreditation visit.

Department’s Faculty:

• Support all departmental student learning assessment efforts as outlined in this plan.

• Participate in the assessment efforts and review process that leads to its improvement and further development.

• Perform the scheduled assessments and evaluations in accordance with the processes and timelines outlined in this plan.

• Collect and analyze summary data from each of the assessment instruments. • Based on the assessment results, prepare proposals for changes in courses and for

new courses. • Provide academic and professional advice to students continuously. • Provide with up-to-date assessment evidentiary documentation, as suggested in

Table 3-6 and Table 3-7 of this report. • Use assessment information to make appropriate adjustments on how to present

the courses, to suggest changes in courses and prerequisites, and to ensure that program objectives and outcomes are met.

Department’s Academic Counselor:

• Monitors student learning and academic progress through the program. • Reviews student grades at the end of each semester. • Identifies and helps students having problems. • Takes steps to correct irregularities in student academic records as soon as

possible. • Conduct thorough reviews of student academic records with the assistance of the

Registrar’s Office to ensure that students complete all institutional requirements for the degree.


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Faculty The ME Department is composed of 19 faculty members, all with Ph.D. in engineering and related areas. Appendix B includes the curriculum vitae of all the ME faculty. Table 6-1 describes how the ME faculty, is sufficient in number to cover all required and elective courses within the ME Department. The ME faculty has a strong commitment to be actively involved in scholarly activities. The ME faculty has produced 82 journal publications and 84 conference publications since the year 2000. Moreover, during the 2002-2007 periods, a total of 97 proposals ($43 M) were submitted, of which $3.7 M were funded. Currently, the department is providing support to three professors who are completing their Ph.D.s in the United States. One of them is expected to finish during the 2008 academic year. The faculty at the ME Department is committed to our undergraduate program and to the interaction and mentoring of our students. Tables 6-2 provides qualitative descriptions of the degree of experience and education and, the effort provided by our faculty members in interacting with students during special projects, and at professional organization activities, respectively.

Faculty Competencies The ME Department is composed of 19 faculty members, all with Ph.D. in engineering and related areas. Table 6-1 describes how the ME faculty, is sufficient in number to cover all required and elective courses within the ME Department. The course load and other related activities for our faculty are presented in Table 6-1. Teaching loads are relatively high compared to most of the prestigious universities in the United States. The table shows that our faculty as a whole has the competitiveness to cover all of the curricular thrust areas of the program and has the strength to provide a wide variety of mechanical engineering professional and/or elective courses to our students. As a general rule in the course scheduling for each semester, each thrust area provides at least one elective course section in addition to the core curriculum courses scheduled for that semester. Core curriculum courses in the Mechanical Engineering Program are offered every semester. Elective courses and graduate courses are offered once a year based on demand and availability of professors. The primary course load assignment is the undergraduate program supplemented by the graduate courses of the area of expertise, and then the research load. In addition, release load for research, development, and services in our department is about 25%. In compliance with the requirement for faculty qualifications of ABET’s Criterion 8 (Program Criteria), the faculty dedicated to teach courses that are primarily design in content have a very high practical and educational expertise.


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Faculty Size We believe that the size of the faculty is adequate to deliver the program. The faculty is composed of 19 full-time and 3 adjunct professors. By gender, the faculty is 90% male and 10% female, with aggressive efforts going toward increasing the female numbers. By academic rank, 58% are Full Professors, 21% Associate Professors, 21% Assistant Professors, and the rest are Instructors, Researchers, and Visiting Professors. Our department maintains a faculty recruitment plan as part of its Strategic Plan, to recruit faculty according to specialty and needs of particular units. The department uses a variety of vehicles in the recruitment process, mostly by including ads in national journals. Reduced workloads are provided to new hires during their first two years to give them time to develop research programs. The department gives them computers, and limited travel funds or seed money grants. Notwithstanding these efforts, the Department of Mechanical Engineering continues to have difficulty in recruiting faculty members because of the perceived uncompetitive salary scale here. Secondly, good students receive very attractive offers from U.S. companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers that are higher than the salaries of faculty members with Ph.D. degrees. Clearly, it takes a unique and highly motivated individual to choose to work at UPRM, particularly since first–rate output in research, service, and lecturing is expected from all faculty members. However, as the results from the faculty survey showed in Figure 4-11, faculty morale is considered high. Regarding student-faculty interaction, our faculty is well known for its cordial and friendly relationship with students. Direct professional and extracurricular interaction is continuously achieved through the six professional association student chapters in the department. Each one has a professor as mentor and together they develop and promote multiple activities during the year. Student membership and active participation in each chapter has increased. The faculty advises, motivates, and helps students with their professional development. Besides office hours and lecture times, the faculty is not required to interact with students in any form or matter. However, the attitude and energy of some of our faculty is such that interaction with our students in activities such as design projects, laboratory work, and industry projects helps with monitoring, advising and mentoring. There are occasions in which faculty members spend time with students outside the classroom on special projects and in undergraduate research activities. Students’ advising is provided by all faculty members based on expertise and guidance as preferred by the student. This service is provided by ALL ME faculty and it is offered voluntarily, with no academic release time. The ME faculty members are dedicated to providing professional counseling to students and are able to relate very well to the student both inside and outside the classroom. Engineering Program at UPRM


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CAPSTONE Design Course professors provide academic and professional advise to senior students and encourage them to pursue professional engineering licensure by taking the Fundamentals of Engineering (FE/EIT) Exam before they complete their degree. Our professors continuously present seminars and conferences to our students about a myriad of technical aspects and about graduate school program/studies opportunities, therefore promoting life-long learning. During the academic year, the faculty is involved with students in many ways. Professors and students interact in research activities, professional associations student chapters activities, and others ways that have significantly increased during the last five years. The numbers of courses offered and the number of students registering in courses such as Undergraduate Research (INME 4998), Special Problems (INME 5995 and INME 5996), Special Topics in Mechanical Engineering (INME 5997) and Summer Internships have increased significantly. Many students are participating in research without being registered in an official course. Our faculty has done an excellent job in obtaining external funds to provide economic support to our students while they learn more about their future profession. Examples are the NSF – Fellowships for Low Income Students Program (a 4-year program). Our faculty actively seeks funding and opportunities for student summer internships, professional practice, fellowships, and undergraduate research work, where students get paid in addition to having excellent alternative learning experiences. Abbreviated Faculty Resumes (Curriculum Vitae) for each program faculty member with the rank of instructor or above are presented in Appendix B. Their format is consistent for each resume, does not exceed two pages per person, and, at a minimum, contains the following information: 1. Name and academic rank 2. Degrees with fields, institution, and date 3. Number of years of service on this faculty, including date of original appointment and dates of advancement in rank 4. Other related experience, i.e., teaching, industrial, etc. 5. Consulting, patents, etc. 6. States in which professionally licensed or certified, if applicable 7. Principal publications of the last five years 8. Scientific and professional societies of which a member 9. Honors and awards 10. Institutional and professional service in the last five years 11. Percentage of time available for research or scholarly activities 12. Percentage of time committed to the program


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Table 6-1 Faculty Workload Summary Mechanical Engineering Department Fall Semester 2007

Faculty FT or PT

Classes Taught (Course No./Credit Hrs.) Fall Semester 2007 Teaching Research Other

Banerjee, Jayanta K. FT

INME4031 (3crs.), INME4055 (3crs.), INME4998 (3crs.) 100 0 0

Benitez, Fernando PT INME4003 (3crs.) 100 0 0

Caceres, Pablo FT

INME4011(3crs.), INME4998(3crs.), INME5015(0 cr.) 75 25 0

Coutin, Sandra FT INME4015 (3crs.), INME4045 (3crs.) 50 0 50

Diaz, Ruben FT INME4001 (3crs.), INME4998 (3crs.) 67 33 0

Dooner, David FT

INME4005(3crs.), INME4012(3crs.), INME4057(3crs.), INME6039(3crs.) 100 0 0

Goyal, Vijay FT

INME4058(3crs.), INME4998(3crs.), IMME5711(3crs.), INME6099(2crs.), INME6995(3crs.) 77 8 15

Gutierrez, Jorge Gustavo FT INME6024(3crs.) 25 50 25

Just, Frederick FT

INME4005(3crs.),INME4009(3crs.),INME4057(3crs.),INME6048(3crs.),INME6099(2crs.), INME6995(3crs.) 72 24 4

Jia, Yi FT Sabbatical Leave 0 0 100


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Table 6-1 Faculty Workload Summary Mechanical Engineering Department (Cont’d)

Faculty FT or PT Classes Taught (Course No./Credit Hrs.) Fall Semester 2007 Teaching Research Other

Lascarro, Jairo PT INME4019(3crs.) 100 0 0Leonardi , Stefano FT

INME4008(3crs.), INME4998 (0crs.), INME5701(3crs.) 50 50 0

Pandya, Vikram FT

INME4045(3crs.), INME6001(3crs.), INME6017(1crs.), INME6099(3crs.) 77 0 23

Perez, Nestor FT INME4007(3crs.), INME4045(3crs.), INME5008(3crs.) 92 8 0

Pla, Fernando PT INME5007(3crs.) 100 0 0

Rodriguez, Francisco FT

INME4035(3crs.), INME4057(3crs.), INME5015(3crs.), INME6099(1cr.) 77 23 0

Rosario, Lourdes FT

INME4055(3crs.), INME4056(3crs.), INME6099(1cr.) 63 0 38

Ruiz, Orlando FT INME4003(3crs.), INME4015(3crs.) 78 22 0

Sabzevari, Ali FT INME4012(3crs.), INME4057(3crs.), (INME4995(3crs.) 87 0 13

Serrano, David FT

INME4998(2crs.), INME4057(3crs.), INME5015(4crs.), INME5995(2crs.), INME6099(2crs.) 68 32 0


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Table 6-1 Faculty Workload Summary Mechanical Engineering Department (Cont’d)

Faculty FT or PT

Classes Taught (Course No./Credit Hrs.) Fall Semester 2007 Teaching Research Other

Sundaram, Paul FT INTD4995(3crs.) 19 38 44

Valentin, Ricky FT INME4058(3crs.), INME5997(3crs.) 60 20 20

Venkataraman, Nellore FT INME4002(3crs.), INME4995(3crs.) 88 13 0

147

Table 6-2 Faculty Analysis - Mechanical Engineering

Name Rank

Type of

Appt. FT or PT

Highest Degree

Institution from which

Highest Degree

Earned & Year

Years of Experience Professional Registration

(indicate state)

Level of Activity (high, med, low, none) in:

Govt./Industry Practice

Total Faculty

This institution

Professional Society Research Consulting

Summer

Banerjee, J. Professor

T FT Ph.D. U. of

Waterloo (1969)

5 37 18 Canada Medium Medium None

Benitez, F. Professor (Retired)

NTT PT Ph.D.

The Univ. of Arizona

(1977) - 34 30 PR

License High Low Low

Caceres, P. Professor

T

FT Ph.D.

U. College Cardiff, Wales (UK)

(1984)

12 12 4.5 None Low High Medium

Coutin, S. Assoc. Prof.

T FT Ph.D.

Kansas State U. (1996)

0.5 10 10 None Low Medium None

Diaz, R. Assist. Prof.

TT

FT Ph.D.

U. of California, Berkeley

(CA), (2005)

0 2 2 None Medium High None

Dooner, D. Professor

T FT Ph.D. U. of

Florida (1991)

2 13 13 None Medium High Low

Goyal, V.K. Assoc. Prof.

TT FT Ph.D.

Virginia Polytechnic U. (2002)

1 5 5 None Low Medium Medium

Gutierrez, G. Assoc. Prof.

T FT Ph.D.

U. of Wisconsin, Milwaukee

(2002)

5 5 5 None Low High Low

Jia, Y. Professor

T FT Ph.D.

Harbin Institute of

Tech. (1994)

10 20 6 None Medium High Low

Just, F. Professor

T FT Ph.D. Virginia

Polytechnic (1997)

0 5 5 None Medium High High

Lascarro, J. Professor (Retired)

NTT PT Ph.D. University

of Miami - 30 30 PR License Medium Low Medium

Leonardi, S. Assist. Prof.

TT

FT Ph.D.

U. Of Rome, La Sapienza (Italy), (2002)

1 1 1 None Medium High None

Pandya, V. Assoc. Prof.

TT FT Ph.D.

Indian Ist. Of Tech. (1993)

0 5 5 None Medium High Medium

Perez, N. Professor T FT Ph.D. U. of Idaho

(1989) 6 13 13 None Medium Medium Medium


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Table 6-2 Faculty Analysis - Mechanical Engineering (Cont’d)

Name Rank

Type of

Appt. FT or PT

Highest Degree

Institution from

which Highest Degree

Earned & Year

Years of Experience Professional Registration

(indicate state)

Level of Activity (high, med, low, none) in:

Govt./Industry Practice

Total Faculty

This institution

Professional Society Research Consulting

Summer

Pla, F. Professor (Retired)

NTT PT Ph.D.

Univ. of Texas at Austin (1978)

- 31 30 PR License Medium Low Low

Rodriguez, F. Assoc. Prof.

TT FT Ph.D.

U. of Dayton (2003)

13 3 3 Ohio (US) Low High None

Rosario, L. Professor

T FT Ph.D.

U. of Rhode Island (1988)

0 20 20 P.R. License Medium Low Low

Sabzevari, A. Professor

T FT Ph.D.

Case Inst. Of Tech

Cleveland (1966)

3 34 16 PR License Low Medium Medium

Serrano, D. Professor T FT Ph.D. M I T

(1987) 0 15 15 PR License Medium High Medium

Sundaram, P. Professor

T FT Ph.D. Ohio

State U. (1988)

5 18 18 PR License Medium High Medium

Valentín, R. Asst. Prof.

TT FT Ph.D.

University of

Maryland (2002)

5 4 4 None Medium High Medium

Venkataraman, N. Professor

T FT Ph.D. Purdue U. (1970) 13 25 23 None Medium High None

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years. Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

149

Faculty Development The career development of a faculty member is initiated soon after he/she is contracted for a tenure-track position at the Assistant Professor level. A package which includes $ 5,000 in seed money, a computer of choice for up to $ 4,000 and academic release time of 6 credit hours each semester for the first two years and 3 credit hours per semester for the third year is offered. Travel money is also provided to attend one conference each year for the first two years. Additional funding of $ 5,000 is available through competitive proposals from the Research and Development Center. Each new faculty member is expected to attend training sessions of up to 29 hours in faculty enhancement workshops. These workshops are offered by the University to help faculty in teaching and research and also familiarize them with the university system. Recently, the Research and Development Center has started offering workshops on submission of grant applications, administration of funded projects and the like to train faculty members in research. Some new tenure-track faculty members attend CAREER grant workshops organized by the National Science Foundation (NSF) for training in submitting competitive proposals. Senior faculty members at the Associate Professor and Full Professor levels attend conferences or workshops as part of faculty development. Even though they are expected to defray the expenses for these activities from their research projects, they are occasionally sponsored by the department. All faculty members are required by law established by the Government of Puerto Rico to take at least 10 credit hours of workshops/training in governmental ethics once every two years. Furthermore, the Mechanical Engineering Department and UPRM as a whole, offers various other possibilities for faculty development: Leave of Absence: An institutional program allows faculty who have not completed

a Ph.D. degree and are in a tenure or tenure-track position to obtain a leave of absence to study advanced degrees in recognized universities in the United States or elsewhere. Faculty members are expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also participate through temporary contracts with the same benefits. Many professors have successfully participated in this program and have been successfully retained at the department. • Professional Enhancement Center (CEP, for its Spanish name): The CEP offers professional development courses and training to new faculty and to recently admitted graduate teaching assistants. All new faculty and graduate teaching assistants are required


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to take at least 30 hours of training in their first year of work. The entire faculty benefits from this program, which offers courses in a wide range of areas of interest. • Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical) activity after six years of service. Some members of the faculty take advantage of this opportunity. • Summer Research Internships: The faculty is motivated to participate in summer research internships with prestigious universities and research centers in the United States. A number of faculty takes advantage of Summer Internships at various federal agencies and research laboratories. Table 6-3 includes a list of faculty development activities attended by the ME faculty for 2006-2007.

151

Table 6-3 Faculty Development Activities Mechanical Engineering Department

Faculty Activity Banerjee, Jay • “Ethics Across the Curriculum (EAC)”, UPRM, Sept. 2007, Mayaguez, PR

• NSF Summer course in BNI (Bio-Nano-Informatics), UCLA, CA, 2007 Coutin, Sandra • ABET Accreditation Workshop:”What program evaluators know and faculty members need to know”, by Dr. Theodore

Bickart, April 2006, UPRM, Mayaguez, PR • “Faculty workshop on assessing program outcomes”, by Dr. Gloria Rogers, Oct. 2006, UPRM, Mayaguez, PR • “Ocean Thermal Energy Conversion (OTEC), Renewable energy and economic development for Puerto Rico”, May

2007, UPRM-CIAPR, Mayaguez, PR • “Ethics Across the Curriculum (EAC)”, UPRM, Sept. 2007, Mayaguez, PR

Dooner, David • ASME International Design Technical conference, Las Vegas, Nevada, Sept. 2007 • Computers and Information in Engineering Conference, Las Vegas, Nevada, Sept. 2007

Leonardi, Stefano • APS Meeting, Nov. 2006, Tampa (FL) • Career development for new faculty workshop, UPRM, Feb. 2007, Mayaguez, PR • QEM career meeting, NSF, Las Vegas (Nevada), Feb. 2007

Ruiz, Orlando • “Agreed with the sustainable energy and now…How to get there?”, May 2007, UPRM-CIAPR, Mayaguez, PR • “Ocean Thermal Energy Conversion (OTEC), Renewable energy and economic development for Puerto Rico”, May

2007, UPRM-CIAPR, Mayaguez, PR • ASME-JSME Thermal Engineering Summer Heat Transfer Conference, July 2007, Vancouver (Canada) • “Strategies for the development of communities”, August 2007, Mayaguez, PR • “Citizens Participation Schemes for environmental decisions: challenges and opportunities for Puerto Rico”, Tropical

Institute for Energy, Environment and Society (ITEAS, Spanish), September 2007, PR Serrano, David • 2006 SAE Congress and Exposition

152

Evidence that will be available to show achievement of this Criterion will include: • Faculty workload data and analysis in Tables 6-1 & Table 6-2 • Faculty summary curriculum vitae in Appendix B • Faculty interviews • Any other materials requested prior to the visit


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CRITERION 7: FACILITIES

The ME Department is one of six engineering departments at the UPRM School of Engineering. Arts and sciences courses are taught by the faculty of the College of Arts and Sciences, which has adequate facilities to meet the demand of the entire engineering school as well as its own programs. For example, the physics, mathematics, chemistry and humanities departments all have their own separate buildings on campus. For the first and second year of the undergraduate engineering education, ME students are required to take about the same courses taken by most of the other engineering programs. During these first two years of study, the fundamental engineering courses are organized and taught by the General Engineering Department. Currently, this department does not offer degrees and mostly focuses on attending to the course demands of other engineering programs. The Stefani Building houses the faculty and facilities of the General Engineering Department, which includes faculty offices, classrooms, and laboratories. Currently, the Stefani Building has adequate space to accomplish the objectives of the General Engineering Department. The Mechanical Engineering Department is located in the Lucchetti Building. Space

Adequate office space is available for the faculty members. A number of problems with the air-conditioning system is currently being corrected. All the offices have been refurnished over the last few years. There is also enough space for the administrative and the clerical staff. Teaching assistants, who are also graduate students, each have cubicle space in a common Graduate Students Office (L-236B) to attend to the questions and concerns of the undergraduate students. Classroom space has become a precious commodity in the ME Building. The change in focus from a purely educational institution to a combined education and research entity has resulted in the loss of classroom space. Much of the classroom space has been converted to research laboratory space. Currently there are only three classrooms available in the ME Building. The Dean has provided two more classrooms in an adjacent building. Class scheduling is being carried out in a creative manner with the


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total cooperation of the faculty members to make full use of the limited space available. Based on conversation in the College of Engineering, further availability of classroom space for the ME Department is conditioned on the ECE Department obtaining a new building, which currently looks bleak. It is believed that laboratory space and facilities including equipment are quite adequate to meet the program objectives of the undergraduate curriculum. All the laboratories have been provided with new equipment valued at $ 261,000. The Measurements Laboratory (INME 4031: Mechanical Engineering Laboratory I) does lack adequate space. However, this Laboratory is slowly being phased out and will be replaced by the Mechatronics laboratory in the revised curriculum. The General Library has enough assets to support our undergraduate curriculum. Online catalog and other electronic resources are available remotely. Journal access for research is quite poor although this has little bearing in the undergraduate curriculum. Access to journals has improved over the last year. Resources and Support Excellent computing facilities are available for all ME students. A well equipped computer center provides students with the service necessary to reach the program objectives. Wireless hubs have been installed at various points in the ME Building, enabling total access to both the ME server and the UPRM server. The external communications capacity has been upgraded through a new state-of-the-art fiber optic T1/T2 network, which dramatically increases our access to the Internet and puts us in a leading position among other institutions of higher learning in Puerto Rico. The wireless network is based on the IEEE 802.11b standard. The ME Department facilities have wireless access due to 7 access points spanned throughout the building. The Mechanical and Aerospace Laboratory (L-236A) has been recently refurbished with new computing equipment. Some of the ME courses which make use of computing software use this classroom for effective teaching of course concepts. Each faculty member is provided with a good computer for course preparation and research. Workstations and parallel processing equipment are available for faculty to carry out high quality research. A dedicated Systems Administrator is available in the ME Department to provide support, service and network security for the computing needs of the department. This Systems Administrator is responsible for installing all computing equipment, software and maintaining the network. All the software such as PRO-ENGINEER, SOLID WORKS, ANSYS, MATLAB etc. necessary to meet the curriculum requirements is purchased or renewed annually. Professional development opportunities are provided for this administrator to keep up with evolving technology through continuous improvement courses.


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The Institution has provided funding sporadically to buy new equipment and replace old equipment in all the Laboratories. Again, as mentioned above, the Institution has provided $ 261,000 for purchasing equipment to renovate all the instructional laboratories. Maintenance is carried out on a need basis and funded by operational costs provided annually. No special planning for acquisition of equipment is available. This has to do with the fairly state-of-the-art facilities present in all the laboratories for the undergraduate students. Each laboratory has a dedicated technician whose job description includes procurement of materials and equipment based on need. It is the responsibility of these technicians to provide maintenance to the equipment either personally or by obtaining help from equipment suppliers. When new equipment is purchased, the technician for each laboratory is adequately trained to install the equipment. However, for more complicated machinery, the supplier is made responsible for installation. Technicians are also provided with a few opportunities for professional development based on their interest. All technicians have taken a CPR course and other safety training. In general, we rate our laboratory facilities as adequate, as confirmed by the results from various assessment instruments covered under Criterion 4 of this report. The laboratories are listed below and described in terms of their purpose, condition, adequacy for instruction, equipment planning, acquisition, and maintenance, number of student stations, identification of most important tools available to the students, and surface area occupied. Computational Facilities throughout the ME Building Following is a list of the current laboratory facilities of our ME Department.

o General Computing Room (L-120): This computing facility hosts PC computers connected to the local network of the Mechanical Engineering Department (http://me.uprm.edu) that gives students access to a number of software useful for their lab reports, class projects and assignments. This facility also houses a printer where all students print their jobs.

o CAD Laboratory (L-236A): This facility is used for teaching the Computer

Aided Design (CAD) course INME 4058. It is equipped with a digital projector and computers for the students and the instructor. All computers are connected to the local network of the Mechanical Engineering Department (http://me.uprm.edu). In addition to ANSYS software, students and faculty have access to ProEngineer, a state-of-the-art solid modeler and CAM software package.

o Graduate Students Room (L-236B): This room houses individual cubicles

for the ME graduate students. Several computers are distributed throughout


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this room for easy access to the ME network. These computers are available for those graduate students who do not have a personal computer. However, most graduate students bring their laptops. Wireless internet connection is available throughout campus. This room also includes a common network printer.

o Advanced Computational Facility (L-121): This room provides computing

facilities for undergraduate and graduate students involved in undergraduate research projects and highly computational research problems and simulations, respectively.

Educational Laboratory Facilities in the ME Building

o Controls Laboratory (L-131): This laboratory houses computers with specialized software with applications to control processes. It is exclusively used for teaching the Automatic Controls course (INME 4009) and its laboratory which is part of the course.

o Manufacturing Processes (MP) Laboratory: This facility is used to teach the

Manufacturing Processes Lab. (INME 4056). It includes a series of machines (lathes, drills, milling machines etc.) that students use in the practice of various manufacturing processes. Some of the equipment is used for demonstrations made by the technician of processes that required a high level of safety precautions. This facility also includes a separate space dedicated for CNC programming and machining.

o Mechanical Engineering Laboratory I (Instrumentation and Measurements

Lab.): This facility is dedicated to teaching the Mechanical Engineering Lab. I (INME4031) on instrumentations. It includes measurement equipment for temperature, pressure and a Wheatstone Bridge Circuited Strain Gage Meter, among others.

o Mechanical Engineering Laboratory II (Thermology): This facility is

dedicated to teaching the Mechanical Engineering Lab. II (INME 4032) on topics in thermal sciences. It includes a number of bench type experimental equipment on heat transfer processes, power cycles and thermodynamic properties. It also includes equipment for experimental work on air conditioning and fuel cells applications.


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o Material Characterization Laboratory: The laboratory is divided into two areas: the main laboratory, located on the second floor and the material testing facility, located in the basement of the Lucchetti Building. The main laboratory has a teaching area with a capacity for twelve students per class section and serves the following courses: INME 4007 (Metallurgy for Engineers) and INME 4057 (Engineering-Capstone Design) and it is used by graduate students for some of their research activities. The basement area is prepared with a computer facility for undergraduate/graduate students plus the material testing equipment. A complete description of the equipment allocated in this facility is included in Appendix C.

o Mechanical Testing Facility: All types of tensile and fatigue mechanical testing

can be carried out for metals, plastics and composites. Two, state-of-the-art, Instron servo-hydraulic mechanical testing machines are available for this purpose. A smaller capacity screw type machine is functional for mechanical testing of polymers and biomaterials. The Dillon testing machine is capable of very slow strain rates for stress-corrosion cracking or constant load tests for creep. This facility complements the Material Characterization Lab. and supports the courses INME 4007 (Metallurgy for Engineers) and INME 4057 (Engineering-Capstone Design).

o Special Projects R&D Laboratory: Special Projects R&D Laboratory located at the Campus R&D Center is used in the construction of the student competition vehicles used in SAE Formula, MiniBaja, Sunrayce, SolarSplash, Hybrid and Propane Challenge. These facilities are 2000 sq.ft. area and have the essential manufacturing equipment required for the project. The facilities have a computer center with 5 desktop computers and software including ProE, MathCAD, LabView, MathLab and ANSYS for finite element analysis. An electronics laboratory is also housed within the facilities equipped with basic instrumentation including National Instruments data acquisition hardware and software, oscilloscopes and multi-meters. A small meeting room is also located at the facility for meetings and research. The laboratory has a full time technician available to the students.

A detailed description of the equipment housed in each of these laboratory facilities is included in Appendix C.


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• Tour of facilities at time of the visit • Brochures and catalogs listing facilities • Interviews with students • Any other materials requested prior to the visit


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CRITERION 8: SUPPORT

• Program Budget Process and Sources of Financial Support The Mechanical Engineering Program at UPRM operates under an annual budget. The process begins with an annual budget petition submitted to the Dean’s Office by December of the previous year. The budget plan is based on the previous year’s final operational budget, the short-term and long-term strategic activities, and the needs of on-going projects. The budget is based on the UPRM strategic plan format, conforms to published educational objectives, outcomes and goals, and responds to the particular department needs. The Dean of Engineering harmonizes all departmental budgets and presents the College of Engineering budget to the Chancellor’s office. The Administrative Board harmonizes the UPRM budget and presents it to the President, who prepares the university’s budget and justifies it before the University of Puerto Rico (UPR) Board of Trustees. • Sources of Financial Support The program’s main financial support comes from institutional funding, but the ME Department is trying to increase external funding through research and institutional services initiatives. Institutional support has not varied over the past five years and is not expected to change significantly. The budget for operating expenses provided by the Institution is about $ 25,000 assigned annually and barely sufficient for day-to-day operations. Funds are provided every once in a while to update laboratory equipment. As recently as two years ago, students at UPRM have been paying a technology fee of $ 25 each per semester and corresponding funds are distributed to the College of Engineering which in turn provides funding to improve communications and technology for student learning purposes. The $ 25K budget assigned annually is used for the purchase of software licenses, laboratory materials, equipment repair and other maintenance expenses. This budget has resulted in lower expenditure on the existing infrastructure. However, the laboratory equipment has been updated for instructional purposes and all the laboratories are fairly well-equipped to support student learning. A detailed distribution of the Mechanical Engineering Department’s yearly expenditure is included in Appendix D.


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In the quest to pursue research at a higher level toward becoming a Tier 1 research entity, UPRM is experiencing the growing pains of learning to balance a solid undergraduate program with a competitive graduate education. The emphasis on research and obtaining external grants to supplement tight existing budgets has led to the loss of classroom space for the ME undergraduate program, sacrificed for growing graduate research and the probability of implementing a Ph.D. program. Although the Engineering Dean has provided extra classroom space in a neighboring building, there is still insufficient space and uncertainty in offering well-planned classroom infrastructure. To supplement the budgetary restraints, the ME Department has engaged in an active campaign of obtaining industrial sponsorship for the instructional laboratories with a fair amount of success. Private industry has donated either equipment or small amounts to buy and update laboratory infrastructure. Description of the processes used to determine the budget of the program At the end of each fiscal year, a detailed exercise is carried out to prepare a preliminary budget. Significant changes occur only in the items related to hiring new personnel. At the beginning of each academic year (July 1st), the ME Department is provided with a budget in the amount of $ 25,000 for operating expenses and $ 1.5 million (average) for salary. The funds for operating expenses are provided based on availability in the budget assigned by the Chancellor’s office to the College of Engineering. The operating expenses include materials and supplies, travel expenses, software licensing costs, purchase of small equipment and other maintenance and service costs. The operating expenses have to be spent completely by March 31 of the fiscal year after which the FRS (financial system) is closed. Separate funds based on written proposals to the Dean’s office are obtained for maintaining or improving computing/communication technology only. These average about $ 20,000 every year. Description of the adequacy of faculty professional development and how it is planned and funded

• Professional Development Program : A well structured Professional Development Program for entry level faculty is available which includes the following:

• 30 hours of training in curriculum development offered by the Center of

Professional Enhancement • An academic release time of 50% for the first four semesters and 25% for

the next two semesters • A seed funding program to initiate the academic career of $ 5,000 plus

another $ 5,000 based on internal competition at UPRM These conditions are specified in the contract at the time of hiring. In addition, the ME Department is supportive of entry level faculty by accommodating for them an academic


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load comprising of only one course preparation during the first two years and providing additional funding for travel to conferences/workshops. For other faculty members, there is no structured professional development program, although the Government of Puerto Rico requires 10 credits in professional ethics biannually. Sometimes, funds are provided to present papers in conferences and sabbaticals are approved for training in new areas of research. • Leave of Absence: An institutional program allows faculty who have not completed a Ph.D. degree and are in a tenure or tenure-track position to obtain a leave of absence to study advanced degrees in recognized universities in the United States or elsewhere. Faculty members are expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also participate through temporary contracts with the same benefits. Many professors have successfully participated in this program, and have been productively retained in the Department. • Professional Enhancement Center (CEP for its Spanish name): The CEP offers professional development courses and training to new faculty and to graduate teaching assistants. All new faculty and graduate teaching assistants are required to take at least 30 hours of training in their first year of work. The entire faculty benefits from this program, which offers courses in a wide range of areas of interest. • Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical) activity after six years of service. Most faculty members take advantage of this opportunity. • Summer Research Internships: The faculty is motivated to participate in summer research internships with prestigious universities and research centers in the United States. Some faculty take advantage of Summer Internships at various federal agencies and research laboratories. Description of plan and sufficiency of resources to acquire, maintain, and operate facilities and equipment to achieve program objectives Since the budget is a set figure, it is difficult to plan many activities. However, we have to make do with the amount assigned ($ 25,000) and spend it as and when the need arises. Once in a while, the Central Administration provides funds to buy new equipment to update the instructional laboratories based on proposals. For the last five years, we have managed to be very creative in maximizing and spending our limited resources. Donations from industrial collaborators have helped significantly with special projects involving student competitions such as SAE Formula, SAE Mini Baja, SAE AeroDesign, Battlebots, Solar Car, Solar Boat etc. Whenever these donations are not earmarked for a specific purpose, the ME Department has used the monies to buy small equipment or make improvements to the infrastructure. The Central Administration has provided


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$ 261,000 to purchase new equipment to update the instructional laboratories of the department. An additional $ 25,000 were provided for materials and supplies. Description of adequacy of support personnel and institutional services necessary to achieve program objectives The current ME administrative and technical staff is adequate to support the ME Program. The administrative staff comprises of one academic counselor, two secretaries, one administrative assistant, one financial administrator and 4 full-time technicians. The Office of the Dean is also adequately staffed to support our program effectively on a day-to-day basis. The administrative process at UPRM is not as agile to support our daily operations. While the system has improved, it continues to remain a complex problem because of external constraints.


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Evidence that will be available to show achievement of this Criterion will include: • Tour of facilities at time of the visit • Budget Petition Document for the current year • Interviews with students, faculty, and supporting employees • Any other materials requested prior to the visit


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CRITERION 9: PROGRAM CRITERIA

The Mayagüez Campus of the University of Puerto Rico is fully accredited by the Middle States Association of Colleges and Schools, of which it has been a member since 1946. It is also member of the Association of Hispanic-American Universities. In addition, all engineering programs offered by the College of Engineering are accredited by the Accreditation Board for Engineering and Technology (ABET). In regards to program requirements, all criteria set forth by ASME for mechanical engineering programs are met or exceeded by the Mechanical Engineering Program at UPRM. We chose to cover them throughout the Self-Study Report by including these Program Criteria within our Program Outcomes and by highlighting the required faculty qualifications within our faculty summaries and curriculum vitas. Data to support this statement has been provided in the previous discussions of Criterion 3 and 5 as they relate to curriculum and of Criterion 6 as they relate to faculty. Below we re-visit our Program Outcomes, highlighting (in boldface) the areas that have direct correspondence with established Program Criteria for Mechanical Engineering programs:

PROGRAM OUTCOMES (What we expect to develop in our students by time of their graduation)

1. To have knowledge of basic chemistry and calculus-based physics. 2. To have the ability to apply knowledge of science, engineering, and advanced

mathematics, including multivariate calculus and differential equations, to the solution of engineering problems.

3. To have the ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems.

4. To have the ability to design and conduct experiments, as well as to analyze and interpret data.

5. To have the ability to design a system, component, or process to meet desired needs.

6. To have the ability to function on multi-disciplinary teams. 7. To have the ability to identify, formulate, and solve engineering problems. 8. To have an understanding of professional and ethical responsibility. 9. To have the ability to communicate effectively in both English and Spanish.


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10. To have the broad education and the knowledge of contemporary issues necessary to understand the impact of engineering solutions in a global and societal context.

11. To have a recognition of the need for, and an ability to engage in, life-long learning.

12. To have the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

These program outcomes comply with ABET EC 2000 Criterion 3 and with the requirements of the American Society of Mechanical Engineers (ASME) for engineering programs that contain the word “mechanical” in their title. This listing shows that all Program Criteria items are covered throughout the program. Linkage to Program Educational Objectives, to assessment tools and strategies, and to other program supporting areas has been discussed in detail previously in this report.


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APPENDIX A

COURSE SYLLABI


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MECHANICAL ENGINEERING COURSES


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University of Puerto Rico at Mayagüez College of Engineering

Department of Mechanical Engineering

Course Information Form

1. General Course Data Course Catalog Number INME 4001

Course Title Thermodynamics I Credit-hours 3

Course Pre-requisites QUIM 3002, FISI 3174 and FISI 3172 Course Co-requisites

Purpose A study of the first and second laws of thermodynamics; properties, equations of state, and thermodynamic relations.

Responsible for its content

Thermal Science Committee

2. Detailed Course Information

Course Description (as it appears in the catalog) Study of the First and Second Laws of Thermodynamics; properties, equations of state

and thermodynamic relations.

Course Goals or Objectives Item Description

1 Introduce students to the concept of the first and second laws of thermodynamics. 2 Introduce students to the mass and energy analysis of closed and open systems. 3 Introduce students to the use of tabulated information in the determination of

thermodynamic properties. 4 Introduce students to analytical thinking through the exposure to simple

thermodynamic systems. List of Modules Module Number Title INME 4001 M1 Introduction to thermodynamics and the unit systems.

INME 4001 M2 First law of Thermodynamics applied to closed systems.

INME 4001 M3 Thermodynamic property data

INME 4001 M4 Ideal gas model

INME 4001 M5 First law of thermodynamics applied to open systems. INME 4001 M6 Second law of thermodynamics applied to closed and open

systems. INME 4001 M7 Entropy rate balance for closed and open systems and

isentropic processes.


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Materials, equipment, references • Textbook: M.J. Moran and H.N. Shapiro, Fundamentals of Engineering

Thermodynamics, Sixth Edition, John Wiley & Sons, 2007. • Supplies and other materials: None

References

1. K. Wark and D.E. Richards, Thermodynamics, Sixth Edition, McGraw-Hill, 1998. 2. Y.A. ∩engel and M.A. Boles, Thermodynamics, An Engineering Approach, Sixth

Edition, McGraw Hill, 2006. 3. J.B. Jones and G.A. Hawkins, Engineering Thermodynamics, Second Edition, John

Wiley & Sons, 1986. Campus Resources (lecture room, laboratory, library, etc)

• The general library and the university computer center are available for additional references.

Course Requirements

• Attend to all lectures on time • Do and understand the recommended practice problems • Take three partial exams • Take a final exam

Laboratory NA Field work NA Evaluation/Grading

• Attendance 5% • Quizzes 10% • Three partial exams 55% • One comprehensive final exam 30%

A 100-90 B 89-80 C 79-68 D 67-60 F 59-0


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3. Typical Course Schedule (15-week semester)

Week Day Module Number Monday INME 4001 M1 1 Wednesday INME 4001 M1 Friday INME 4001 M1 Monday INME 4001 M2 2 Wednesday INME 4001 M2 Friday INME 4001 M2 Monday INME 4001 M2 3 Wednesday INME 4001 M2 Friday INME 4001 M2 Monday INME 4001 M2 4 Wednesday INME 4001 M2 Friday INME 4001 M2 Monday INME 4001 M2 5 Wednesday INME 4001 M2

Friday INME 4001 M3 Monday INME 4001 M3 6 Wednesday INME 4001 M3 Friday INME 4001 M3 Monday First Partial Exam 7 Wednesday INME 4001 M4 Friday INME 4001 M4 Monday INME 4001 M4 8 Wednesday INME 4001 M4 Friday INME 4001 M5 Monday INME 4001 M5 9 Wednesday INME 4001 M5 Friday INME 4001 M5 Monday Second Partial Exam

10 Wednesday INME 4001 M6 Friday INME 4001 M6 Monday INME 4001 M6

11 Wednesday INME 4001 M6 Friday INME 4001 M6

Monday INME 4001 M6 12 Wednesday INME 4001 M6 Friday INME 4001 M6 Monday INME 4001 M6

13 Wednesday INME 4001 M6 Friday Third Partial Exam Monday INME 4001 M7

14 Wednesday INME 4001 M7 Friday INME 4001 M7 Monday INME 4001 M7

15 Wednesday INME 4001 M7 Friday INME 4001 M7

16 Final Exam


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4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x

6. Educational Objectives

1 2 3 4 5 6 7 x x x x

7. Person(s) who Prepared this Description and Date of Preparation: Dr. Sandra Coutín, February 2001. Dr. Rubén E. Díaz-Rivera, 2007


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1. General Course Data

Course Catalog Number

MEEG 4002

Course Title THERMODYNAMICS II Credit-hours Three credits. Three hours of lecture per week and one hour recitation class per

week Course Pre-requisites MEEG 4001 Course Co-requisites

Purpose The purpose of the course is to help the students apply the concepts learnt in MEEG 4001 for the analysis of engineering systems involving heat, work and thermal energy

Responsible for its content Thermal Sciences Committee

2. Detailed Course Information Course Description (as it appears in the catalog) The application of fundamental concepts of thermodynamics to the study of power and refrigeration cycles, non-reactive mixtures of ideal gases, psychrometrics and air conditioning processes, combustion processes Course Goals or Objectives

Item Description 1 After completing this course the student should be able to apply the basic laws of thermodynamics to ,

identify, analyze and estimate the performance characteristics of thermal machinery and systems such as gas or vapor power generation plants, refrigeration plants, psychrometrics and combustion systems

2 Preliminary sizing of the above systems List of Modules

Module Number Title MEEG4002M1 Internal combustion engine gas power cycles—Carnot, Otto, Diesel, Dual Cycles, general

cycles MEEG4002M2 External combustion engine gas power cycles—Brayton gas turbine cycle,

Regeneration, reheat and inter-cooling MEEG4002M3 Vapor power cycles, Carnot and Rankine cycles, regeneration and reheat, cogeneration MEEG4002M4 Gas and vapor refrigeration cycles, multistage refrigeration, absorption cycles MEEG4002M5 Non reacting gas-vapor mixtures, psychrometry, application to air conditioning processes and

cooling towers MEEG4002M6 Combustion chemical reaction, air-fuel ratio, heat releases in combustion reaction, adiabatic


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combustion temperature Materials, equipment, references

1) Textbook: “Fundamentals of Engineering Thermodynamics” by Michael J. Moran and Howard N. Shapiro, John Wiley & Sons, Inc. 5th edition, 1999

2) Appendices (Tables of Thermodynamic Properties of Substances) to the above book Supplies and other materials: Scientific calculator, access to PC References

1. “Engineering Thermodynamics” by J. B. Jones and R. E. Dugan, Prentice Hall, Inc., 1996 2. “Thermodynamics” by Kenneth Wark, Jr. and Donald E. Richards, McGraw –Hill, 1999 3. “Fundamentals of Engineering Thermodynamics” By Sonntag, Borgnakke and Van Wylen, John Wiley &

Sons, Inc., 1998 4. “Thermodynamics—An Engineering Approach” by Y. A. Cengel and M. A. Boles, McGraw Hill 2002

Campus Resources (lecture room, laboratory, library, etc)

• University Library, Department and the University computer center, Departmental labs, demonstration models of engines

Course Requirements

• Complete all lessons, • Do all assigned readings and related home work • Come to class on time and be prepared to answer questions and quizzes • Pass the tests and the exams to receive credit for the course

Evaluation/Grading

• Three partial examinations and a final examination will be given. Final grade will be based on the grades of the partial examinations, the final examination, quizzes and home work.


Week Day Module Number Monday MEEG4002M1 1 Wednesday MEEG4002M1 Friday MEEG4002M1 Monday MEEG4002M1 2 Wednesday MEEG4002M1 Friday MEEG4002M1 Monday MEEG4002M2 3 Wednesday MEEG4002M2 Friday MEEG4002M2 Monday MEEG4002M2 4 Wednesday MEEG4002M2 Friday Partial Exam # 1 Monday MEEG4002M3 5 Wednesday MEEG4002M3

Friday MEEG4002M3 Monday MEEG4002M3 6 Wednesday MEEG4002M3 Friday MEEG4002M3 Monday MEEG4002M3 7 Wednesday MEEG4002M3 Friday MEEG4002M3


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Monday MEEG4002M4 8 Wednesday MEEG4002M4 Friday MEEG4002M4 Monday MEEG4002M4 9 Wednesday MEEG4002M4 Friday Partial Exam# 2 Monday MEEG4002M5

10 Wednesday MEEG4002M5 Friday MEEG4002M5 Monday MEEG4002M5

11 Wednesday MEEG4002M5 Friday MEEG4002M5

Monday MEEG4002M5 12 Wednesday MEEG4002M5

Friday MEEG4002M5 Monday MEEG4002M6



15 Wednesday MEEG4002M6 Friday Partial Exam#3

16 Final Exam/Project 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x


1 2 3 4 5 6 7 x x x x

9. Person(s) who Prepared this Description and Date of Preparation:

Dr. Nellore S. Venkataraman, September 19, 2007.


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MEEG 4003

Course Title Design of Thermal and Fluid Systems Credit-hours 3

Course Pre-requisites MEEG 4001 MEEG4015 Course Co-requisites none

Purpose To enable senior students to integrate the knowledge of Thermodynamics, Fluid Mechanics and Heat Transfer and apply this knowledge to realistic situations. This course is required for all Mechanical Engineering students.


2. Detailed Course Information Course Description (as it appears in the catalog) Analysis and design of piping, ventilation and heat exchanger systems. Study of pump and compressor characteristics and operation. Simulation and optimization of these systems. Course Goals or Objectives

Item Description After taking the course the student should be able to: 1 Analyze and design series and parallel piping systems and ducts 2 Analyze and design tubular and compact heat exchangers 3 Select pumps for specific purposes 4 Simulate piping systems

List of Modules

Module Number Title

MEEG4003M1 Analysis and Design of Piping Systems

MEEG4003M2 Analysis and Design of Heat Exchangers MEEG4003M3 Selection and Placement of Pumps MEEG4003M4 Project

Materials, equipment, references

• Textbook Analysis and Design of Thermal System by B. K. Hodge and Robert P. Taylor, 3rd Ed., Prentice Hall, 1999


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• Supplies and other materials: References

Fundamentals of Heat and Mass Transfer by F. P. Incropera and D. P. DeWitt, 5th Ed., John Wiley, 2001 Fundamentals of Fluid Mechanics by B. R. Munson, D. F. Young, and T. H. Okiishi, 5th Ed., John Wiley, 2005


• Computing facilities, access to Mechanical Engineering server. 3. Typical Course Schedule (15-week semester)

Week Day Module Number Monday MEEG4003M1 1 Wednesday MEEG4003M1 Friday MEEG4003M1 Monday MEEG4003M1 2 Wednesday MEEG4003M1 Friday MEEG4003M1 Monday MEEG4003M1 3 Wednesday MEEG4003M1 Friday MEEG4003M1 Monday MEEG4003M1 4 Wednesday MEEG4003M1 Friday MEEG4003M1 Monday MEEG4003M1 5 Wednesday MEEG4003M1

Friday MEEG4003M1 Monday MEEG4003M1 6 Wednesday MEEG4003M2 Friday MEEG4003M2 Monday MEEG4003M2 7 Wednesday MEEG4003M2 Friday MEEG4003M2 Monday MEEG4003M2 8 Wednesday MEEG4003M2 Friday MEEG4003M2 Monday MEEG4003M2 9 Wednesday MEEG4003M2 Friday MEEG4003M2 Monday MEEG4003M2



Monday MEEG4003M3 12 Wednesday MEEG4003M3 Friday MEEG4003M3 Monday MEEG4003M3



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16 Final Exam/Project 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x x x x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x x

10. Educational Objectives 1 2 3 4 5 6 7 x x x x


Dr. Fernando Pla-Barby, February 2001. Dr. Orlando E. Ruiz, April 2007 (revised)


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MEEG 4005

Course Title Design of Mechanisms Credit-hours 3

Course Pre-requisites GEEG 3032 (Dynamics) GEEG 3017 (Computer Graphics)

Course Co-requisites Purpose The purpose of this course is to provide students with the necessary tools to

design a mechanism to achieve a desired task. This course is required for all mechanical engineering students.

Responsible for its content Machine Sciences Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Fundamental concepts in the design of mechanisms including synthesis and kinematic analysis. Mechanisms to be studied include linkages, cams, and flexible connectors. Course Goals or Objectives

Item Description 1 Assess mobility of mechanism (planar and spatial) 2 Develop governing equations to determine I/O relation for planar mechanisms 3 Classify a mechanism design task as either function, motion, or path generation 4 Write programs for evaluating position, velocity, and acceleration of planar mechanisms. 5 Determine velocity of planar mechanism via graphical approach (Vel. Polygons, IC) 6 Determine acceleration of planar mechanism via graphical approach (Accl. Polygons) 7 Design mechanism based on computer program 8 Identify a cam system and synthesize cam profile for specified task.

List of Modules Module Number Title

MEEG4005M1 Mobility/classification MEEG4005M2 Vector loop MEEG4005M3 Graphical motion analysis MEEG4005M4 Cam system MEEG4005M5 Computer aided mechanism design



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Textbook: Waldron, K.J., and Kinzel, G.L., 1999, Kinematics, Dynamics, and Design of Machinery, John Wiley, and Sons, New York.

Supplies and other materials: Compass, protractor, scale, hand-held calculator

References Edman, A.G., and Sandor, G.N., 1997, Mechanism Design, Prentice Hall, 3rd Ed., New Jersey. Mabie, H.H., and Reinholtz, C.F., 1987, Mechanisms and Dynamics of Machinery, John Wiley and Sons, New York. Shigley, J.E., and Uicker, J.J., 1997, Theory of Machines and Mechanisms, McGraw-Hill, Inc., New York. Martin, G.H., 1982, Kinematics and Dynamics of Machines, McGraw-Hill Inc., New York. Norton, R.L., 1992, Design of Machinery, McGraw-Hill, Inc., New York. 3. Typical Course Schedule (15-week semester)

Week Day Module Number Monday MEEG4005M1 1 Wednesday MEEG4005M1 Friday MEEG4005M1 Monday MEEG4005M1 2 Wednesday MEEG4005M1 Friday MEEG4005M2 Monday MEEG4005M2 3 Wednesday MEEG4005M2 Friday MEEG4005M2 Monday MEEG4005M2 4 Wednesday MEEG4005M2 Friday Exam for module 1 & 2 Monday MEEG4005M3 5 Wednesday MEEG4005M3

Friday MEEG4005M3 Monday MEEG4005M3 6 Wednesday MEEG4005M3 Friday MEEG4005M3 Monday MEEG4005M3 7 Wednesday MEEG4005M3 Friday MEEG4005M3 Monday MEEG4005M3 8 Wednesday MEEG4005M3 Friday MEEG4005M3 Monday MEEG4005M3 9 Wednesday MEEG4005M3 Friday Exam for module 3 Monday MEEG4005M4



Monday MEEG4005M4


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12 Wednesday MEEG4005M5 8 Friday MEEG4005M5 Monday MEEG4005M5

13 Wednesday MEEG4005M5 Friday Exam for modules 4&5 Monday MEEG4005M6



16 Exam for module 6 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h I j K x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x

12. Educational Objectives 1 2 3 4 5 6 7 x x x x


Dr. David Dooner, February 2007


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MEEG 4007

Course Title Metallurgy Credit-hours 3

Course Pre-requisites MEEG 4001 and GEEG 4001 Course Co-requisites None

Purpose Understand mechanical and physical behavior of metallic materials and applications.

Responsible for its content Materials Science Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Microstructural and mechanical property correlations of metallic materials. Course Goals or Objectives

Item Description 1 Learn and understand crystal structures of metallic materials 2 Learn and understand heat treatment of metallic materials

3 Learn and understand phase diagrams of metallic materials and their applications 4 Learn and understand mechanical behavior and strengthening methods of metallic materials 5 Learn and understand environmental degradation of metallic materials and provide solutions for various

corrosion problems List of Modules

Module Number Title MEEG4007M1 Crystallography of metallic materials MEEG4007M2 Crystalline imperfections in metallic materials MEEG4007M3 The Phenomenon of Diffusion in Metals MEEG4007M4 Phase Diagrams MEEG4007M5 Phase Transformations in Metals and Alloys MEEG4007M6 Thermal processing of metals and alloys MEEG4007M7 Mechanical Behavior of Metallic Materials MEEG4007M8 Fundamentals of fracture MEEG4007M9 Strengthening mechanisms MEEG4007M10 Environmental degradation of metallic materials



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Textbook Materials Science and Engineering: An Introduction; W.D. Callister, John Wiley & Sons, Inc., Seventh Edition, New York, 2006.

References 1) Physical Metallurgy, by A. G. Guy and J. J. Hren, 2) Materials Science and Engineering, by W. F. Smith 3) Introduction to Physical Metallurgy, by S. H. Avner

Campus Resources (lecture room, laboratory, library, etc) 1) Lecture Room 2) Materials Laboratory 3) Materials Testing Facility 4) General Library

Course Requirements

Complete all modules Pass all tests

Laboratory The laboratory part of the course is considered a major part of the class, and all students are expected to do all laboratory experiments. The purpose of the laboratory is to teach students various metallurgical techniques in metallography preparation, conduct mechanical tests and perform thermo-mechanical treatments for various materials. Students are taught to relate experiments to theoretical concepts presented in class lectures. Radios, tape recorders, and other audio or video equipment are not permitted in the laboratory or classroom at any time. Smoking is not permitted in any area of the laboratory.

Field work None

Evaluation/Grading Grading: Two partial examinations at 20% each, one comprehensive final at 30%, a special assignment at 5%, and the laboratory at 25%. There will be three partial exams and the best two partial exams will be used to calculate your grade. Only medical excuses or serious personal needs will be accepted for missing an examination or a laboratory period. If your laboratory grade is less than a "C", you fail the class even if you have a passing grade in the regular class. The grading scheme will be as follows: A, ≥90; B, ≥80-89; C, ≥70-79; D, ≥60-69; F<60. A curve will be applied at the end of the semester if the average falls below an acceptable range. 3. Typical Course Schedule (15-week semester)

Week Day Module Number 1

Monday 1 Wednesday 1 Friday

2


3


4


Monday 4


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5 Wednesday 4 Friday

6


7


8


9


10


11


12


13


14


15 Monday 10 Wednesday 10

Friday 16 Final Exam/Project

4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x X x x x x x x x



1 2 3 4 5 6 7 x x x x


Dr. Paul A. Sundaram, February 2001. Dr. Paul A. Sundaram, May 2008


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University of Puerto Rico at Mayagüez

College of Engineering Department of Mechanical Engineering



Course Catalog

Number MEEG 4009

Course Title Automatic Controls Credit-hours 3 hrs.

Course Pre-requisites MATH 4009, GEEG 3032, ELEG 4075, ELEG 3105 or ELEG 4005 Course Co-requisites None

Purpose Introduction System Dynamics and Controls Responsible for its content Machine Science Committee


Course Description (as it appears in the catalog) Use, calibration and sensitivity of instruments for measuring temperature, pressure, volume, strain and fluid flow; analysis of electrical, electronic, hydraulic, mechanical and pneumatical servomechanisms; control systems and their characteristics such as response, sensitivity and stability. Course Goals or Objectives

Item Description 1 Describe Open-Loop and Closed Loop Controls 2 Review of Differential Equations 3 Understand Modeling of First-Order Systems, (Mechanical, Electrical, Hydraulic, Thermal) 4 Master First-Order Systems Response (Time constant, Forcing Function Response) 5 Understand Second and Higher Order Systems (Characterization, Free and Forced Response) 6 Learn the Six Basic Control Actions 7 Determine Controller Design using Time Response 8 Produce Control Designs Using Bode Diagrams


MEEG4009M1 Differential Equations, Laplace Transforms and State-Space Representation MEEG4009M2 First Order Systems, from Mechanical to Thermal MEEG4009M3 First- Order System Response MEEG4009M4 Second-Order Systems, Modeling and Time Response MEEG4009M5 The Six Basic Classical Control Actions MEEG4009M6 Time Response / Design of First and Second Order Control Systems MEEG4009M7 Control Design using Bode Diagrams

MATHrials, equipment, references Textbook: Modeling, Analysis and Control of Dynamic Systems, W.J. Palm III, John Wiley, Second Edition, 2000. Supplies and other materials: N/A References:


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System Dynamics, Katsuhiko Ogata, Prentice Hall 1992 2nd edition Analysis and Design of Dynamic Systems, Cochin I., Harper & Row, 1980 Modern Control Engineering, Katsuhiko Ogata, Prentice Hall ,1970 Dynamics of Physical Systems, Cannon, McGraw-Hill Book Co. 1967 Modeling and Analysis of Dynamic Systems, Close/Frederick, 2nd edition, Wiley, 1995 Campus Resources (lecture room, laboratory, library, etc) The course is given in a regular lecture room. The Controls Laboratory is used for this course. References are held in the University Library. Course Requirements: Students must perform all assignments; take all laboratories and test given by the Instructor. Laboratory A Laboratory is given once a week in the Controls Laboratory Fieldwork: N/A 3. Typical Course Schedule (15-week semester)

Week Day Module Number Monday MEEG4009M1 1 Wednesday MEEG4009M1 Friday Laboratory I (Analog Computer) Monday MEEG4009M1 2 Wednesday MEEG4009M1 Friday Laboratory II (Analog Computer) Monday MEEG4009M2 3 Wednesday MEEG4009M2 Friday Laboratory III (Analog Computer) Monday MEEG4009M2 4 Wednesday MEEG4009M3 Friday Laboratory IV (Intro. to Matlab & Simulink) Monday MEEG4009M3 5 Wednesday MEEG4009M3

Friday Laboratory V (Intro. to Matlab & Simulink) Monday MEEG4009M3 6 Wednesday MEEG4009M4 Friday Laboratory VI (Intro. to Matlab & Simulink) Monday MEEG4009M4 7 Wednesday MEEG4009M4 Friday Laboratory VII (1st Order Systems with Matlab & Simulink) Monday MEEG4009M4 8 Wednesday TEST I Modules (1,2,3,4) Friday Laboratory VII (2nd Order Systems with Matlab & Simulink) Monday MEEG4009M5 9 Wednesday MEEG4009M5 Friday Laboratory VIII (Control Actions with Matlab & Simulink, 1st order

systems) Monday MEEG4009M5

10 Wednesday MEEG4009M6 Friday Laboratory IX (Control Actions with Matlab & Simulink, 2nd order

systems) Monday MEEG4009M6


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11 Wednesday MEEG4009M6 Friday Laboratory X (Control Design using time Response and Matlab &

Simulink) Monday MEEG4009M6

12 Wednesday MEEG4009M7 Friday Laboratory XI (Bode Diagrams with Matlab & Simulink) Monday MEEG4009M7

13 Wednesday MEEG4009M7 Friday Laboratory XII (Bode Diagrams/Control Design with Matlab &

Simulinkj) Monday MEEG4009M7

14 Wednesday MEEG4009M7 Friday TEST II Modules (5,6) Monday MEEG4009M7

15 Wednesday MEEG4009M7 Friday Laboratory Test

16 Final Exam/Project 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x x x


16. Educational Objectives 1 2 3 4 5 6 7 x x x x X


Dr. Frederick Just, February 2001. Dr. Frederick Just, May 2008.


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University of Puerto Rico Mayagüez Campus

College of Engineering

A. COURSE SYLLABUS 1. General Information Course Number: INME 4011 Course Title: Machine Element Design I Credit-Hours: 3 2. Course Catalog Description Application of the fundamentals of statics, dynamics, strength of material, and material science to the design of machine members and other mechanical elements. 3. Pre/Co-requisites: Thermodynamics (INME4001), Mechanics of Materials (INME4011-12), Mechanism Design (INME4005) 4. Textbook, Supplies and Other Resources “Mechanical Engineering Design” J.E. Shigley, C.R. Mischke, R.G. Budynas; McGraw-Hill, 7th Ed., New York Recommended Books: “Fundamentals of Machine Elements” B.J. Hamrock, S.R. Schmid, B. Jacobson, 2nd Edition, McGraw Hill, NY “Fundamentals of Machine Component Design”, 3rd Ed., Juvinall and Marshek; John Wiley & Sons, 3rd Ed., New York “Machine Design: An Integrated Approach”, R.L. Norton, 3rd Edition, Prentice Hall,

“Shigley's Mechanical Engineering Design”; R.G. Budynas, J.K. Nisbett; McGraw Hill Higher Education; 8th Ed. NY. Supplies and other materials Handouts are available in the course web-page http://academic.uprm.edu/pcaceres. Quizzes will be taken in WebCT platform. Guidelines and description of the Design Project are available at the course web-page

http://academic.uprm.edu/pcaceres. 5. Purpose This course will integrate the knowledge gained in the courses of Statics, Dynamics, Mechanics of Materials I and II, and Engineering Materials into the design process of machine elements. Students will learn the concepts of different failure theories and apply them in the design practices of commonly used machine elements. 6. Course Objectives and Student Learning Outcomes After completing the course, the student should be able to: • Identify the location of the critical point on a machine and calculate the corresponding

stresses • Apply the basic static theories of failure to design and analyze machines subjected to

static loading


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• Apply general stress concentration and fracture mechanic principles to the design of mechanical components.

• Select the optimum material, based on the loading conditions and design restrictions. • Apply the basic fatigue failure theories to design and analyze machines subjected to

dynamic loading. 7. Requirements All students are expected to: - Attend all class session and come to all classes and on time. - Do all assignments and related homework. - Do well on all tests to receive credit for the course. - Do well on the course project. - Make a final project presentation 8. Laboratory Some computer work is required for the solution of the home works and the design project. The students can use any language or software that is available to them. 9. Field work None 10. Evaluation/Grading

Exam #1 (0-30%) Exam #2 (0-30%) Quizzes (0-6) (0-40%) Final Exam (0-30%) Project (0-30%)

90%-100% = A, 78%-89% = B, 65%-77% =C, 50%-64% = D Students should bring a calculator to the exam 11. Campus Resources General Library and the Engineering Computer Center may have materials to supplement the course. Individual instructors will advise the students about the availability of these materials. Please refer to the Bulletin of Information for Undergraduate Studies. 12. Typical Course Schedule (15-week semester)

Week Topic* 1 Introduction, Bending Moment, Shear Loads, Torsion 2 Normal Stresses, Shear stresses, Principal Stresses 3 Combined Stresses, Stresses in 3-D , Deflection, 4 Strains, Principal strains, Strains in 3-D 5 Stiffness and compliance matrices, 6 Basic Elasticity, Isotropic and Orthotropic materials 7 Manufacture and Material Selection


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8 Material Indices 9 Stress concentration ; Introduction to Fracture Mechanics 10 Static Failure Theories 11 Dynamic Failure Theories (Fatigue, Impact, etc.) 12 Surface Failure

(*) The instructor has the freedom to decide what additional teaching and learning strategies will be used for each topic beyond regular lectures and how those outcomes are to be evaluated (assessment tools) in addition to regular exams, quizzes, and assignments. 13. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x 14. Relationship of the Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x 15. Educational Objectives 1 2 3 4 5 6 7 x x x x x 16. Person(s) who prepared this Description and Date of Preparation: Dr. Pablo G. Caceres-Valencia, April 2007.


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MEEG 4012

Course Title Design of Machine Elements 2 Credit-hours 3

Course Pre-requisites MEEG 4011 (Design of Machine Elements 1) Course Co-requisites Static failure theories

Fatigue failure theories Strength of materials Material science and process Computers

Purpose Teach students the steps involved and the necessary design considerations including safety and reliability to prepare the design of various machine components.

Responsible for its content Machine Science Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Study, analyses and design of machine components such as fasteners, mechanical springs, spur gears, bevel gears and worm gears, gear trains including power transmission systems and differentials, brakes, clutches, couplings and bearings. Safety and reliability consideration in machine design. Codes and Standards. Course Goals or Objectives

Item Description 1 To identify and state the machine component to be designed 2 To specify the design criteria 3 To apply the correct design equations 4 To conform with the right codes and standards

List of Modules

Module Number Title MEEG4012M1 Design of Screws and Fasteners MEEG4012M2 Welding MEEG4012M3 Design of Springs MEEG4012M4 Gears: Spur, Bevel, Helical and Worm MEEG4012M5 Clutches, Brake and Couplings MEEG4012M6 Rolling Element Bearings MEEG4012M7 Project


• Textbook Collins, J.A., 2003, Mechanical Design of Machine Elements and Machines, John Wiley & Sons, New York.

References


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Shigley, J.E., and Mischke, C.R., Mechanical Engineering Design, McGraw-Hill, 5th Ed., New York Spotts, M.F., and Shoup, T.E., 1998, Machine Elements, Prentice-Hall, New Jersey Robert C. Juvinall, and Kurt M. Marshek, 1999, Fundamentals of Machine Component Design, John Wiley & Sons, 3rd Ed., New York

Campus Resources (lecture room, laboratory, library, etc) • General library, department computer center, university computer center

Course Requirements

• Take three partial exams • Take final exam • Finish a course related design project • Make project presentation

Laboratory Some computer work is required for the solution of the home works and the design project. The students can use any language or software that is available to them. Field work None Evaluation/Grading

Exam #1 (25%) Exam #2 (25%) Exam #3 (25%) Final Exam (25%) Project (25%) 90%-100% = A, 78%-89% = B, 65%-77% =C, 50%-64% = D The partial exam with the lowest grade will not be used in calculating the average of the student. The exams are given during the class time. Students should bring a calculator to the exam.


Week Day Module Number Monday MEEG4012M1 1 Wednesday MEEG4012M1 Friday MEEG4012M1 Monday MEEG4012M1 2 Wednesday MEEG4012M1 Friday MEEG4012M1 Monday MEEG4012M1 3 Wednesday MEEG4012M1 Friday MEEG4012M2 Monday MEEG4012M2 4 Wednesday MEEG4012M2 Friday MEEG4012M2 Monday Exam #1 5 Wednesday MEEG4012M3

Friday MEEG4012M3 Monday MEEG4012M3 6 Wednesday MEEG4012M3 Friday MEEG4012M3 Monday MEEG4012M3


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7 Wednesday MEEG4012M3 Friday MEEG4012M3 Monday MEEG4012M4 8 Wednesday MEEG4012M4 Friday MEEG4012M4 Monday MEEG4012M4 9 Wednesday MEEG4012M4 Friday MEEG4012M4 Monday MEEG4012M4


11 Wednesday Exam #2 Friday MEEG4012M5



14 Wednesday MEEG4012M6 Friday Exam #3 Monday MEEG4012M7


16 Final Exam 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x

18. Educational Objectives 1 2 3 4 5 6 7 x x x x X


Dr. Ali Sabzevari, February 2007.


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MEEG 4015

Course Title HEAT TRANSFER Credit-hours Three Credit Hours

Course Pre-requisites GEEG 4015, MATH 4009, GEEG 3016, and MEEG 4001 Course Co-requisites None

Purpose The purpose of this course is to provide the students with the basic tools to analyze, synthesize, and design engineering systems requiring the fundamental knowledge of multi-mode heat transfer.


2. Detailed Course Information Course Description (as it appears in the catalog)

Study the fundamentals of steady and transient conduction, forced and natural convection and radiation heat transfer modes.

Course Goals or Objectives Item Description

1 Analyze steady state and transient conduction heat transfer systems 2 Analyze forced and natural convection heat transfer systems 3 Analyze radiation heat transfer systems 4 Analyze and design multi-mode engineering heat transfer systems

List of Modules

Module Number Title MEEG4015M1 One-dimensional steady state conduction heat transfer (8 classes)

MEEG4015M2 Multidimensional steady state conduction heat transfer with numerical methods (10 classes)

MEEG4015M3 Lumped and multidimensional transient conduction heat transfer with numerical methods (8

classes) MEEG4015M4 Forced and free convection heat transfer (11 classes) MEEG4015M6 Radiation heat transfer (5 classes)


• Textbook Fundamental of Heat and Mass Transfer, F.P. Incropera and D.P. DeWitt, Latest Edition, John Wiley & Sons


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• Supplies and other Materials

References

A.F. Mills, Basic Heat and Mass Transfer, (1999), Prentice Hall W.H. McAdams, Heat Transmission, 1954, McgrawHill Özisik, Heat Conduction, 1993, John Wiley and Sons Kays and Crawford, Convective Heat and Mass Transfer, 1993, Mcgraw-Hill


• General Library and University Computer Center is available to obtain professor’s reference MATHrials. • A fully equipped computer center is available for students’ use in L-120.

Course Requirements

All students are expected to:

• Attend the course on a continuous basis and on a timely fashion • Read the Material before upcoming lectures • Participate in class discussions • Complete homework assignments • Pass satisfactorily three partial tests • Use computers to solve assignment problems when required • Work in groups to finish a major design project

Laboratory

• Several selected homework problems will require the use of computers. Any programming language is acceptable, however, Matchcad is preferred.

• Demonstrations of concepts may require the visits to industries outside Campus

Evaluation/Grading

• Three two-hour long exams with score of 100 points each will be given during the semester • A design project will have a total score of 100 points • The final grade will be calculated using the following weight factors:

o EXAMS 1-3 and Final Exam – 87% o Final Project – 8% o Homework – 5%

• Final Grade will be determined based on the following score o A - 90% and above o B – 80% - 89% o C – 65% - 79%


Week Day Module Number Monday MEEG4015M1 1 Wednesday MEEG4015M1 Friday MEEG4015M1 Monday MEEG4015M1 2 Wednesday MEEG4015M1 Friday MEEG4015M1 Monday MEEG4015M1 3 Wednesday MEEG4015M1


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Friday TEST 1 Monday MEEG4015M2 4 Wednesday MEEG4015M2 Friday MEEG4015M2 Monday MEEG4015M2 5 Wednesday MEEG4015M2

Friday MEEG4015M2 Monday MEEG4015M2 6 Wednesday MEEG4015M2 Friday MEEG4015M2 Monday MEEG4015M2 7 Wednesday TEST 2 Friday MEEG4015M3 Monday MEEG4015M3 8 Wednesday MEEG4015M3 Friday MEEG4015M3 Monday MEEG4015M3 9 Wednesday MEEG4015M3 Friday MEEG4015M3 Monday MEEG4015M3

10 Wednesday TEST 3 Friday MEEG4015M4 Monday MEEG4015M4






16 Final Exam/Project 4. Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x x



1 2 3 4 5 6 7 x x x x x


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21. Person(s) who Prepared this Description and Date of Preparation: Dr. Jorge E. González, February 2001. Dr. Sandra Coutin, June 2007.


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College of Engineering - Mechanical Department

Syllabus & Instructor Information Sheet Form

INME 4031 MACHINE SCIENCE LABORATORY

A. Course Syllabus

1. General Information: Course Number: INME 4031 Course Title: Machine Science Laboratory Credit-Hours: 1 2. Course Description: Exposure to instrumentation techniques, data acquisition, data analysis, and technical report writing. 3. Pre/Co-requisites:

INME 4002 INME4015 INME I 4076

4. Textbook, Supplies and Other Resources: Figliola, R.S. and Beasley, D.E. (1995) Theory and Design for Mechanical Measurements, New York, NY, John Wiley& Sons. Five sheets each of log-log graph papers and 20 sheets of regular graph papers, calculator. 5. Purpose: The purpose of the course is to provide each student with hands-on experience in knowledge, availability, operation, and application characteristics of a wide variety of measuring instruments, data acquisition using computers, data analysis, and presentation of technical results in a report form. It is a required course for all Mechanical Engineering majors. 6. Course Goals: After completing the course, the student should be able to:

• Select and use sensors for temperature, pressure, strain, flow, and velocity measurements. • Use a digital multi-meter, oscilloscope, and power supply for engineering measurement.

Build electronic circuits for measurement and control-including bridges, D/A converters, A/D converters and program a microprocessor to interact with the mechanical system.

• Use a PC based data acquisition system. • Present engineering experimental results in form of a technical report.

7. Requirements: All students are expected to:

• Be aware of the safety requirements. • Work in groups. • Complete all measurement tasks. • Do all assigned readings and related homework. • Come to class prepared to discuss the task before performing it. • Come to class all the time and on time. • Pass all tests to receive credit for the course.


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8. Laboratory/Field Work (If applicable):

This is a laboratory course.

9. Department/Campus Policies: 9a. Class attendance is compulsory: The University of Puerto Rico, Mayagüez Campus, reserves the right to deal at any time with individual cases of non-attendance. Professors are expected to record the absences of their students. Frequents absences affect the final grade, and may even result in total loss of credits. Arranging to make up work missed because of legitimate class absence is the responsibility of the student. (bulletin of Information Undergraduate Studies, pp 39 1995-96) 9b. Absence from examinations: Students are required to attend all examinations. If a student is absent from an examination for a justifiable reason acceptable to the professor, he or she will be given a special examination. Otherwise, he or she will receive a grade of zero of “F” in the examination missed. (Bulletin of Information Undergraduate Studies, pp 39, 1995-96) 9c.Final examinations: Final written examinations must be given in all courses unless, in the judgment of the Dean, the nature of the subject makes it impracticable. Final examinations scheduled by arrangements must be given during the examination period prescribed in the Academic Calendar, including Saturdays. (Bulletin of Inf. Undergraduate Studies, pp 39, 1995-96). 9d. Partial withdrawals: A student may withdraw from individual courses at any time during the term, but before the deadline established in the University Academic Calendar. (Bulletin of Undergraduate Studies, pp 37, 1995-96). 9f. Disabilities: All the reasonable accommodations according to the Americans with Disability Act (ADA) Law will be coordinated with the Dean of Students and in accordance with the particular needs of the student. 9g. Ethics: Any academic fraud is subject to the disciplinary sanctions described in article 14 and 16 of the revised General Student Bylaws of the University of Puerto Rico contained in Certification 018-1997-98 of the Board of Trustees. The professor will follow the norms established in articles 1-5 of the Bylaws. 10. Campus Resources (if applicable):

General Library is available to obtain professor’s reference materials.

11. General Topics: • Experimental planning, data acquisition, data analysis and reduction using statistical

techniques, sensitivity and uncertainty analysis, and representation of results. (2 classes) • Calibration of instruments and error classification. (1 class) • Measurement of pressure and temperature, time response of a first-order system, stress-

strain measurement, and fluid flow measurement. (10 laboratory classes) • Mid-term exams. (3 – outside class hours)


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College of Engineering - Mechanical Department


INME 4031 MACHINE SCIENCE LABORATORY

B. Instructor Information Sheet 1. General Information: Instructor: Title: Office: Office Hours: E-mail: Telephone No.: (787) 832-4040 Ext. 2. Course Description: Course Number: INME 4031 Course Title: Mechanical Engineering Laboratory I 3. Purpose: The purpose of the course is to provide each student with hands-on experience in knowledge, availability, operation, and application characteristics of a wide variety of measuring instruments, data acquisition using computers, data analysis, and presentation of technical results in a report form. It is a required course for all Mechanical Engineering majors. 4. Course Goals: After completing the course, the student should be able to:

• Select and use sensors for temperature, pressure, strain, flow, and velocity measurements. • Use a digital multi-meter, oscilloscope, and power supply for engineering measurement. Build

electronic circuits for measurement and control-including bridges, D/A converters, A/D converters and program a microprocessor to interact with the mechanical system.

• Use a PC based data acquisition system. • Present engineering experimental results in form of a technical report.

5. Requirements: All students are expected to:

• Be aware of the safety requirements. • Work in groups. • Complete all measurement tasks. • Do all assigned readings and related homework. • Come to class prepared to discuss the task before performing it. • Come to class all the time and on time. • Pass all tests to receive credit for the course.

6. Laboratory/Field Work: This is a laboratory course. 7. Instructional Strategy: This course gives an introduction to engineering measurements and instrumentation. Both general principles and specific applications will be addressed. The course material can be divided into four areas as listed below. However, the course is not divided in this manner, as it is necessary to consider


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several topics simultaneously at times.

1. Computers and their use in instrumentation. 2. Measurement accuracy and uncertainty in measurements. 3. Specific measurements. (Pressure, Temperature, strain, Displacement, etc.) 4. Data acquisition and experiment design.

The course is divided into lectures and hands-on laboratory sessions. The duration of each laboratory session is three hours. Typically the first 45 minutes of the laboratory time is devoted to lecture on relevant topics pertaining to instrumentation and measurement followed by a hands-on laboratory task. Ten laboratory tasks are designed for this semester. Students will be given both reading assignments and printed laboratory tasks in advance. It is the responsibility of the student to become familiar with this material before it is discussed in class. Quizzes will be given on a regular basis, and will account for 10% of the final grade. Each task will be due the day after the task is performed in the laboratory. 8. Evaluation/Grade Reporting: There will be two examinations. Exams are 1.5 to 2 hours long. Approximate examination dates are listed below. Because of required coordination among the various sections, the exact exam dates will be given in class at least on week in advance of a test. These dates are unlikely to coincide with the weekday that your section meets. Therefore, the tests will occur outside meeting hours. We will select the best time for exams by majority vote within the first two weeks. Students must report possible time conflicts for exams by the second of classes. Final exam times will be sent then. From the on, all students must make the necessary arrangements to be available for the exam. Excuses involving time conflicts will not be accepted! Exam Dates Exam 1 (7:00 pm to 9:00 pm) (tentative)

Exam 2 (7:00 pm to 9:00 pm) (tentative)

Final Exam (7:00 pm to 9:00 pm) (tentative)

The following weights will be given to each score category to determine the final course score.

Presentation 10%

Quizzes 10%

Exam 1 15%

Exam 2 15%

Final Exam 15%

Laboratory Tasks 35%

Total 100% Final course grade will be assigned depending on the score received. If the section’s final score average is above 75%, the following table will used. A 90% and more

B 80% - 89%


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C 70% - 79%

D 60% - 69%

F 0% - 59%

9. Deadlines for Assignments: Reading assignments are indicated at the top of each task sheet. The deadline for each reading assignment is the day the related task will be performed. Reading will be evaluated through regular quizzes. Deadline for individual tasks is exactly one week after the task in performed in class, at the beginning of the next class. 10. Student Assistance (If applicable): Student must take all exams at scheduled times. If you cannot attend an exam, you must submit an excuse before the exam (not after!). In case of medical emergency, you must bring a medical excuse as soon as you have recovered. Make-up exams will be given for special circumstances only. For other types of assistance, please contact the main office (ext. 3664) 11. Attendance and Behavior: Attendance is mandatory and will be randomly checked. Proper behavior and safety precautions are to be observed at all times. 12. Instructor Responsibilities (If applicable): It is the instructor’s responsibility to grade all tasks and exams. The instructor should behave professionally and answer questions raised in class. If the instructor cannot answer any reasonable question raised in class, then it is the instructor’s responsibility to seek and provide an answer within a reasonable time. 13. Course Outline And Schedule:

Class Meeting Lecture Topic Laboratory

Activity Date

1 Class introduction. Syllabus. Report writing. Instrumentation and measurement terminology.

None

2 Statistical techniques for data analysis. Normal distribution, student’s t-distribution. Linear regression.

Task 1

3 Stress-strain measurement and determination of Young’s Modules. Quiz 1

Task 2

4

Calibration and calibration errors. Pressure measurements using Bourdon Gage; static calibration. Quiz 2

Task 3

5 Review Exam #1 6 Exam #1

7 Use of Analog Electrical Devices for measurement. Quiz 3

Task 4

8 Uncertainty analysis. Temperature measurement using a thermocouple; static calibration.

Task 5


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Quiz 4

9

Voltage divider and Wheatstone bridges. Temperature measurements using RTD and thermistor; static calibration. Quiz 5

Task 6

10

Measurement system behavior and analog devices. Using oscilloscope to measure RTD time constant. Quiz 6

Task 7

11

Measurement system behavior and analog devices. Using oscilloscope to measure thermistor time constant. Quiz 7

Task 8

12 Review Exam #2 13 Exam #2:

14

Signal conditioning and Data Acquisition. Introduction to microprocessors. Quiz 8

Task 9

15

Electronic components and circuits. D/A Conversion. Measuring potentiometer position. Quiz 9

Task 10

16

A/D Conversion. Measuring temperature using a thermistor, an A/D converter, and a microprocessor. Static calibration. Quiz 10

Task 10

17 Review for Final Exam 18 Final Exam

14. Additional References: • Beckwith, T., Marangoni, R., and Lienhard, J., (1993) Mechanical Measurements,

Addison_Wesley, Reading, MA. • Coleman, H., Steele, W., (1989) Experimental Uncertainty Analysis for Engineers, John

Wiley & Sons, New York, NY. • Doebelin, E., (1983) Measurement Systems: Application and Design, McGraw-Hill Book,

New York, NY. • Holman, J. P., (1994) Experimental Methods for Engineers, MecGraw-Hill, Inc., • International Edition.

Contribution of Course to Meeting the Professional Component: a b c d e f G h i j k x x x X x

Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x


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Educational Objectives: 1 2 3 4 5 6 7 x x x x

Revised by: Vijay Goyal, 2007


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Syllabus & Instructor Information Sheet Form A. COURSE SYLLABUS 1. General Information: Course Number: INME 4032, section 020, Wednesday from 8:35 to 11:35 pm Course Title: Mechanical Engineering Laboratory Credit-Hours: 1 credit, 3 hours laboratory per week. 2. Course Description: Laboratory experiments and projects in thermal sciences. 3. Pre/Co-requisites: INME 4031 (Mechanical Engineering Laboratory I) 4. Textbook, Supplies and Other Resources: Mechanical Engineering Laboratory Manual (provided by the instructors) 5. Purpose: The purpose of this course is to provide practice and expose the mechanical engineering student to various heat transfer analysis and thermodynamic systems. Students will be able to physically observe and learn the functioning of various equipments and analyze their thermal performance as well as connect and apply the knowledge obtained in heat transfer, thermodynamic, and fluid mechanics courses. At the end of the course students will acquire the basic tools to analyze, synthesize, and design and test engineering thermal systems involved with multi-mode of heat transfer. 6. Course Goals: To show experimentally several concepts on heat transfer and thermodynamics. To show physical configuration and operation of various equipments where heat transfer and thermodynamic processes take place. To relate prior knowledge from heat transfer, thermodynamics, and fluid mechanics courses to real processes. To familiarize students with data acquisition systems and interpretation of experimental results. To expose students to the application of thermal analysis to real systems. To develop engineering skills through the design and evaluation of a system to meet desired needs. To integrate prior knowledge from several ME courses through the development of one project. To develop technical writing skills through the preparation of technical reports. To develop communication skills through an oral presentation of experimental setups and results obtained in the laboratory. 7. Requirements: All students are expected to:

• Attend the course on a continuous basis and on a timely fashion • Read the material provided during lectures • Gather information on the operation and functionality of all the equipments required by the experiments


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• Report experimental results by technical reports and oral presentations • Participate in class discussions • Complete lab assignments • Work in groups to finish a major design project • Pass satisfactorily short partial tests after each of the four (4) labs and a final comprehensive exam at the

end of the semester 8. Laboratory/Field Work (If applicable): Five (5) experiments and one project will be performed during the semester where students will become familiar with the operation of various equipments and data acquisition systems. All the experimental tasks will be done in the facilities of the Mechanical Engineering Laboratory in the Luchetti building. Labs are considered a major part of the class, and all students are required to participate. Radios, tape recorders, and other audio or video equipment are not permitted in the lab or classroom at any time. Smoking is not permitted in any area other than those areas designated for smoking. Food and drinks are not permitted in any area of the laboratory.

9. Department/Campus Policies: 9a. Class attendance: Class attendance is compulsory. The University of Puerto Rico, Mayagüez Campus, reserves the right to deal at any time with individual cases of non-attendance. Professors are expected to record the absences of their students. Frequent absences affect the final grade, and may even result in total loss of credits. Arranging to make up work missed because of legitimate class absence is the responsibility of the student. (Bulletin of Information Undergraduate Studies, pp 39 1995-96) 9b. Absence from examinations: Students are required to attend all examinations. If a student is absent from an examination for a justifiable reason acceptable to the professor, he or she will be given a special examination. Otherwise, he or she will receive a grade of zero of "F" in the examination missed. (Bulletin of Information Undergraduate Studies, pp 39, 1995-96) 9c. Final examinations: Final written examinations must be given in all courses unless, in the judgment of the Dean, the nature of the subject makes it impracticable. Final examinations scheduled by arrangements must be given during the examination period prescribed in the Academic Calendar, including Saturdays. (See Bulletin of Information Undergraduate Studies, pp 39, 1995-96). 9d. Partial withdrawals: A student may withdraw from individual courses at any time during the term, but before the deadline established in the University Academic Calendar. (See Bulletin of Information Undergraduate Studies, pp 37, 1995-96). 9e. Complete withdrawals: A student may completely withdraw from the University of Puerto Rico, Mayagüez Campus, at any time up to the last day of classes. (See Bulletin of Information Undergraduate Studies, pp 37, 1995-96). 9f. Disabilities: All the reasonable accommodations according to the Americans with Disability Act (ADA) Law will be coordinated with the Dean of Students and in accordance with the particular needs of the student. 9g. Ethics: Any academic fraud is subject to the disciplinary sanctions described in article 14 and 16 of the revised General Student Bylaws of the University of Puerto Rico contained in Certification 018-1997-98 of the Board of Trustees. The professor will follow the norms established in articles 1-5 of the Bylaws. 10. Campus Resources (If applicable): General Library and University Computer Center is available for additional references.


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11. General Topics: Conduction heat transfer Forced and free convection heat transfer Heat Exchanger Thermodynamics analysis of a power plant. Fuel Cells. Saturation curves Final project


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B. Instructor Information Sheet 1. General Information: Professor: Office: Phone: Office Hours: E-mail:

2. Instructional Strategy: The section will be divided into groups of four students that will work as a team. Each group will have a leader. Group leader changes from experiment to experiment such that every student gets at least one opportunity to lead the team. For each experiment there are three activities that are executed in the following sequence: discussion meeting, experimental session, and report. A description of each activity follows. Experimental Session: During this task, the group is expected to take data. The group leader should command and distribute the work. Students must meet at the equipment site on the dates scheduled for the experimental sessions. Data-sheets must be written in ink and signed by the instructor at the end of the experimental session. STUDENTS MUST COMPLY AT ALL TIMES WITH SAFETY REGULATIONS. The ability of the students to work in teams will be considered during evaluation. Students are expected to integrate theoretical background to the experimental task. Report: Students on each group are expected to submit a summary report and present their findings to the class (about 15 minutes). Use of transparencies and other visual aids is encouraged. Presentations will take place on report due dates. All members in the group must be prepared for it. The instructor will choose the speaker. Performance during the presentation will be part of the report grade. This must be written in Technical English, and when possible, should not exceed 15 pages comprising the following parts: title page, abstract, table of contents, list of symbols, objective and experimental setup, sample calculations, results, discussion, conclusion, recommendations, and references. The original data-sheet must be included as an appendix. Data sheets without the date and instructor’s signature will not be accepted. For such cases, the students must retake the data in order to submit the report. Please, refer to the instructor for detailed information about each part of the report. The cover page of the report must show the title of the experiment, instructor’s name, section number, group letter identification (i.e., Group A), and group member’s names. Report must be submitted after ending each of the experimental sessions in a simpler format being the sample calculations, discussion of results, conclusions and recommendations the most important parts. Following the report presentation session, the students will take a short test related to the experiment, when applicable.

8. Evaluation/Grade Reporting: The course grade will be distributed as follows:

a. Experiments Report 40 % b. Quiz: 20% c. Project: 15 % d. Final Exam: 25 %


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The course grade will be determined based on the following scale: 100 – 90% A 89 – 80% B 79 – 70% C 69 – 60% D 59 – 0% F 9. Attendance and Behavior: Students must arrive to the classroom or laboratory site before the exact time. Under justified circumstances, a five minutes tolerance without affecting the grade is permitted. Latecomers within the first fifteen minutes will receive a 10-point penalty on the ongoing course activity (Task Discussion, Experiment, and Report). Students arriving 15 minutes late or more to the laboratory site will be considered absent. Make-up laboratory work is allowed only if a valid reason exists (to be decided by the Instructor). In this case, the student must perform an experiment which could be different from the one scheduled for the semester and write his or her own report. 10. Course Outline And Schedule:

Dates Topic Activity January 17 Introduction to the course January 17 Conduction heat transfer experiment Theory January 24 Conduction heat transfer experiment Experimental session

January 31 Conduction and Convection heat transfer experiment Report and theory for next lab

February 7 Convection heat transfer experiment Experimental session

February 14 Convection heat transfer and Heat exchanger experiment Report and theory for next lab

February r 21 Heat exchanger experiment Experimental session February 28 Heat exchanger Report and theory for next lab

March 7 First Partial Exam Exam March 14 Fuel cell experiment Experimental session March 21 Project Presentation

March 28 To be Assigned (Rankine or Boiler experim.)

Report and theory for next lab

April 4 Saturation Curve experiment Experimental session April 11 Second Partial Exam Exam April 18 Saturation Curve experiment Report April 25 Project meeting Questions May 2 Project Presentation and final repot May 9 Final comprehensive exam Exam

This schedule is subjected to changes 11. Additional References: Incropera, F.P. and DeWitt, D.P., 2002, Fundamentals of Heat and Mass Transfer, latest edition, New York, John Wiley and Sons. Moran, M. and Shapiro H., 2000, Fundamentals of Engineering Thermodynamics, 4th Edition, New York, John Wiley and Sons. Beckwith, T. G. and Marangoni, R, D., 1990, Mechanical Measurements, 4th Edition, New York, Addison Wesley. Dally, J. W., Riley, W. F. and McConnell, K. G., 1984, Engineering Measurements, New York, John Wiley and Sons. Holman, J.P., 1978, Experimental Methods for Engineers, 3rd Edition, New York, McGraw-Hill.


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Contribution of Course to Meeting the Professional Component: a b c d e f g h i j k x x x x x x

Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x x

Educational Objectives: 1 2 3 4 5 6 7 x x x x

Revised by: Dr. Gustavo Gutierrez, June 2007

CODE OF ETHICS OF ENGINEERS

The Fundamental Principles

Engineers uphold and advance the integrity, honor and dignity of the engineering

profession by: using their knowledge and skill for the enhancement of human welfare;

being honest and impartial, and serving with fidelity the public, their employers and

clients; striving to increase the competence and prestige of the engineering profession;

and supporting the professional technical societies and their disciplines.

The Fundamental Canons

1. Engineers shall hold paramount the safety, health and welfare of the public in

the performance of their professional duties.

2. Engineers shall perform services only in the areas of their competence.


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3. Engineers shall issue public statements only in an objective and truthful

manner.

4. Engineers shall act in professional matters for each employer and client as

faithful agents or trustees, and shall avoid conflicts of interest.

5. Engineers shall build their professional reputation on the merit of their

services and shall not compete unfairly with others.

6. Engineers shall act in such a manner as to uphold and enhance the honor,

integrity and dignity of the profession.

7. Engineers shall continue their professional development throughout their

careers and shall provide opportunities for the professional development of

those engineers under their supervision.

CANONES DE ETICA DEL INGENIERO Y DEL AGRIMENSOR

Principios Fundamentales de Ética Profesional

A fin de mantener y enaltecer la integridad, el honor y la dignidad de sus profesiones, de

acuerdo a las más altas normas de conducta moral y ética profesional, el ingeniero y el

agrimensor:

1. Deberán considerar su principal función como profesionales la de servir a la

humanidad. Su relación como profesional y cliente, y como profesional y

patrono, deberá estar sujeta a su función fundamental de promover el bienestar

de la humanidad y la de proteger el interés público.

2. Serán honestos e imparciales y servirán con fidelidad en el desempeño de sus

funciones profesionales, manteniendo siempre su independencia de criterio

que constituye la base de su profesionalismo.


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3. Se esforzarán en mejorar la competencia y el prestigio de la ingeniería y la

agrimensura.

Cánones de Ética Profesional

El ingeniero y el agrimensor, en el cumplimiento de sus deberes profesionales,

deberán:

CANON 1 CANON 2 CANON 3 CANON 4 CANON 5 CANON 6 CANON 7 CANON 8 CANON 9 CANON 10

Velar por sobre toda otra consideración por la seguridad, el ambiente, la salud y el bienestar de la comunidad en la ejecución de sus responsabilidades profesionales. Proveer servicios únicamente en áreas de sus competencias. Emitir declaraciones públicas únicamente en una forma veraz y objetiva. Actuar en asuntos profesionales para cada patrono o cliente como agentes fieles o fiduciarios, y evitar conflictos de intereses o la mera apariencia de estos, manteniendo siempre la independencia de criterio como base de profesionalismo. Edificar su reputación profesional en el mérito de sus servicios y no competir deslealmente con otros. No incurrir en actos engañosos en la solicitud de empleo y en el ofrecimiento de servicios profesionales. Actuar con el decoro que sostenga y realce el honor, la integridad y la dignidad de sus profesiones. Asociarse únicamente con personas u organizaciones de buena reputación. Continuar su desarrollo profesional a lo largo de sus carreras y promover oportunidades para el desarrollo profesional y ético de los ingenieros y agrimensores bajo su supervisión. Conducirse y aceptar realizar gestiones profesionales únicamente en conformidad con las leyes y los reglamentos aplicables y con estos Cánones.

Revised by: Gustavo Gutierrez, 2007


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Course Catalog

Number MEEG 4055

Course Title Manufacturing Processes Credit-hours 3

Course Pre-requisites GEEG 4001, Engineering Materials Course Co-requisites

Purpose To develop a unified vision of the traditional manufacturing processes and the impact of the product design in the selection of the process.

Responsible for its content Materials and Manufacturing Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Different manufacturing processes and machine tools; influence of the method of fabrication upon the properties of materials; computer and numerical control of machine tools; use of plastics. Course Goals or Objectives

Item Description 1 To understand the basics of the basic, traditional manufacturing processes. 2 To relate the material properties with the way the material is processed. 3 To identify, within the context of the processes studied in the course, general characteristics in the part

that simplifies or complicates its manufacture. 4 To select within the processes studied in the course which processes are the best for the manufacture of

a given product. 5 To effectively use data to perform basic quality control and statistical process control analysis. 6 To effectively perform engineering analysis of the processes studied in the course. 7 To select practical operation parameters of the processes studied in the course.


MEEG4055M1 Course introduction MEEG4055M2 Metrology and quality control MEEG4055M3 Casting and molding processes MEEG4055M4 Bulk deformation processes MEEG4055M5 Sheet metal forming processes MEEG4055M6 Material removal processes MEEG4055M7 Automation of material removal processes MEEG4055M8 Joining processes


• Textbook


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Kalpakjian, Serope, and Schmid, Steven, R, (2003), 4th Edition; Manufacturing Processes for Engineering Materials; Prentice Hall.

References 1. Manufacturing Engineering and Technology, Serope Kalpakjian and Steven R.

Schmid, Prentice Hall, 2001 2. Introduction to Manufacturing Processes and Materials, Robert C. Creese, Marcel

Dekker, 1999 3. Principles of Manufacturing Processes, J. Beddoes and M. J. Bibby, Arnold

Publishers, 1999 4. Manufacturing Processes and Equipment, George Tlusty, Prentice Hall, 2000

Modern Materials and Manufacturing Processes, R. Gregg Bruce, Mileta M. Tomovic, John E. Neely, and Richard R. Kibbe, 1998

5. Process Selection From Design to Manufacture, K. G. Swift and J. D. Booker, Arnold Publishers, 1997

6. Manufacturing Processes and Systems, Phillip F. Ostwald and Jairo Muñoz, John Wiley, 1997

Campus Resources (lecture room, laboratory, library, etc) 1. General library 2. Computer center 3. Lecture room 4. Counseling office

Course Requirements • Basic knowledge of metals and polymers microstructures. • Knowledge of mechanical properties of materials. • Understanding of phase diagrams for steels and other alloys. • Understanding and analysis of basic chemical reactions.

Knowledge and use of basic force, stress and strain analysis.

Laboratory • A laboratory course, MEEG 4056, is required and can be taken either concurrently or after this course. • Homeworks or project are done using the computer centers located in the campus.

Field work N/A

Evaluation/Grading • Exams 75% • Homeworks or project 25%


Week Day Module Number Monday MEEG4055M1 1 Wednesday MEEG4055M1 Friday MEEG4055M1 Monday MEEG4055M1 2 Wednesday MEEG4055M2 Friday MEEG4055M2 Monday MEEG4055M2 3 Wednesday MEEG4055M2 Friday MEEG4055M2 Monday MEEG4055M3 4 Wednesday MEEG4055M3


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Friday MEEG4055M3 Monday MEEG4055M3 5 Wednesday MEEG4055M3

Friday MEEG4055M3 Monday MEEG4055M3 6 Wednesday Exam modules 1,2,3 Friday MEEG4055M4 Monday MEEG4055M4 7 Wednesday MEEG4055M4 Friday MEEG4055M4 Monday MEEG4055M4 8 Wednesday MEEG4055M4 Friday MEEG4055M5 Monday MEEG4055M5 9 Wednesday MEEG4055M5 Friday Exam modules 4,5 Monday MEEG4055M6





14 Wednesday MEEG4055M7 Friday Exam modules 6,7 Monday MEEG4055M8

15 Wednesday MEEG4055M8 Friday MEEG4055M 8


5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x x x


1 2 3 4 5 6 7 x x x x X x


Dr. Lourdes Rosario, February 2001. Revised by Dr. Jayanta Banerjee, June 2007


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(Note: Only the text book is changed because the new text book is a much up-dated version and contains chapters on newer technologies like ‘Fabrication of Microelectronic and Micromechanical Devices ‘(Ch. 13). The rest of the syllabus is fine, and hence remains unaltered.)


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General Course Data

Course Catalog

Number INME 4056

Course Title Manufacturing Process Laboratory Credit-hours 1- credit

Course Pre-requisites Course Co-requisites INME 4055

Purpose To provide demonstrations and hands-on activities related with some of the most common manufacturing process in the industry

Responsible for its content Materials and Manufacturing Committee

Detailed Course Information Course Description (as it appears in the catalog) Demonstration and operation of machine-tools in modern manufacturing. Course Goals or Objectives At the end of the semester the students should be able to:

Item Description 1 correctly use the measurement instruments used in the laboratory and select the best measurement

instrument for an application, 2 understand the traditional manufacturing processes of turning, milling, drilling, rolling, and forging, 3 select the most appropriate machining process and related parameters to make a specific feature for a

product 4 perform engineering calculations related to these processes, 5 program in computerized numerical control language (CNC) and produce the part in a CNC lathe 6 develop written and oral communication skills


1 Introduction and safety rules 2 Metrology 3 Lathe and wear 4 Milling and drilling 5 Forging 6 Rolling 7 Computerized Numerical Control


Textbook Rosario, Lourdes M. (2000) Laboratorio de Procesos de Manufactura, Manual de Actividades, tercera edición.


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References

7. Manufacturing Processes for Engineering Materials, Serope Kalpakjian and Steven R. Schmid, Prentice Hall, 4th ed 2003.

8. Introduction to Manufacturing Processes, John A. Schey , Mc Graw-Hill, 3rd ed 2000 (http://www.mhhe.com/engcs/mech/schey)

9. Fundamentals of Modern Manufacturing: Materials, Processes, and Systems, Mikell P. Groover, Prentice Hall, 1996.

10. SME, Tool and Manufacturing Engineering Handbook, SME Press, 1989.

Campus Resources (lecture room, laboratory, library, etc) 1. General library 2. Computer center

Course Requirements • Basic knowledge of metals and polymers microstructures and mechanical properties of materials. • Knowledge and use of basic force, stress and strain analysis. • Knowledge of basic calculus.

Evaluation/Grading Midterm exam 17% Laboratory work 17% Written and oral reports 66% Contribution of Course to Meeting the Professional Component: a B c d e f g h i j k x x x x x x

Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x x x x

Educational Objectives: 1 2 3 4 5 6 7 x x x x x x

Person(s) who Prepared this Description and Date of Preparation: Dr. Lourdes M. Rosario, April 2007.


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Course Catalog

Number MEEG 4057

Course Title Engineering Design Credit-hours 4 hrs.

Course Pre-requisites MEEG 4002, and MEEG 4007, MEEG 4012, and MEEG 4015. Course Co-requisites None

Purpose Give students the opportunity to practice skills required to solve real- world engineering projects such as those encountered in an industrial setting. Students work in teams of three to four members and respond to an industry/project supervisor.

Responsible for its content Machine Science Committee

2. Detailed Course Information Course Description (as it appears in the catalog) Formulation, design and analysis of engineering projects; creative aspects of design; design methodology, safety, liability and patents. Technical presentation, both oral and written. Course Goals or Objectives

Item Description 1 Learn to identify, formulate and manage an industrial level group project. 2 Learn to search for information, brainstorm and provide alternate solutions to an engineering problem. 3 Learn to evaluate different solutions and how to validate the selected alternative. 4 Learn to develop acceptable design solutions to the problems subject to economic, environmental,

health, safety, industry and government codes and standards. 5 Understand intellectual property issues. 6 Learn project documentation issues such as service manuals, assembly manuals and user’smanuals. 7 Learn to communicate in oral and written forms with technical and/or managerial staff as well as clients. 8 Integrate topics covered in prior semesters in the curriculum.


Introduction MEEG4057M1 Total Design MEEG4057M2 Project Management MEEG4057M3 Oral Presentation Skills MEEG4057M4 Creativity and Innovation MEEG4057M5 Energy Management and Energy Saving Strategies MEEG4057M6 Maintenance Technology MEEG4057M7 EHS-World Class Management MEEG4057M8 Hazard Communications MEEG4057M9 Ethics in Engineering Practice


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MEEG4057M10 Lock-out Tag-out MEEG4057M11 Intellectual Property Issues MEEG4057M12 Field Trip/ Progress Report meetings

Materials, equipment, references Design Handbooks and Codes, Equipment Catalogs, Internet, Instructor’s notes and handouts. Computer Aided Design Laboratory Facilities. Manufacturing Laboratory Facilities (depending on project). References ASME Codes, OSHA Codes, EPA Codes among others. References are held in the University Library. Campus Resources (lecture room, laboratory, library, etc) The course is given in a regular lecture room. Computer Aided Design Laboratory Facilities. Manufacturing Laboratory Facilities (depending on project). Course Requirements Students are required to work in teams of 3 to 4 members, having one team leader. Students must attend weekly seminars/workshops. Students must attend field trips and meetings with the coach engineers/industry representatives. Students must complete a semester engineering project subject to applicable codes and design constraints. Students must make progress reports and presentations to the College of Engineering and respective industry representatives. Students must provide a final written report validating engineering design solution acceptable to both course professor and industry related personnel. Laboratory Laboratory facilities are used on an as needed basis depending on the nature of the engineering project. Field work Students are required to perform the necessary testing, model construction and any other type of field work related to the project. Evaluation/Grading Students Evaluation is based on:

Engineering Design Progress Reports (oral and written) Validation of Solution to Engineering Problem Final Report


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Week Day Module Number Monday 1 Wednesday MEEG4057M0 Friday MEEG4057M 0 Monday 2 Wednesday MEEG4057M1 Friday MEEG4057M12 Monday 3 Wednesday MEEG4057M2 Friday MEEG4057M4 Monday 4 Wednesday MEEG4057M3 Friday MEEG4057M12 Monday 5 Wednesday MEEG4057M4

Friday MEEG4057M12 Monday 6 Wednesday MEEG4057M3 Friday MEEG4057M12 Monday 7 Wednesday MEEG4057M5 Friday MEEG4057M12 Monday 8 Wednesday MEEG4057M5 Friday MEEG4057M12 Monday 9 Wednesday MEEG4057M6 Friday MEEG4057M12 Monday

10 Wednesday MEEG4057M7 Friday MEEG4057M12 Monday


Monday 12 Wednesday MEEG4057M9 Friday MEEG4057M12 Monday




16 Final Project


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4. Contribution of Course to Meeting the Professional Component: a b c d e f G h i j k x x x x x x X x x x

5. Relationship of Course to Program Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 x x x x x X x x x x


1 2 3 4 5 6 7 x x x x x x X


Dr. David Serrano, February 2001. Dr. Francisco Rodriguez, June 2007.


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Course Catalog

Number MEEG 4058

Course Title Computer Aided Engineering Design Credit-hours 3

Course Pre-requisites MEEG 4012 (Design of Machine Elements II) GEEG 3017 (Computer Aided Graphics)

Course Co-requisites Purpose At the end of the semester the students should be able to solve mechanical

engineering problems using the computer as a tool. Responsible for its content Machine Science Committee


Course Description (as it appears in the catalog) Study of the basic concepts underlying the state-of-the-art engineering software. Use of engineering design software and interactive workstations in the design of machine elements, energy conversion systems, transfer processes, and control systems. Course Goals or Objectives

Item Description 1 To provide students with the basic optimization and finite element theory of analysis programs for

Mechanical Engineering. 2 To introduce the students to the use of various computer software used as design tools in different

Mechanical Engineering applications. 3 To create an awareness about the potential of these software as well as their limitations. 4 To integrate computer programming to analyze and/or design. 5 To work a through-the-semester design project applying all concepts learned throughout the semester

List of Modules

Module Number Title MEEG4058M1 Design process MEEG4058M2 Optimization theory and application MEEG4058M3 Finite Element theory and application MEEG4058M4 Final Project


• Textbook Goyal, V. K., R. Valentin and V. K. Goyal, A 21st Century Integrated Approach of Computer- Aided Engineering Design, to be published, 2007.

• Supplies and other materials

References


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Campus Resources (lecture room, laboratory, library, etc) • Computers • Software (FEM, Programming, Solid Modeling, Dynamic modeling) • Color printer • Rapid prototyping equipment.

Course Requirements

• Take the partial exams indicated by the class instructor. • Finish the project(s) indicated by the class instructor. • Conduct oral presentations regarding the project(s).

Laboratory

• Computers • Software (FEM, Programming, Solid Modeling, Dynamic modeling) • Color printer • Rapid prototyping equipment.


Week Day Module Number Monday MEEG4058M1 1 Wednesday MEEG4058M1 Friday MEEG4058M1 Monday MEEG4058M1 2 Wednesday MEEG4058M1 Friday MEEG4058M1 Monday MEEG4058M1 3 Wednesday MEEG4058M1 Friday MEEG4058M1 Monday MEEG4058M1 4 Wednesday MEEG4058M1 & MEEG4058M4 Friday MEEG4058M1 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4 5 Wednesday MEEG4058M2 & MEEG4058M4

Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4 6 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4 7 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4 8 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4 9 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4

10 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4 Monday MEEG4058M2 & MEEG4058M4

11 Wednesday MEEG4058M2 & MEEG4058M4 Friday MEEG4058M2 & MEEG4058M4


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Monday MEEG4058M3 & MEEG4058M4 12 Wednesday MEEG4058M3 & MEEG4058M4 Friday MEEG4058M3 & MEEG4058M4 Monday MEEG4058M3 & MEEG4058M4



15 Wednesday MEEG4058M3 & MEEG4058M4 Friday MEEG4058M3 & MEEG4058M4




1 2 3 4 5 6 7 x x x x x


Dr. R. Valentin, May 2007.


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ENGINEERING COURSES


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University of Puerto Rico

Mayagüez Campus College of Engineering

Department of Engineering Science and Materials

COURSE SYLLABUS 1. Course Number and Title: INGE 3011, Engineering Graphics I Two credit hours, Required course 2. Catalog description: Principles of graphic language: Fundamentals of delineation, analysis and solution of space problems, symbols and standards as applied in engineering. Freehand drawing as a tool for visualization. Principles of orthographic projection, sections, auxiliary views and conventional practices. Pictorial drawings: axonometric, oblique and perspective. Introduction to descriptive geometry. Hand and computer-aided drawing. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley; James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale. 5. Course Learning Outcomes: After completing the course, the student should be able to: Make sketches of conceptual products, Develop graphics solution to common geometrical problems, Make 2-D and 3-D Pictorial drawing whit a computer, Understand engineering drawings, Understand the engineering design process, Apply notes and dimensions, Communication of ideas, 6. Topics Covered: Engineering Design Process, Traditional tools, Freehand sketching and Techniques, Geometric Construction, Multi-view Projection, Primary Auxiliary Views, Sectioning Basic, Pictorial Drawing, Isometric Projection, Oblique Drawing, Design Documentation and Dimensioning, CADD 7. Class/Laboratory Schedule: One hour of lecture and two one-and one-half-hour laboratories per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:

Math Basic Science General Engineering Topic


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x

9. Relationship of Course to Program Outcomes:

a b c d e f g h i j k x x x

10. Person(s) who prepared this description and date of preparation:


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Department of Engineering Science and Materials

COURSE SYLLABUS 1. Course Number and Title: INGE 3016, Algorithms and Computer Programming Three credit hours, Required course 2. Catalog description: Development of algorithms and their implementation in a structured high level language. Programming techniques applied to the solution of engineering and mathematical problems. 3. Prerequisites: MATE3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: H.M. Deitel, P.J. Deitel, C How to Program, Fifth Edition (2007), Prentice Hall; Stephen J. Chapman, Essentials of MATLAB Programming, (2006) Thomson; S. Christian Albright, Developing for Modelers: Developing Decision Support Systems with Microsoft Excel, Second Edition, Duxbury, Thomson Learning. 5. Course Learning Outcomes: After completing the course, the student should be able to apply acquired computer programming skills to the solution of engineering problems. The student will be able to: Demonstrate ability to edit, compile, and run a simple computer program in C/Matlab/Visual Basic; Demonstrate ability to write a bugs-free computer program. 6. Topics Covered: Introduction to Computer Systems, Problem Analysis and Design of Algorithms, Fundamentals of a High Level Language, Control Structures, Functions, Formatted Input/Output, Arrays (One and Two Dimensional), File Processing. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x




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x x x x 10. Person(s) who prepared this description and date of preparation:


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College of Engineering Department of Engineering Science and Materials

COURSE SYLLABUS 1. Course Number and Title: INGE 3017, Computed Aided Graphics Two credit hours, Required course 2. Catalog description: Fundamentals of computer aided graphics in engineering. Description of the equipment, use of commercial solid modeling programs, modeling of geometric figures and documentation. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Dr. Zhang, Engineering Design and Pro/Engineering, College House Enterprises, LLC. 5. Course Learning Outcomes: The course provides students the opportunity to develop the skills necessary to express engineering concepts graphically as two- or three-dimensional representations. Specifically, the student will be able to: Draw 2-dimensional objects with sufficient skill and speed that the student will prefer to use a CAD program rather than draw the object using pencil, pen, and drafting board tools. Create 3-dimensional (solid-model) objects with sufficient skill and speed that the student will prefer to create the solid model first rather than draw the object in 2 dimensions. Determine the engineering characteristics of the object (having created a solid model). These characteristics include volume, surface area, centers of gravity, and moments of inertia. Create an assembly of various solid model parts. Create the documentation necessary for the backup of the electronic representation of the object. This documentation will include the hard copy of a 2-dimensional drawing showing required views of the object (top, front, side, sections, auxiliary, and isometric), notes, dimensions, tolerances, and title block. Properly dimension, annotate, and present views in a manner that is in accordance with accepted graphics practice. 6. Topics Covered: Review of computer, server, and plotter hardware basics; Review of 2D CAD techniques; Plotting procedures; Introduction to Solid Modeling: Relationship and importance of solid modeling to CAM (Computer-Aided Manufacturing), Universal coordinate system, Maneuvering objects in space, Creating solid primitives, Creating solids with extrude and revolve, Modifying solids with union and subtract, Creating assemblies with individual models; Creating of documentation.


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7. Class/Laboratory Schedule: Two two-hour of lecture laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x


a b c d e f g h i j k x x x x x



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COURSE SYLLABUS 1. Course Number and Title: INGE 3031, Engineering Mechanics Statics Three credit hours, Required course 2. Catalog description: Analysis of force systems; the laws of equilibrium; analysis of simple structures; distributed loads; friction; centroids and moments of inertia. 3. Prerequisites: MATE 3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition (2007), McGraw-Hill. 5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Describe position, forces, and moments in terms of vector forms in two and three dimensions. Determine rectangular and nonrectangular components of a force. Determine the resultant of a system of forces. Simplify systems of forces and moments to equivalent systems. Draw complete free-body diagrams and write appropriate equilibrium equations from the free-body diagram, including the support reactions on a structure. Apply the concepts of equilibrium to evaluate forces in trusses, frames, machines, and cables. Determine the internal forces in a structure. Analyze systems that include frictional forces. Calculate centers of gravity and centroids, and moments of inertia by integration and the use of parallel axis theorem. 6. Topics Covered: Review of Vector Calculus, Force Systems, Resolution of forces into components, Static Equilibrium of Particles, Moments and couples, Equivalent Force Systems, Rigid Body Equilibrium in 2D and 3D, Free Body Diagram in 2D and 3D, Center of Mass, Center of Gravity and Centroids, Distributed Load Systems, Analysis of Plane Trusses, Frames, and Machines, Internal Forces, Moment of Inertia, Friction 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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x


a b c d e f g h i j k x x



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COURSE SYLLABUS 1. Course Number and Title: INGE 3032, Engineering Mechanics Dynamics. Three credit hours, Required course 2. Catalog description: Kinematics of particles and rigid bodies; relations among force, mass and acceleration; kinetics of particles and rigid bodies; work and energy; impulse and momentum. 3. Prerequisites: INGE 3031 and (FISI 3161 or FISI 3171) 4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition (2007), McGraw-Hill. 5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Determine the kinematics relationships between position, velocity, and acceleration for two-dimensional motion of systems of particles and rigid bodies. Calculate the velocity and acceleration of a particle in rectangular, polar and normal/tangential coordinate systems. Relate the velocity and acceleration of points in a rigid body using the absolute and relative motion approaches. Determine the mass moments of inertia of rigid bodies. Draw free body and kinetic diagrams for particles and rigid bodies. Apply Newton's second law in two dimensions. Analyze the two dimensional motion of particles and rigid bodies using: principle of work and energy; impulse and momentum, both linear and angular. 6. Topics Covered: Kinematics of Particles: Position, Velocity and Acceleration, Rectilinear Motion, Curvilinear Motion, Relative Motion; Kinematics of Rigid Bodies: Translation and Rotation, General Plane Motion; Kinetics of Particles-Newton’s Laws: Equations of Motion for a Single Particle and a System of Particles, Rectilinear Motion, Curvilinear Motion; Work and Energy Method for Particles; Impulse and Momentum for Particles; Kinetics of Rigid Bodies: Equations of Motion, Inertia Quantities, Plane Motion; Work and Energy Methods for Rigid Bodies in Plane Motion; Impulse and Momentum of Rigid Bodies. 7. Class/Laboratory Schedule: Three hours of lecture per week


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8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: INGE 4011, Mechanics of Materials I Three credit hours, Required course 2. Catalog description: Stresses and strains due to axial, torsional, and bending loads; shear and moment diagrams. 3. Prerequisites: INGE 3031 and (MATE 3032 or MATE 3184) 4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson Prentice Hall 5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Define the concepts of stress, strain due to elastic and plastic deformations. Identify the mechanical properties of Materials. Apply Hooke’s law and know its limitations. Calculate stress (normal and shear) in a structure component loaded in various ways. Analyze axially loaded members. Use stress concentration factors to find stresses in axially loaded members. Analyze deformations in structures due to thermal effects. Determine stresses and/or strains in torsional member. Write equations of shear and bending moment in terms of position and draw the corresponding diagrams for beams subjected to some combination of concentrated loads, distributed loads, and moments. Calculate normal and shearing stresses in beams. Design members using strength criteria. 6. Topics Covered: Concepts of stress and strain, Mechanical Properties of Materials, Linear Elasticity and Hooke's Law, Axially Loaded Members, Statically Indeterminate Members, Temperature Effects, Torsion of Circular Bars, Power Transmission, Statically Indeterminate Torsional Members, Shear Forces and Bending Moments Equations in Beams, Shear Force and Bending Moment Diagrams, Normal Strains and Stresses in Beam, Design of Beams for Bending Stresses, Shear Stresses in Beam. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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x





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COURSE SYLLABUS 1. Course Number and Title: INGE 4012, Mechanics of Materials II Three credit hours. Required course 2. Catalog description: Analysis of statically determinate and indeterminate beams; stresses due to combined loads; stress and strain transformation; column theory. 3. Prerequisites: INGE 4011 and (MATE 3063 or MATE 3185) 4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson Prentice Hall 5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Calculate the principal stress and strains in a structure loaded in various ways. Solve problems using stress transformation and Mohr’s circle. Apply Hooke’s law for plane stress and plane strain. Calculate stresses in thin-walled spherical or cylindrical pressure vessels. Calculate the stresses produced by combined axial, bending and torsional loads. Calculate the deflections of statically determinate beams, using the elementary differential equations of the deflection curve, superposition, moment-area method, energy methods, and Castigliano’s theorem. Calculate the reactions and deflections of statically indeterminate beams, using the solution of the elementary differential equation of the deflection curve, and superposition. Apply Euler’s equation to solve buckling and stability problems for various end conditions. Analyze columns subjected to eccentric axial loads. 6. Topics Covered: Stress and Strain Transformations, Plane Stress and Plane Strain, Principal Stresses, Mohr's Circle for Plane Stress, Hooke's Law for Plane Stress, Pressure Vessels, Combined Loadings, Deflections of Elastic Beams, Superposition Method, Energy Methods: Castigliano's Theorem, Statically Indeterminate Beams, Buckling and Stability, Columns. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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x





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COURSE SYLLABUS 1. Course Number and Title: INGE 4015, Fluid Mechanics Three credit hours, Required course 2. Catalog description: Elements of mechanics of fluids and fluid statics. Development of the fundamental equations of fluid mechanics and its applications. Introduction to dimensional analysis and similitude. Motion of ideal and real fluids including internal and external viscous flows. Introduction to the use of hydraulic machinery. 3. Prerequisites: INGE 3032 and (MATE 3063 or MATE 3185) 4. Textbook(s) and/or Other Required Material: Munson, B, R.,Young, D. F. and Okiishi, T. H., Fundamentals of Fluid Mechanics, Fifth Edition (2006), John Wiley & Sons Inc. 5. Course Learning Outcomes: The Fluid Mechanics course aims at the following educational objectives: Knowledge and understanding of the definitions of the most important fluid properties in engineering applications. Develop understanding and providing analytical tools to solve problems of forces on submerged surfaces. Develop basic understanding of the fundamental equations of fluid mechanics. Apply the fundamental equations of fluid mechanics to solve fluid flow problems including: Analysis and design of simple pipe systems; Analysis of hydrodynamic forces in submerged objects; Introduction of turbomachinery in fluid systems. 6. Topics Covered: Basic Definitions and Fluid Properties; Fluid Statics; Hydrostatic Forces on Submerged Surfaces; Fluids in Motion: Dynamics of Fluid Particles, Bernoulli’s Equation; Fundamental Equations: System and Control Volume Definitions, Reynolds Transport Theorem, Mass Conservation, The Energy Equation, Linear Momentum Equation, Angular Momentum Equation; Dimensional Analysis and Similitude; Internal Flows: Developed Flow, Laminar Flow in Pipes, Turbulent Flow in Pipes, Energy Losses in Pipes, Pipe Systems with Pumps and Turbines, Uniform Turbulent Flow in Open Channels; External Flows: Drag and Lift Forces, Flow Separation, Laminar Boundary Layer Flow, Turbulent Boundary Layer Flow, Von Karman Solution of Boundary Layer Flows; Compressible Flow: Isentropic Flow.


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7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: INGE 4016, Fluid Mechanics Laboratory One credit hour, Required course 2. Catalog description: Laboratory work supplementing classroom instruction in mechanics of fluid phenomena, measuring devices and techniques, and the testing of fluid machinery. 3. Prerequisites: None, Corequisite: INGE 4015 4. Textbook(s) and/or Other Required Material: Walter Silva, Fluid Mechanics Laboratory Manual 5. Course Learning Outcomes: Experimentation, observation, and analysis of physical phenomena in Fluid Mechanics. Training students in measurement of the physical properties of fluids. Provide experience in collection, analysis, interpretation, and presentation of experimental data. Precision analysis and equipment limitations. 6. Topics Covered: Hydrostatic forces on submerged surfaces, Error analysis and uncertainty in experimental measurements, Discharge and flow velocity measurements, Friction losses in closed conducts, Boundary layer flow, Drag forces in submerged bodies, Hydraulic turbomachinery (pumps/turbines), Sharp crested weirs, Isentropic flow in nozzles, Hydraulic jump. 7. Class/Laboratory Schedule: One three-hour laboratory period per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x


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a b c d e f g h i j k x x x x x x



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Industrial Engineering Department InIn 4007. Course Syllabus

General Information

Course Number: InIn 4007

Course Title: Industrial Organization and Management

Credit-Hours: Three

Class schedule: 3 hours of lecture per week.

Designation: Required Course for Mechanical and Civil Engineering

Course Description Principles of design and control; decision models in engineering and industrial systems.

Prerequisites Econ 3021 - Principles of Economics I Mate 3063 or Mate 3185 - Calculus III Textbook and References 1. Roberta (Robin) Russell, Bernard W. Taylor, Operations Management: Quality and

Competitiveness in a Global Environment, 5th edition, John Willey and Son. 2. Dilworth, J., Operations Management, 2nd Edition, McGraw Hill. 3. Newman, Lavelle and Eschenbach, Engineering Economic Analysis, 8th Edition, Engineering Press. 4. Nadler, G., Work Design: A Systems Concept, Homewood, IL: Richard D. Irwin. 5. Riggs, J. L., Economic and Decision Models, McGraw Hill. 6. Buffa, E. S., 1987, Modern Production/Operations Management, 9th Edition, John Wiley. 7. Sullivan, Wicks, and, Luxhoj, 2005, Engineering Economy, 13th edition, Prentice Hall. 8. Ravindran, A., Phillips, D. T., 1987, Operations Research: Principles and Practice, John Wiley. 9. Mayer, R. R., 1975, Production and Operation Management, 3rd Edition, McGraw Hill. 10. Riggs, J. L., Production Systems: Planning Analysis and Control, 3rd Edition, Waveland Press. Course Goals After completing the course, the student should be able to: Present a clear overview of operations management. Recognize, analyze, formulate, and solve basic managerial problems that can be solved using

forecasting, scheduling and production management, layout, job design, and work measurement. Perform economic evaluation of alternatives. Understand methodologies, tools and techniques used in operations management.

Session Topic Reference

245

1 Introduction to Operations Management TB: Chapter 1, Pages 2-18

2 Operations Strategy TB: Chapter 2, Pages 33-46

3-5 Project Management/Scheduling TB: Chapter 9, Pages 359-379

6-7 Forecasting TB: Chapter 11, Pages 475-498

8-9 Process Analysis TB: Chapter 6, Pages 219-232

10 First Partial Exam

11-14 Job Design & Work Measurement TB: Tech. Note 4, Pages 126-143

15-16 Facility Layout TB: Chap 7, Pages 257-280

17-18 Facility Location TB: Supplem. 7, Pages 295-304

19-20 Strategic Capacity Management TB: Chapter 6, Pgs. 245-249

38 Second Partial Exam

41-42 Inventory Management TB: Chapter 12, Pages 529-552

39-40 Aggregate Sales and Operations TB: Chapter 13, Pages 581-602 &

Supplement 13, Pages 616-622

43-44 Material Requirement Planning TB: Chapter 14, Pages 645-661

21 Third Partial Exam

22 Introduction to Engineering Economic

Analysis

R3: Chapter 1, Pages 1-3

23 System Economics - Engineering Costs and Breakeven Analysis


24 Cash Flow Diagrams and Interest and Equivalence

R3: Chapters 2 & 3, Pgs. 57-58 & 73-84

25-26 Operations Economy - Single Payment Compound Interest Formulas


27-28 Operations Economy - Uniform Series and Gradient Compound Interest Formulas


29-30 Nominal and Effective Interests R3: Chapter 4, Pages 122-129

31 Fourth Partial Exam

32-33 Comparison of Alternatives by NPW and

EACF

R3: Chapters 5&6, Pgs. 167-183 & 207-

218

34-35 Depreciation R3: Chapter 10, Pages 365-371

36-37 After Tax Evaluations R3: Chapter 11, Pages 405-416

mcv/Tatiana rev. january 2006


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Department of Electrical and Computer Engineering Bachellor of Science in Electrical Engineering

Course Syllabus

1. General Information: Alpha-numeric codification: INEL 4075 Course Title: FUNDAMENTALS OF ELECTRICAL ENGINEERING Number of credits: 3 Contact Period: 3 hours of lecture per week 2. Course Description: English: Laws and fundamental concepts that govern the behavior of electric and magnetic circuits; ideal models of resistors, voltage and current sources, capacitors and inductors; three-phase circuits and transformers. Spanish: Leyes y conceptos fundamentales que gobiernan el comportamiento de los circuitos eléctricos y magnéticos; modelos ideales de resistencias, fuentes de voltaje y corriente, condensadores e inductores; circuitos trifásicos y transformadores. 3. Pre/Co-requisites and other requirements: (MATE 3063 or MATE 3185) and (FISI 3172 or FISI 3162). 4. Course Objectives: The objective of this course is to introduce students to electric circuit analysis techniques, including the Kirchhoff’s Laws. Basic circuits elements such as, transformer, operational amplifiers, resistors, inductors, capacitors, dependent and independent sources are introduced. Simplification of electrical circuits is considered using various techniques, including Thevenin’s and Norton’s theorems. Single-phase circuits power analysis and first-order linear circuit analysis techniques are also presented. 5. Instructional Strategies:

conference discussion computation laboratory

seminar with formal presentation seminar without formal presentation workshop

art workshop practice trip thesis special problems tutoring

research other, please specify: 6. Minimum or Required Resources Available: P-Spice, MATLAB, and demonstration of Practical Drive Systems in Laboratory 7. Course time frame and thematic outline

Outline Contact Hours Circuit variables and units. 2 Electric circuits, current, voltage, power, energy, active and passive circuits, resistors, Ohm's law, independent sources, connecting voltmeter and ammeter, dependent sources, transducer, switches.

5

KCL, KVL, series resistor, voltage divider, parallel resistor, current divider 4 Techniques of circuit analysis: resistance equivalence, node voltage analysis, mesh analysis, superposition, Thevenin's theorem, and Norton's equivalent circuit

12

The ideal operational amplifier and applications 3 Inductance (L), Capacitance (C) and first order systems 4 AC, sinusoidal sources, phasors, impedance and admittance 6 Power; instantaneous, average (P), reactive (Q), complex (S) and power factor (pf). Maximum power transfer.

3

Coupled inductors, ideal transformer. 2 Three phase voltages, sequence, Y-Y circuit, analysis of Y-Y balanced circuit 1 Exams

3

Total hours: (equivalent to contact period) 45

8. Grading System


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Quantifiable (letters) Not Quantifiable9. Evaluation Strategies

Quantity Percent Exams 3 20 Final Exam 1 20 Short Quizzes Varies 10 Oral Reports Monographies Portfolio Projects Journals Other, specify: Assignments Varies 10

TOTAL: 100%

10. Bibliography: R. Dorf and J. A. Svoboda, Introduction to Electric Circuits, 7th Edition, John Wiley, 2006 11. According to Law 51 Students will identify themselves with the Institution and the instructor of the course for purposes of assessment (exams) accommodations. For more information please call the Student with Disabilities Office which is part of the Dean of Students office (Chemistry Building, room 019) at (787)265-3862 or (787)832-4040 extensions 3250 or 3258. Person(s) who prepared this description and date of preparation: Raúl E. Torres – June 2008


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Mayagüez Campus


Syllabus & Instructor Information Sheet Form A. COURSE SYLLABUS 1. General Information: Course Number: INEL 4076 Course Title: Fundamentals of Electronics Credit-Hours: 3 credits, 3 hours per week 2. Course Description: Fundamental properties of semiconductors. Diode fabrication and its use in analog circuits. Bipolar and field effect transistors. Basic transistor amplifiers. Number systems. Base conversions. Binary arithmetic. Two’s Complement Arithmetic. Basic logic gates. Fundamentals of Boolean Algebra. Design and minimization of combinational circuits using Boolean Algebra. TTL and CMOS logic families. Flip-flops, registers, counters and semiconductor memories. General CPU and organization. Microcomputer organization. Operational amplifiers. 3. Prerequisites: INEL 4075 (Basic Circuit Analysis) 4. Textbook, Supplies and Other Resources: . Ralph J. Smith (1987), Electronics: Circuit and Devices, New York, N.Y., John Wiley & Sons. 5. Purpose: This is a course for majors in Mechanical and Industrial Engineering. 6. Course Goals: This course is designed to give non-electrical and computer engineering students the fundamental and application of analog and digital electronics. The course is complemented with INEL 4077, Basic Electronic Laboratory. 7. Requirements: All students are expected to have a basic background in electrical circuit analysis. 8. Laboratory/Field Work (If applicable): The course is a co-requisite for INEL 4077, Basic Electronic Laboratory 9. Department/Campus Policies: 9a. Class attendance: Class attendance is compulsory. The University of Puerto Rico, Mayagüez Campus, reserves the right to deal at any time with individual cases of non_attendance. Professors are expected to record the absences of their students. Frequent absences affect the final grade, and may even result in total loss of credits. Arranging to make up work missed because of legitimate class absence is the responsibility of the student. (Bulletin of Information Undergraduate Studies, pp 39 1995-96) 9b. Absence from examinations: Students are required to attend all examinations. If a student is absent from an examination for a justifiable reason acceptable to the professor, he or she will be given a special examination. Otherwise, he or she will receive a grade of zero of "F" in the examination missed. (Bulletin of Information Undergraduate Studies, pp 39, 1995-96) 9c. Final examinations: Final written examinations must be given in all courses unless, in the judgment of the Dean, the nature of the subject makes it impracticable. Final examinations scheduled by arrangements must be given during the examination period prescribed in the Academic Calendar, including Saturdays. (see Bulletin of Information Undergraduate Studies, pp 39, 1995-96).


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9d. Partial withdrawals: A student may withdraw from individual courses at any time during the term, but before the deadline established in the University Academic Calendar. (see Bulletin of Information Undergraduate Studies, pp 37, 1995-96). 9e. Complete withdrawals: A student may completely withdraw from the University of Puerto Rico, Mayagüez Campus, at any time up to the last day of classes. (see Bulletin of Information Undergraduate Studies, pp 37, 1995-96). 9f. Disabilities: All the reasonable accommodations according to the Americans with Disability Act (ADA) Law will be coordinated with the Dean of Students and in accordance with the particular needs of the student. 9g. Ethics: Any academic fraud is subject to the disciplinary sanctions described in article 14 and 16 of the revised General Student Bylaws of the University of Puerto Rico contained in Certification 018-1997-98 of the Board of Trustees. The professor will follow the norms established in articles 1-5 of the Bylaws. 10. Campus Resources (If applicable): General Library is available to obtain professor’s reference materials. 11. General Topics: Part I: Analog Electronics 1 Conduction Mechanisms in Solids. 2 Electrical Properties of Semiconductors. 3 Determination of Charge Carrier Concentrations in Semiconductors. 4 Mobility and Conductivity in Semiconductors. 5 Semiconductor Diode. 6 Diode Volt-Ampere Equation. 7 Piecewise Linear Diode Model. 8 Clipping Circuits. 9 Power Supplies. 10 Zener-Diode Voltage Regulator. 11 The Bipolar Junction Transistor (BJT) Construction. 12 The BJT Voltage and Current Components. 13 The common-emitter output characteristics of a BJT. 14 The common-emitter input characteristics of a BJT. 15 The BJT Voltage and Current Components. 16 The BJT as an amplifier.


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17 The Field-effect Transistor (FET) Construction. 18 The common-source output characteristics of a FET. The FET as an amplifier. Part II: Digital Electronics 1 Number Systems. 2 Base Conversion Methods. 3 Binary Arithmetic. 4 Two’s Complement Arithmetic. 6 Basic Logic Gates and Definitions. 7 Boolean Algebra. Minimization of Boolean Functions using the identities and theorems of Boolean Algebra. 9 Design and minimization of combinational circuits using Boolean Algebra. 10 TTL and CMOS Logic Families. 11 Arithmetic Circuits. 12 Flip-flops. 13 Registers. 14 Counters. 15 Memories. Microprocessor Architecture and Organization. Microprocessor Programming. Operational Amplifier. Prof. José A. Rivera / January 2000


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College of Engineering Department of Electrical and Computer Engineering

Bachellor of Science in Electrical Engineering

Course Syllabus 12. General Information: Alpha-numeric codification: INEL4085 Course Title: Fundamentals of Transformers and Electric Machinery Number of credits: 3 Contact Period: 45 Elective course in INEL 13. Course Description: English: Basics of electromechanical energy conversion. Theory, operation, construction, circuit modeling, analysis and applications of transformers, induction machines, synchronous machines and DC machines. Spanish: 14. Pre/Co-requisites and other requirements: Pre-requisites: INEL 4075 15. Course Objectives: The objective of the course is to give mechanical engineering students an introduction to the operation and analysis of electromechanical energy converters and their applications After completing the course, students should be prepared to apply basic energy conversion principles in the solution of electric machinery problems. Students will be able to evaluate the operation of transformers, motors and generators in modern industries 16. Instructional Strategies:




research other, please specify: 17. Minimum or Required Resources Available: 18. Course time frame and thematic outline

Outline Contact Hours

Introduction

Student learning profile.

1

Review of power and electromagnetics fundamentals. 4

Basics of electromechanical energy conversion. 8

Theory, operation, construction, circuit modeling, analysis and applications of transformers.

8

Theory, operation, construction, circuit modeling, analysis and applications of induction machines.

8

Theory, operation, construction, circuit modeling, analysis and applications of synchronous machines.

8


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Theory, operation, construction, circuit modeling, analysis and applications of DC machines.

8

Total hours: (equivalent to contact period) 45

19. Grading System Quantifiable (letters) Not Quantifiable

20. Evaluation Strategies (Suggested): The faculty member teaching the course will provide the student with the evaluation strategy he/she will be using throughout the semester. This will be done within the first week of classes.

Quantity Percent

Exams 3 60

Final Exam 1 30

Short Quizzes

Oral Reports

Monographies

Portfolio

Projects

Journals

Other, specify: Homework 5 10

TOTAL: 100%

21. Bibliography: P. Ryff, Electric Machinery, 2nd Ed., Prentice Hall, 1994 or more recent 22. According to Law 51 Students will identify themselves with the Institution and the instructor of the course for purposes of assessment (exams) accommodations. For more information please call the Student with Disabilities Office which is part of the Dean of Students office (Chemistry Building, room 019) at (787)265-3862 or (787)832-4040 extensions 3250 or 3258. 12. Contribution of Course to meeting the requirements of Criterion 5: Math Basic Science General Engineering Topic √

13. Course Outcomes Map to Program Outcomes

1. Posses sufficient knowledge to understand the operation and analysis of electromechanical energy converters and their applications

(a)

2. Be able to apply algebra and mathematics to the solution of transformers and electric machinery problems.

(a)

3. Be capable of defining transformer and electric machinery models as possible electrical engineering problem solutions.

(e)


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4. Be able to validate a solution (applying models above) within the physical context of a energy conversion apparatus and systems.

(e)

(e)

Person(s) who prepared this description and date of preparation: ________________________________ Sumitted by Efrain O’Neill, nov 2006


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College of Engineering Department of Electrical and Computer Engineering

Bachellor of Science in Electrical Engineering

Course Syllabus

23. General Information: Alpha-numeric codification: INEL 4086 Course Title: TRANSFORMERS AND ELECTRIC MACHINERY LABORATORY Number of credits: 3 Contact Period: 45 Required in INEL For mechanical engineering students 24. Course Description: English: Voltage, current electrical and mechanical power measurements and other parameters related to the operation of single phase, three phase, and direct current equipment. Spanish: Voltage, current, electrical, and mechanical power measurements and other parameters related to the operation of single phase, three phase, and direct current equipment. 25. Pre/Co-requisites and other requirements: Corequisite: INEL 4085 26. Course Objectives: This course is designed to give students practical laboratory experience in the operation of three phase circuits, transformers and electric machines as well as the safe electrical measurements practices. 27. Instructional Strategies:




research other, please specify: T 28. Minimum or Required Resources Available: All students are expected to bring a solid background in circuit analysis and calculus. Students should also have basic knowledge of electromagnetic theory. Students must always bring to class the textbook and a scientific calculator (preferably one that handles complex numbers). 29. Course time frame and thematic outline

Outline Contact Hours Introduction Student learning profile Safety Rules

3

Passive loads and instrumentation connection for experiment 3 Basic analysis of single phase AC and DC circuits 3 Three phase circuits: analysis and power measurements 3 Single phase transformers: tests, loading, efficiency and voltage regulation 3 Three phase transformers: voltage and current relationships and connections 3 Three phase induction motor: no-load, speed , current and torque characteristics 6 Single phase induction motors 3 Synchronous motor: operation and control 3 Three Phase Synchronous Generator

3

DC Machines: Motors and Generators: Operation and Control Exams

6 6

Total hours: (equivalent to contact period)


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45

30. Grading System Quantifiable (letters) Not Quantifiable

31. Evaluation Strategies(Suggested): The faculty member teaching the course will provide the student with the evaluation strategy he/she will be using throughout the semester. This will be done within the first week of classes.

Quantity Percent

Exams 2 30 Final Exam 1 25 Short Quizzes _____ 10 Oral Reports Monographies Portfolio Projects 1 10 Journals Other, specify: Laboratory Reports

_____ 25

TOTAL: 100%

32. Bibliography: Textbook: UPRM, Electrical and Computer Engineering Department, Electric Machines Fundamentals Laboratory Manual, 7TH edition References: Bhag S. Guru, Huseyin R. Hiziroglu, Electric Machines and Transformers, Third Edition, Oxford Press, 2000 Theodore Wildi, Electrical Machines, Drives, and Power Systems, Third Edition, Prentice Hall, 1997 Donald V. Richardson, Arthur J. Caisse,Jr., Rotating Electric Machinery and Transformer Technology, Fourth Edition, Prentice Hall, 1997 33. According to Law 51 Students will identify themselves with the Institution and the instructor of the course for purposes of assessment (exams) accommodations. For more information please call the Student with Disabilities Office which is part of the Dean of Students office (Chemistry Building, room 019) at (787)265-3862 or (787)832-4040 extensions 3250 or 3258. 12. Contribution of Course to meeting the requirements of Criterion 5: Math Basic Science General Engineering Topic √ Person(s) who prepared this description and date of preparation; Efrain O’Neill, Nov, 2006. Submitted by: Raúl E. Torres, June, 2008.


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GENERAL EDUCATION COURSES


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Mayagüez Campus College of Arts and Sciences

Department of Hispanic Studies

COURSE SYLLABUS 1. Course Number and Title: ESPA 3101, Basic Course in Spanish I Three credit hours, Required course 2. Catalog description: Practice in the critical reading of literary texts, the writing and editing of narrative texts; effective oral communication in Spanish. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary texts; produce their own texts considering their communication objectives, and the readers to whom they would be directed. They will also practice strategies that will contribute towards effective communication; and also practice the interchange of ideas with a critic-constructive attitude, which will improve their use of the verbal and written Spanish. 6. Topics Covered: Course Instruction. Theory. Study of Essays of linguistic theme. Introduction to study of the narrative as discourse modality and literary genre. Theory and analysis of lectures. Study of the novel genre. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x




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College of Arts and Sciences Department of Hispanic Studies

COURSE SYLLABUS 1. Course Number and Title: ESPA 3102, Basic Course in Spanish II Three credit hours, Required course 2. Catalog description: Practice in the critical reading of essays, poetry, and drama; the writing and editing of expository texts; effective oral communication in Spanish 3. Prerequisites: ESPA 3101 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary; the writing processes in the processing of literary and nonliterary text; and be able to produce their own texts. 6. Topics Covered: The exposition, essay analysis and discursive modality; the argumentation. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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College of Arts and Sciences Department of English

COURSE SYLLABUS 1. Course Number and Title: INGL 3101-3102, Basic Course in English Three credit hours per semester, Required course 2. Catalog description: This course is designed to meet the student's immediate needs, and to give him or her a command of the fundamental structure of the English language. The oral approach is used. Skills in reading and writing are developed. Students will be grouped according to their ability to use the language, and arrangements will be made to give additional help to those students who show poor preparation in English. 3. Prerequisites: Placement by examination or INGL 0066 4. Textbook(s) and/or Other Required Material: Hartmann, P., Quest 2, Reading and Writing, Second Edition (2007), McGraw-Hill; Azar, B.S. & Hagen, S., Fundamentals of English Grammar, Third Edition (2003); White, E. B. Charlotte’s Web; A monolingual dictionary; Spinelli, Jerry, Maniac Magee. 5. Course Learning Outcomes: By the end of these courses, students will be able to overcome their affective barriers to successful language learning and increase their motivation to acquire English and take more responsibility for their own success in a more student-centered classroom, increase English proficiency in all language areas: listening, reading, speaking and writing; increase their awareness of and sensitivity to social and cultural information conveyed in the texts they hear or read. 6. Topics Covered: Readings. Verb Grammar – Affirmative, negative, interrogative sentences for: Simple Present, Present Continuous, Simple Past, Past Continuous and Future with be going to and will. Modals/Modal-like forms – Affirmative, negative, interrogative sentences for: have to (present, past, future), used to, present (modal + base) – may, can, could, would, should, must, and will. Conditional sentences – real condition with future result: If + past, (then) future and present imaginary condition (hypothetical or contrary to fact). Passive sentences, Modals and Adjective clauses. 7. Class/Laboratory Schedule: Three hours of lecture per week, supplemented by work in the language laboratory, each semester.


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8. Contribution of Course to Meeting the Requirements of Criterion 5:


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Department of English

COURSE SYLLABUS 1. Course Number and Title: INGL 3103, Intermediate English I Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expressions. 3. Prerequisites: Placement by examination 4. Textbook(s) and/or Other Required Material: Aaron, J.E. (2005). 40 Model Essays: A Portable Anthology, Bedfords/St. Martin’s; Raimes, A., Keys for Writers, Fourth Edition (2005), Houghton Mifflin, Co.; Handouts (given by the Instructor); English and/or Bilingual (English/Spanish) Dictionary. 5. Course Learning Outcomes: At the end of class discussions and the completion of various writing assignments with the effective application of the writing process, students will demonstrate that they are: Critical thinkers, Active readers, Competent writers, Effective communicators. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: INGL 3104, Intermediate English II Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expression. 3. Prerequisites: INGL 3103 4. Textbook(s) and/or Other Required Material: Meyer, Michael. The Compact Bedford Introduction to Literature, Seventh Edition (2006), Bedford/St. Martin’s; Raimes, Ann, Keys for Writers, Fourth Edition (2005), Houghton Mifflin. 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the various stages of the writing process to his or her written work, including pre-writing, drafting, proofreading, peer editing, and publishing. Recognize distinct genres of literature, including short stories, poetry, and plays, as well as elements that distinguish each genre or are common across them. Analyze and interpret reading selections critically for understanding and as a basis for discussion in their own writing. Narrow a topic and compose an effective thesis statement. Write effective and engaging introductory, transitional, and concluding paragraphs. Demonstrate correct usage of MLA documentation with general formatting, in-text citations, and the Works Cited page. Conduct on-line and library-based research to support their course-based writing. Produce one multimodal text drawing on Web-based and other digital technologies. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x


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COURSE SYLLABUS 1. Course Number and Title: INGL 3201-3202, English Composition and Reading Three credit hours per semester, Required course 2. Catalog description: Practice in writing compositions and making oral reports upon selected readings, including essays, short stories, poems, dramas and novels. Attention will be given as needed to grammar and idiomatic expressions. This course or its equivalent is a requisite for graduation. 3. Prerequisites: INGL 3102 or placement by examination 4. Textbook(s) and/or Other Required Material: Barbara Fine Clouse, A Troubleshooting Guide for Writers; Betty Azar, Fundamentals of English Grammar; Holder et al. Inside Out, Outside In: Exploring American Literature, Houghton Mifflin, 2001. 5. Course Learning Outcomes: By the end of this course sequence, students will be able to do the following composition skills: utilize one or more prewriting techniques, narrow a topic, state an author’s intended meaning and purpose; write and effective thesis statement and recognize such statements when they are present in texts they encounter; provide relevant and supporting details for all general statements in their essays; effectively organize the content of their own essays and recognize the organizational structure of essays assigned for reading (outlining and summarizing are recommended as two useful techniques for developing organizational skills); write effective introductory, developmental, and concluding paragraphs in their essays; carry out elementary tasks involving the use of the library and the internet; summarizing, paraphrasing; use of quotations, and use of the Internet. 6. Topics Covered: The writing process, Prewriting skills, Writing essays, Revision - peer response groups, Short readings, Poetry, Drama, Novels. 7. Class/Laboratory Schedule: Three hours of lecture per week each semester 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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x





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COURSE SYLLABUS 1. Course Number and Title: INGL 3211, Advanced English I Three credit hours, Required course 2. Catalog description: Development of reading, discussion, and writing skills through the experience, interpretation, and evaluation of short story, modern drama, poetry, and the essay. Introduction to library skills related to literary study. 3. Prerequisites: Placement by College Board Achievement Exam 4. Textbook(s) and/or Other Required Material: Robert DiYanni, Literature: Reading Fiction, Poetry, Drama, and the Essay , Sixth Edition (2006) 5. Course Learning Outcomes: By the end of this course, students will be able to analyze, judge critically, summarize, formulate hypotheses, consider alternatives, and distinguish between feelings and reasons, develop a personal philosophy of life, one that will make them feel, not only a part of their community but also a part of the world. 6. Topics Covered: Reading and discussion, Writing, Research. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: INGL 3212, Advanced English II Three credit hours, Required course 2. Catalog description: Development of reading, discussion, and writing skills through the experience, interpretation, and evaluation of the novel, Shakespearean drama, and the complex texture of poetry. A research paper related to literary study will be required. 3. Prerequisites: INGL 3211 4. Textbook(s) and/or Other Required Material: Robert DiYanni, Literature: Reading Fiction, Poetry, Drama, and the Essay , Sixth Edition (2006) 5. Course Learning Outcomes: By the end of this course, students will be able to analyze, judge critically, summarize, formulate hypotheses, consider alternatives, and distinguish between feelings and reasons; develop a personal philosophy of life, one that will make them feel, not only a part of their community but also a part of the world. 6. Topics Covered: Reading and discussion, Writing, Research. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x




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College of Arts and Sciences Department of Mathematical Sciences

COURSE SYLLABUS 1. Course Number and Title: MATE 3005, Pre-Calculus Five credit hours, Required course 2. Catalog description: A preparatory course for calculus including topics in relations, functions, complex numbers, linear algebra, trigonometry and analytic geometry. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing this course, the student should be able to domain algebraic procedures like exponential rules, simplification of algebraic and rational expressions; evaluate a function and obtain inverse values; identify the domain and values campus of a function; construct and interpret lineal graphics and function tables; potentials, polynomials, exponentials, logarithmic, and trigonometric; identify characteristics of graphs, such as intercepts, maxima and minima, continuity and symmetry; identify the characteristics of the matrices and determinants, and use them to resolve system of equations; recognize arithmetic and geometric series; resolve logarithmic and trigonometric equations; write correctly the trigonometric form of a complex number; use the De Moivre Theorem to find the roots of a complex number; use the Binomial Theorem. 6. Topics Covered: Real numbers, exponentials and radicals, algebraic expressions, equations, complex numbers, inequalities, rectangular coordinates (distance, mean point, graphics and symmetry); function definition, graphic functions, quadratic functions, operations with functions, inverse functions, polynomial function, graphics of degree 2 or greater, polynomial division, zeros of a polynomial, real and complex zeros, rational functions, exponential functions, natural exponential functions, logarithmic functions, properties of a logarithm, exponential and logarithmic equations, angles, trigonometric functions and graphics of trigonometric equations, triangle rectangle applications, trigonometric identities, sum and difference formulas, formulas for double and half


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triangle, inverse trigonometric functions, Sine Law, Cosine Law, trigonometric form of complex numbers, De Moivre Theorem, roots of complex numbers, system of equations with two and more variables, partial fractions, determinants, infinite series, summatory notation, arithmetic and geometric series , Binomial Theorem, parabola, ellipse and hyperbola in the origin. 7. Class/Laboratory Schedule: Five hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5


x

9. Relationship of Course to Program Outcomes

a b c d e f g h i j k x

10. Person(s) who prepared this description and date of preparation}}


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COURSE SYLLABUS 1. Course Number and Title: MATE 3031. Calculus I, Four credit hours Four credits, Required course 2. Catalog description: Elementary differential and integral calculus of one real variable with applications 3. Prerequisites: MATE 3005 or MATE 3143 or MATE 3172 or MATE 3174 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Understand the concept of limit of a function. Understand the concept of continuity of a function. Understand the definition of derivative, rules of derivation and applications. Analyze and describe the properties and behavior of functions. Understand the definition of integral, and its relationship to derivative through the Fundamental Theorem of Calculus. Use various methods of integration. 6. Topics Covered: Limits, continuity and derivatives of functions of one variable. Integration of functions of one variable and applications. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: MATE 3032. Calculus II, Four credit hours Four credits, Required course 2. Catalog description: Integration techniques, infinite series, vectors, polar coordinates, vector functions, and quadric surfaces; applications 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the idea of integration in the solution of different problems. Recognize and solve separable differential equations and applications. Determine convergence of sequences and infinite series. Master the idea of vectors and their properties. Graph functions of two variables and quadratic equations. Understand vector functions, their derivatives and integrals. 6. Topics Covered: Integration techniques and applications of integration. Differential equations. Infinite series. Vectors and vector functions. Polar coordinates. Quadratic surfaces. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x




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COURSE SYLLABUS 1. Course Number and Title: MATE 3063. Calculus III, Three credit hours Three credits, Required course 2. Catalog description: Differential and integral calculus of several variables, and an introduction to differential equations with applications 3. Prerequisites: MATE 3032 or MATE 3184 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to work with integral calculus for functions of multiple variables. 6. Topics Covered: Functions of several variables, their graphs, level sets. Differential calculus of functions of several variables. Optimization with and without restrictions: Lagrange multipliers. Integral calculus of functions of several variables. Line and surface integrals. Green, Stokes and Divergence theorems. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: MATE 3171, Precalculus I Three credit hours, Required course 2. Catalog description: Properties and operations of real numbers; equations and inequalities; Cartesian coordinates and graphs; algebraic, exponential, and logarithmic functions and their graphs; trigonometry of right triangles. 3. Prerequisites: Placement by examination 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing the course, the student should be able to: Perform algebraic procedures that require manipulation of algebraic and rational expressions, as well as expressions which involve exponential and logarithmic functions. Identify the domain and range of a function. Evaluate a function and given a value in the range, obtain its pre-image. Recognize algebraically and graphically when a function is invertible, and find the inverse and its graph. Construct and interpret graphs of important functions such as: linear, cuadratic, polynomial, exponential, logarithmic, etc. Identify characteristics of the graphs of functions: Intercepts, maxima and minima, symmetry, asymptotes. Interchange different representational forms of functions. Know attributes of different families of functions: Shape of graph, characteristic properties, common applications. Apply transformations to the graph of a function: Horizontal and vertical translations, reflections with respect to the axis and the origin. Perform arithmetic manipulations that require the concept of function. Compute and recognize the composition of functions. 6. Topics Covered: Properties of real numbers, negative numbers, fractions; sets; intervals; absolute value; distance in the numerical line. Exponents; radicals; scientific notation. Arithmetic operations with algebraic expressions; special products; factorization. Rational expressions, cancellation, arithmetic operations, rationalization. Equations, inequalities. Coordinate geometry; distance formula; mid-point; graphs;


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circles; symmetries. Lines, functions, graphic representation of functions. Applications of functions, transformations. Combining functions. 7. Class/Laboratory Schedule: Three hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: MATE 3172. Precalculus II Three credit hours, Required course 2. Catalog description: Analytic trigonometry; complex numbers; the fundamental theorem of algebra; conic sections; systems of equations; matrices operations; sequences; and mathematical induction. 3. Prerequisites: MATE 3171 or MATE 3173 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing the course, the student should be able to: Use trigonometric functions to: solve triangles, prove identities, solve equations and to represent complex numbers. Sketch and recognize the graphs of trigonometric functions. Sketch and recognize the graphs of conic sections. Solve systems of linear equations and represent them using matrices. Use sequences and series. 6. Topics Covered: Analytic Geometry; Complex number; Fundamental Theorem of Algebra Conic sections; Systems of equations, sequences and mathematical induction. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: MATE 4009, Ordinary Differential Equations Three credit hours, Required course 2. Catalog description: Ordinary differential equations with applications: basic existence theorem, linear systems, Laplace transform, series solutions, introduction to Fourier series and orthogonal functions. 3. Prerequisites: MATE 3063 or MATE 3185 4. Textbook(s) and/or Other Required Material: Morris Tenenbaum and Harry Pollard, Ordinary Differential Equations, Dover Publications 5. Course Learning Outcomes: After completing the course, the student should understand how to use differential equations as a modeling tool. The student should be able to solve ordinary differential equations. 6. Topics Covered: First order equations: separable, linear, homogeneous, Bernoulli, exact, and applications. Existence and uniqueness theorem. Linear equations: superposition, constant coefficients, resonance, beats, applications. Laplace transform. Systems of linear equations. Fourier series. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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COURSE SYLLABUS 1. Course Number and Title: MATE 4061, Numerical Analysis I Three credit hours, Required course 2. Catalog description: Roots of equations, interpolation and approximation procedures, numerical integration, numerical solution of initial value problems for ordinary differential equations of first and second order, direct and iterative methods for solving systems of linear equations. 3. Prerequisites: (MATE 3063 or MATE 3185) and (MATE 3010 or INGE 3016 or COMP 3010) 4. Textbook(s) and/or Other Required Material: Richard L. Burden and J. Douglas Faires, Numerical Analysis, Eighth Edition (2005), Thomson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to select and apply the most appropriate numerical solution method. 6. Topics Covered: Mathematical preliminaries, Solutions of equations of one variable, Interpolation and polynomial approximation, Numerical differentiation and integration, Initial-value problems for ordinary differential equations, Direct methods for solving linear systems, Iterative techniques in matrix algebra, Approximation theory. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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Department of Physics

COURSE SYLLABUS 1. Course Number and Title: FISI 3171, Physics I Four credit hours, Required course 2. Catalog description: Principles of mechanics, waves, and thermodynamics for engineering and physical sciences 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of mechanics of particles and rigid bodies, oscillatory and wave motion, and the principles of heat transfer and thermodynamics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Systems of measurement, Kinematics in one dimension, Kinematics in two and three dimensions, Vector algebra, Newton’s laws of motion, Gravitational force, Friction and drag forces, Work and energy, Conservation of mechanical energy in frictionless systems, Work-energy theorem, Conservation of momentum, Collisions of particles in one, two, and three dimensions, Rotational dynamics of rigid bodies, Equilibrium of rigid bodies, Stress and strain in solids, Fluid mechanics, Simple harmonic motion, Wave motion in strings, Sound waves, Measurement of temperature, Thermal expansion of materials, Heat transfer by conduction, convection, and radiation, and First and second laws of Thermodynamics. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x


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College of Arts and Sciences Department of Physics

COURSE SYLLABUS 1. Course Number and Title: FISI 3172, Physics II. Four credit hours, Required course 2. Catalog description: Principles of electricity, magnetism, optics, and modern physics for engineering and the physical sciences. 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of electricity and magnetism, basic direct-current circuits, optics, and modern Physics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Electric field for point charges, Electric field for continuous charge distributions, Electric potential and potential difference, Capacitance and dielectrics, Electrostatic energy, Electrical conduction and resistance, Ohm’s law, Kirchhoff’s theorems for electric circuits, Direct current circuits, Energy and power in electric circuits, Force and torque on currents in magnetic fields, Sources of magnetic fields, Biot-Savart law, Magnetic induction. Faraday’s law, Lenz’s law, and Generators and motors. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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COURSE SYLLABUS 1. Course Number and Title: FISI 3173, Physics Laboratory I One credit hour, Required course 2. Catalog description: Experiments in mechanics, waves, and optics to complement the Physics I course 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements, represent data in useful graphic form and infer meaning from graphed data. The student should be able to make measurements of length, mass, temperature and angles using different instruments. After completing the experiments, the students should have gained a better understanding of some basic physical concepts and theories. 6. Topics Covered: Mass, Volume, and Density,Uniformly Accelerated Motion, The Addition and Resolution of Vectors: The Force Table, Centripetal Force, Newton’s Second Law: The Atwood Machine, Friction, Conservation of Linear Momentum, Projectile Motion: The Ballistic Pendulum, Hooke’s Law and Simple Harmonic Motion, Rotational Motion and Moment of Inertia, Archimedes’ Principle: Buoyancy and Specific Gravity, and Standing Waves in a String. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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COURSE SYLLABUS 1. Course Number and Title: FISI 3174, Physics Laboratory II One credit hour, Required course 2. Catalog description: Experiments in electricity, magnetism, and modern physics to complement the Physics II course 3. Prerequisites: FISI 3173 or FISI 3163. Corequisite: FISI 3172 or FISI 3162 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements. The students will be introduced to the oscilloscope, measured the rise time, amplitude and width of voltage pulses, AC and DC voltage. They will also have measured the resistance of a resistor and diode. After finished all the experiments the students will have a better understanding of the behavior of resistors, capacitors, inductors and basic electric circuits. In this laboratory the students will also investigate some wave phenomena such as reflection, refraction, diffraction and polarization. 6. Topics Covered: Field and Equipotentials, Ohm’s Law, Resistances in Series and Parallel, Multiloop Circuits: Kirchhoff’s Rules, Introduction to the Oscilloscope Study, The RC circuit, The RLC circuit, Electromagnetic Induction, Reflection and Refraction, Spherical Mirror and Lenses, and Polarized Light and Line Spectra. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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College of Arts and Sciences Department of Chemistry

COURSE SYLLABUS 1. Course Number and Title: QUIM 3131, General Chemistry I Three credit hours, Required course 2. Catalog description: Introduction of the fundamental principles of chemistry. Liquids, solids and properties of gases; changes of matter states. Stoichiometry, atomic theory, molecular structure and chemical properties. Periodic classification and the electronic theory of the ionic and covalent bonds. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill 5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure. 6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The Chemical Bond; Molecular Geometry and Theories of Bonding. 7. Class/Laboratory Schedule: Three hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:


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Department of Chemistry

COURSE SYLLABUS 1. Course Number and Title: QUIM 3132, General Chemistry II Three credit hours, Required course 2. Catalog description: Introduction to thermodynamics, solutions, kinetics, chemical equilibrium, oxidation-reduction. Electrochemistry. 3. Prerequisites: QUIM 3131 4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill 5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases, identify the different intermolecular forces, describes the properties of liquids and their relations with the intermolecular forces. 6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium, and electrochemistry. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x





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College of Arts and Sciences Department of Economics

COURSE SYLLABUS 1. Course Number and Title: ECON 3021, Principles of Economics Microeconomics Three credit hours, Required course 2. Catalog description: Introduction to microeconomics emphasizing supply and demand, costs of production, and price and output determination under different market structures. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Campbell McConnell & Stanley Brue, Economics, Seventeenth Edition (2006), McGraw-Hill. 5. Course Learning Outcomes: After completing the course, the student should be able to understand: how individual markets work, how firms make price and output decisions under different market conditions, the social and economic context of the national and global economy, how economics principles apply to everyday and business situations, how to employ economic principles to enhance critical-thinking skills, the ethics of academic research and policy recommendations, and should develop an interest in current economic affairs. 6. Topics Covered: The nature and method of economics, the economizing problem, supply and demand, the market system and the national and international economy, theory of production and costs, industrial organization, and equilibrium of the firm under different market structures. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:


x



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a b c d e f g h i j k x x x x x x x



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APPENDIX B

FACULTY CURRICULUM VITAE


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JAYANTA BANERJEE PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Waterloo, Canada, 1969 • M.S. Mechanical Engineering, University of Waterloo, Canada, 1966 • M.Ed. Education (Curriculum), Queen’s University, Canada, 1987 • B.S. Mechanical Engineering, Jadavpur University, India, 1961 Service on Faculty: • Number of Years of Service on this Faculty: 19 years • Date of Original Appointment: 1989 • Dates of Advancement in Rank:

• Professor, 1989 - Present

Other Related Experience: • Adjunct Faculty (Sabbatical), Advanced Mat. Research, U of South Florida, 2005 - 2006 • Visiting Faculty (Sabbatical), U of Ottawa (Canada); U of Dayton, Ohio, 1997 - 1998 • Visiting Professor, Mechanical Engineering Dept. ,University of Vermont, 1986 - 1989 • Visiting Professor(Sabbatical), Queen’s University, Canada; & U of Florida, 1983 - 1986 • Professor & Director of Manufacturing lab., U. Táchira (UNET),Venezuela, 1977 - 1983 • Associate Professor, ME Dept., Univ. of Los Andes (ULA), Venezuela, 1973 - 1976 • Assistant Prof., Univ. Del Valle, Colombia (CUSO, Canadian Program), 1970 - 1972 Consulting, Patents, Others: -

State(s) in which Registered: -

Principal Publications of Last Five Years: • “Effects of Slurry Characteristics on the Surface Chemical and Tribological Properties during

Copper Chemical Mechanical Planarization”, NSTI Symposium, Sta. Clara, CA, USA; May 2007.

• “Some Tribological Aspects of Thin Film Copper During CMP”, Proc. ASME/STLE Intl. Joint Tribology Conf., San Antonio, TX; Oct. 23-25, 2006.

• “Interuniversity Research Partnership in Nanomanufacturing”; Proc. 36th ASEE/IEEE Frontiers in Educ.(FIE) Conf., San Diego, CA, Oct. 28-31, 2006

• “Design and Implementation of a Graduate Course in Nanotribology”; Proc. 9th Intl. Conf. on Eng. Educ.; San Juan, PR, Puerto Rico; July 23-28, 2006.

• “Specific Cutting Energy and Other Parameters Related to Machining of Composites: Effects of Friction and Lubrication”, (paper # 63137), World Tribology Congress III, Washington, D.C., USA; Sept. 12-15, 2005.


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Scientific and Professional Societies of which a Member: • ASME • ASEE • VDI (GR) Honors and Awards: • NSF award for Summer Course in Nano-materials Design, Northwestern U., August 03 • Listed in Who’s Who Among Asian Americans, premiere edition, 1994-95 • Canadian Universities Graduate Merit Scholarship, 1985-86, 1966-68 • Jadavpur University (India) Undergraduate Awards, 1957-61


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PABLO G. CACERES-VALENCIA ASSOCIATE PROFESSOR

[email protected]

Degrees: • Ph.D. Metallurgy and Materials Science, University College Cardiff, Wales, 1984 • B.S. Metallurgy and Materials Science, University College Cardiff, Wales, 1981 • B.S. Mechanical Engineering, Pontificia Universidad Católica del Peru, Lima, Peru, 1977 Service on Faculty: • Number of Years of Service on this Faculty: 2 years • Date of Original Appointment: 2006 • Dates of Advancement in Rank:

• Associate Professor, 2002 - Present Other Related Experience: • Associate Professor, Department of General Engineering, College of Engineering, University

of Puerto Rico, Mayaguez, 2002 - 2006 • Tenured Professor, Materials Area – Mechanics Section, Engineering Department, Pontificia

Univ. Católica del Peru, Lima, Peru, 1997 - 2002 Consulting, Patents, Others: -


Principal Publications of Last Five Years: • P.G. Caceres-Valencia; "Effect of Elemental Redistribution on the Failure of Centrifugally

Cast HK 40 Alloy", ASME-Journal – Failure Analysis and Prevention, v.6, issue 2, pp.67-72, (2006).

• P.G. Caceres-Valencia; "Low Temperature Synthesis of Nanostructured _-Fe5C2 Platelets in CO-H2 Atmosphere", Materials Characterization, v. 56, PP.26-31, (2006)

• P.G. Caceres-Valencia, F. Rodriguez, “Synthesis of Nanostructured Chi-Fe5C2 Platelets in CO+H2 Atmospheres” Science and Technology of Powder Materials: Synthesis, Consolidation and Properties Ed. L.L. Shaw, E. Al Olevsky, F.D. Marquis, I.E. Anderson, J.H. Adair, and J.P. Singh, Editors TMS [pp. 19] 2006

• P.G. Caceres-Valencia; “Crossing the International Digital Divide and Promotion of Diversity”; oral presentation at the Workshop at The International Materials Institute Conference at the Iowa State University; May 8-9th Ames, Iowa, (2006)

• C. Calderon, V. Quispe , P.G. Caceres-Valencia and A. Ramirez; “A Time Series Comparison Between Climate Temperature Estimation and Fatigue Test Analysis” poster presented in the Workshop at The International Materials Institute Conference at the Iowa State University; May 8-9th Ames, Iowa, (2006)

• P.G. Caceres-Valencia, J. Ramirez-Vick and J. Carmona; “A Combinatorial Approach to the Synthesis of Carbon Nanotubes”, presented in the 4th International Workshop on Combinatorial Materials Science and Technology, 3-5 December 2006, San Juan, Puerto Rico.


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Scientific and Professional Societies of which a Member: • World Web of Peruvian Scientists

Honors and Awards: • Scholarship to carry out a B.Sc. in Metallurgy & Materials Science awarded by the British

Council in 1978. • Newport & Metallurgical Society Award for oral presentation of a research topic, 1980 (The

Institute of Metals, U.K.). • A.A. Read Award for best student, 1981 (University College Cardiff, U.K.). • Fellowship to carry out a Ph.D. awarded by the Royal Mint, Llantrisant, United Kingdom in

1981. • Joint First Merit Award in the Grant Project presentation for Financial Support by

CONCYTEC-Lima-Peru. September 1998. • Joint First Merit Award in the Grant Project presentation for Financial Support by

CONCYTEC-Lima-Peru. September 2000 • As PI in NSF-DMR “Acquisition of a Field Emission Scanning Electron Microscope for

Research and Education in Materials Engineering” ~awarded $339,900 (2004-2006) • As CO-PI in NSF-CTS “Acquisition of a Multiple Plasma Enhanced CVD Reactor for

Nanostructure Fabrication” awarded $317,900 (2004-2006) 4 • As CO-PI in DOD-ONR “Life Prediction Methodology for Landing Gears and Arresting

Shanks: A Novel Approach” awarded $593,935 (2003-2006)

Institutional and Professional Service in the Last Five Years: - Coordinator of the ME Personnel Committee


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SANDRA COUTIN - RODICIO ASSOCIATE PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, Kansas State University, 1996 • M.S. Mechanical Engineering, Kansas State University, 1992 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1990 Service on Faculty: • Number of Years of Service on this Faculty: - 11yrs. • Date of Original Appointment: - January, 1997 • Dates of Advancement in Rank: - Assistant Prof. (1997) - Assoc. Prof. (2002) Other Related Experience: -

Consulting, Patents, Others: -


Principal Publications of Last Five Years: • Jhon J. Gil-Pelaez, Frederick A. Just-Agosto, David Serrano, Basir Shafiq, Sandra Coutin; Convex Sets in a

Transient Damage Detection Scheme, Proceedings of the American Society for Composites 18th Technical Conference, Gainesville, FL, 2003

• S. Coutin Rodicio, V. Marrero, J.S. Panek, Thermal model and experimental validation for the re-design of the ASTRO-E2 high temperature superconducting current leads, IMECE2004-59361, International Mechanical Engineering Congress and RD&D Expo, 2004, Anaheim, CA.

• S. Coutin-Rodicio, A. Chaves-Guerrero, F. Just; Simulación matemática y estudio paramétrico del método térmico empleado en la detección de daňos en materiales compuestos tipo carbono-carbono Revista Internacional de Desastres Naturales, Accidente e Infraestructura Civil, 2004, pp. 141-152.

• S. Coutin-Rodicio, A. Chaves-Guerrero, F. Just; Thermal analysis approach for the detection of damage in carbon-carbon type composite, Journal of Composite Materials, (2007) Vol. 41, No. 12, pp. 1411-1429

Scientific and Professional Societies of which a Member: - ASME

Honors and Awards: • NASA Space Consortium Fellowship, 1991 • Patricia Robert Harris Fellowship, 1992 • Engineering Excellence Awards for Low-Income Minority Students, NSF; R. Zapata, S. Coutin, G. Colón, G.

Beauchamp, N. Artiles; $275,000 , (2000-2002) • Engineering Excellence Awards for Low-Income Minority Students, NSF; R. Zapata, S. Coutin, G. Colón, G.

Beauchamp, N. Artiles; $275,000 , (2002-2004) • Affordable processing and dynamic characterization of sandwich composite materials used in stealth application,

DoD-ONR; F. Just, S. Coutin, B. Shafiq, N. Mehta, D. Serrano; $463,000; (2001-2004)


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Institutional and Professional Service in the Last Five Years: - ABET/Assessment Coordinator of the Mechanical Engineering Dept. (2005-)

Professional Development Activities in the Last Five Years: -

• ABET Accreditation Workshop:”What program evaluators know and faculty members need to know”, by Dr. Theodore Bickart, April 2006, UPRM, Mayaguez, PR

• “Faculty workshop on assessing program outcomes”, by Dr. Gloria Rogers, Oct. 2006, UPRM, Mayaguez, PR

• “Ocean Thermal Energy Conversion (OTEC), Renewable energy and economic development for Puerto Rico”, May 2007, UPRM-CIAPR, Mayaguez, PR

“Ethics Across the Curriculum (EAC)”, UPRM, Sept. 2007, Mayaguez, PR Others

• Reviewer for the Journal of Composite Materials (2007)


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RUBEN E. DIAZ-RIVERA ASSISTANT PROFESSOR [email protected]

Degrees: • Ph.D. Mechanical Engineering, University of California, Berkeley, California, 2005 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 2000 Service on Faculty: • Number of Years of Service on this Faculty: 2 years • Date of Original Appointment: 2006 • Dates of Advancement in Rank:

• Assistant Professor, January 2006

Other Related Experience: -



Principal Publications of Last Five Years: • Díaz-Rivera, R. E. and B. Rubinsky (2006). “Electrical and thermal characterization of

nanochannels between a cell and a silicon based micro-pore.” Biomedical Microdevices 8: 25-34.

• Díaz-Rivera, R. E. and B. Rubinsky (2007). “Geometrical Nanoscale Effects on Single Cell Micro-electroporation.” Under Review in Bioelectrochemistry.

Scientific and Professional Societies of which a Member: • American Society of Mechanical Engineers • Heat and Mass Transfer in Biotechnology Technical Committee (K-17), ASME Heat Transfer Division. • Tau Beta Phi Honors and Awards: • Sloan Scholar, UC Berkeley, 2002-2005 • Compact For Faculty Diversity Scholar, Atlanta, 2004 • Puerto Rico Industrial Development Company Scholar, UC Berkeley, 2000-2005 Institutional and Professional Service in the Last Five Years: • Served as a judge in the Southwestern-Region Science Fair held in Aguada, Puerto

Rico, February 2007. • Reviewer for the National Science Foundation, Graduate Research Fellowship

Program, February 2007. • Co-chair of the “Drug Delivery and Biotherapeutics” session in the 2006 American Society of

Mechanical Engineers Summer Bioengineering Conference in Jacksonville, FL, June 21-25, 2006.

• Served as a judge in the Regional Science Fair held in Esteban Rosado Báez Middle School,


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Mayagüez, Puerto Rico, September 2005. • Academic counselor of the Mechanical Engineering Society “Instituto de Ingenieros Mecánicos – Capitulo de

Mayagüez” Spring and Fall 2006.


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DAVID B. DOONER PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Florida, 1991 • M.S. Mechanical Engineering, University of Florida, Gainesville Florida, 1988 • B.S. Mechanical Engineering, University of Florida, Gainesville Florida, 1985 Service on Faculty: • Number of Years of Service on this Faculty: 14 years • Date of Original Appointment: 1994 • Dates of Advancement in Rank:

• Professor, July 2003 - Present • Associate Professor, 1997 - 2003 • Assistant Professor, January 1994 - 1997




Principal Publications of Last Five Years: • Dooner, D.B., 2007, “On Spatial Euler-Savary for Envelopes,” ASME Journal of Mechanical

Design, June, New York. • Dooner, 2006, “On the invariance of gear tooth curvature,” Proceedings of the Institution of

Mechanical Engineers C, Journal of Mechanical Engineering Science, London • Dooner, D.B., and Zambrana, N., 2005, “Use of Non-circular Gears for Crankshaft Torque

Balancing in I.C. Engines,” VDI International Conference on Gears, Munich. • Mundo, D., Gatti, G., & Dooner, D.B., 2007, “Combined synthesis of five-bar linkages and

non-circular gears for precise path generation,” Proceedings of 12th World Congress on the Theory of Machines and Mechanisms, Besancon France, June 18-21.

• Roldan, J., Dooner, D.B., Crane, C.D., & Kammath, J-F., 2005, Planar Motion Generation using a 6-link Mechanism and Non-circular Gear Elements, Proceeding of DETC2005, Sept., Long Beach CA.

• Roldan, J., Crane, C.D., & Dooner, D.B., 2007, Reverse Kinematic Analysis of the Spatial Six Axis Manipulator with Consecutive Joint Axes Parallel, Proceeding of DETC2007, Sept., Las Vegas.

Scientific and Professional Societies of which a Member: • ASME • SME • ASEE • AGMA • Tau Beta Pi


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Honors and Awards: -

Institutional and Professional Service in the Last Five Years: • Personnel Committee (ME dept., 2005-2007)


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VIJAY K. GOYAL ASSOCIATE PROFESSOR

[email protected]

Degrees: • Ph.D. Aerospace Engineering, Virginia Polytechnic Institute and State University, 2002 • M.Eng. Mechanical Engineering, Virginia Polytechnic Institute and State University, 1999 • B.S. Mechanical Engineering, University of Puerto Rico at Mayagüez, 1995 Service on Faculty: • Number of Years of Service on this Faculty: 6 years • Date of Original Appointment: 2002 • Dates of Advancement in Rank: None

• Assistant Professor, 2002-2006 Other Related Experience: o 1999-2002 Instructor/Teaching Assistant, Department of Aerospace and Ocean Engineering,

Virginia Tech, Blacksburg VA o 1999-2002 Research Assistant, Department of Aerospace and Ocean Engineering, Virginia

Tech, Blacksburg VA o 1998-2000 Curriculum Developer, Crosswalk Ministries, Hampton VA o 1996-1999 Research Assistant, NASA Langley Research Center, Hampton VA Consulting, Patents, Others: -


Principal Publications of Last Five Years: • Goyal, V. K., J. I. Rome, V. K. Goyal and P. M. Schubel, “Enhancement to the Interfacial

Element Formulation for the Prediction of Delamination", 48th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference, Hawaii 2007. AIAA 2007-2095

• Goyal, V. K., J. I. Rome, V. K. Goyal and J.C. Klug, “Efficient Algorithms for Composite Structural Analysis with Different Tension-Compression Material Properties", 48th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference, Hawaii 2007. AIAA 2007-2257

• Goyal, V. K. and R. Valentin, “Transforming Mechanical Engineering Curriculums Using Computer Aided Engineering Design”, 9th International Conference on Engineering Education, San Juan, Puerto Rico, July 23 – 28, 2006. ICEE-3262

• Krishnamurthy, K., K. Stanek, V. Rao, and V. K. Goyal, “Advances in Micro-Mechatronics and Smart Structures”, 9th International Conference on Engineering Education, San Juan, Puerto Rico, July 23 – 28, 2006. ICEE-3576

• Goyal, V. K. and C. A. Huertas, “Robust Bird-Strike Modeling Using LS-DYNA”, 23rd Southeastern Conference on Theoretical and Applied Mechanics, Mayagüez, Puerto Rico, May 21 – 23, 2006.

• Goyal, V. K., C. A. Huertas, J. R. Borrero, T. R. Leutwiler and T. J. Vasko, “Robust Bird-Strike Modeling Based on ALE Formulation Using LS-DYNA”, 47th


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AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference and Exhibit in Newport, RI. April 2006. AIAA-2006-1759

• Goyal, V. K., C. A. Huertas, T. R. Leutwiler, J. R. Borrero and T. J. Vasko, “Robust Bird-Strike Modeling Based on SPH Formulation Using LS-DYNA”, 47th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference and Exhibit in Newport, RI. April 2006. AIAA-2006-1878

• Goyal, V. K. and R. K. Kapania, “Dynamic Stability of Laminated Composite Beams Subject to Subtangential Loads”, 44th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference and Exhibit in Norfolk, VA. April 2003. AIAA-2003-1930

• Goyal, V. K. and R. K. Kapania, “Reliability of Laminated Composite Beams Subjected to Subtangential Loads”, 44th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference and Exhibit in Norfolk, VA. April 2003. AIAA-2003-1914

• Goyal, V. K., C. A. Huertas, J. R. Borrero, T. R. Leutwiler and T. J. Vasko, “Arbitrary Lagrange Eulerian Approach for Bird-Strike Analysis Using LS-DYNA”, AIAA, Submitted October 2006.

• Goyal, V. K., C. A. Huertas, T. R. Leutwiler, J. R. Borrero and T. J. Vasko, “Smooth Particle Hydrodynamic Approach for Bird-Strike Analysis Using LS-DYNA”, AIAA, Submitted October 2006.

• Goyal, V. K., C. A. Huertas and T. J. Vasko, “Lagrangian Approach for Bird-Strike Analysis Using LS-DYNA”, Engineering Structures, Submitted October 2006.

• Goyal, V. K., E. R. Johnson and V. K. Goyal, “Predictive Strength – Fracture Model for Composite Bonded Joints”, Composite Structures, Composite Structures 82 (2008) pp 434-446.

• Goyal, V. K. and R. K. Kapania, “Dynamic Stability of Laminated Beams Subject to Subtangential Loads”, Thin-Walled Structures, Submitted August 2007.

• Goyal, V. K. and R. K. Kapania, “Dynamic Stability of Uncertain Laminated Beams Subject to Subtangential Loads”, International Journal of Solids and Structures, Accepted March 2007.

• Goyal, V. K. and R. K. Kapania, “A Shear-Deformable Beam Element for the Analysis of Laminated Composite”, Finite Elements in Analysis and Design, Vol. 43, 2007, pp. 463-477.

• Goyal, V. K., R. Valentin, J. F. Betts, and V. K. Goyal, MatLab-Aided Finite Element Analysis and Optimization for Engineering Design, 2007, Book proposal submitted. Wrote chapters 1-9 and edited final manuscript.

Scientific and Professional Societies of which a Member: • American Institute of Aeronautics and Astronautics • American Society of Mechanical Engineering • Tau Beta Pi, The Engineering Honor Society

Honors and Awards: • Research Funding, Statistical Characterization of Reactive Material Microstructures, Naval

Surface Warfare Center, Dahlgren Division; (PI): Contact: Dr. Wayne Chepren, 2007-08 Amount: $26K • Research Funding, Development of Robust Models for Bird-Strikes, Pratt & Whitney; (PI):

Contact: Dr. Thomas Vasko, 2004-06


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Amount: $138K • Research Funding, Generation-X Telescope, NASA; (CO-PI); Contact: Dr. Enectali Figueroa,

2005 Amount: $7K • Other Funding, Mechanical & Aerospace Computer Laboratory, Co-PI, InfoTech Aerospace

Services Amount: $33K Institutional and Professional Service in the Last Five Years: • Aerospace Studies & Research Program, Chair, 2003-Present • College of Engineering Faculty Graduate Committee, Member, 2005-07 • UPRM Graduate Council, Member, 2004-07 • ME Graduate Program, Chair, 2004-07 • Association of Evangelical College Students, Faculty Advisor, 2002-07


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GUSTAVO GUTIERREZ ASSOCIATE PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Wisconsin-Milwaukee, 2002 • M.S. Civil Engineering, University of Wisconsin-Milwaukee, 1998 • B.S. Civil Engineering, National University of Cordoba, Argentina, 1991 Service on Faculty: • Number of Years of Service on this Faculty: 6 years • Date of Original Appointment: 2002 • Dates of Advancement in Rank:

• Associate Professor, 2006 - Present • Assistant Professor, 2002 - 2006




Principal Publications of Last Five Years: • Gutierrez, G. and Jen, T.C., 2005, “Numerical Analysis of the Vapor Flow in an Axially

Rotating Heat Pipe in Drilling Process” International Journal of Transport Phenomena, Volume 7, Number 2.

• Jen, T.C., and Gutierrez, G., 2003, “Prediction of Transient Cutting Tool Temperatures,” International Journal of Transport Phenomena Vol. 5, pp. 19-30.

• Jen, T.C., Gutierrez, G., and Eapen, S., 2003, “Non-linear Numerical Analysis in Transient Cutting Tool Temperatures,” Journal of Manufacturing Science and Engineering, Vol. 125, pp. 48-56.

• Jen, T.C., and Gutierrez, G., 2003, “Analytical study of heat conduction in a finite region due to a laser source, International Journal of Transport Phenomena Vol. 5, pp. pp. 203-216.

• Gutierrez, G., Cataño, J. Jen, T.C and Quan Liao, Transient Heat Transfer Analysis on A Heat Pipe with Experimental Validation, International Journal of Transport Phenomena, Volume 8, Number 2, 2006

• Araya, G. and Gutierrez, Gustavo, Analytical Solution for a Transient Three Dimensional Temperature Distribution due to a Moving Laser Beam, Vol.(49), 2006, 4124-4131, International Journal of Heat and Mass Transfer.

• Gutierrez, G., Cataño, J., Melendez, C. Perales-Perez, O. Tomar, M. S., and Calderon, E., Characterization of Mn-Zn magnetic fluid for cooling applications at ambient temperature, International Mechanical Engineering Congress and R&D Expo, Orlando, Florida, November 5-11, 2005.

• Gutierrez, G., Jia, .Y, and Jen, T.C., (2004) “Analysis of the Temperature Evolution at the Vapor-Liquid Interface During a Transient Operation of a Heat Pipe”, 13th International Heat Pipe Conference (13th IHPC), Shanghai, China, September 21-25, 2004.


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• Gutierrez, G., Cataño, J. and Jen, T.C., 2004, “Numerical investigation of a transient operation of a heat pipe with experimental validation”, International Mechanical Engineering Congress and R&D Expo Anaheim, California, November 15-21.

• Gutierrez, G., and Cataño, J., 2004, “Transient analysis of a flat heat pipe working as a passive air conditioning system in residential buildings” 2004 ASME Heat Transfer/Fluids Engineering Summer Conference Charlotte, North Carolina, USA, July 11-15.

• Gutierrez, G., and Medici, E., 2004, “Effect of a Magnetic Field In The Heat Transfer Rate on Free Convection in a Rectangular Cavity”, XIV Congress on Numerical Methods and their Applications, San Carlos de Bariloche, Argentina, November 8-11.

• Jen, T.C. Chen, Y. M., and Gutierrez G., 2003, “Thermal Performance of Heat Pipe Drill: Experimental Study”, ASME Summer Heat Transfer Conference, Las Vegas, Nevada, July 21-23.

Scientific and Professional Societies of which a Member: • American Society of Mechanical Engineering

Honors and Awards: • UW-Milwaukee Graduate School Fellowship in 2000-2001. • UW-Milwaukee Graduate School Dissertation Fellowship in 2001-2002. • Twice awarded the Science and Technology Scholarship of the National University of

Cordoba, Argentina, 1994-1996. Institutional and Professional Service in the Last Five Years: • Coordinator of the Thermosciences committee of Mechanical Engineering Department, UPRM. • Coordinator of the Thermofluid Lab, responsibilities include the updated and development of the Thermofluid

lab for undergraduate education. • Invited Panelist for NSF-CTS program, 2005, Washington, D.C. • Chaired and co-chaired technical sessions in National and International conferences.


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YI JIA PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, Harbin Institute of Technology, PR. China, 1994 • M.S. Mechanical Engineering, Taiyuan University of Technology, PR. China, 1988 Service on Faculty: • Number of Years of Service on this Faculty: 7 years • Date of Original Appointment: 2001 • Dates of Advancement in Rank:

• Professor, 2006 - Present • Associate Professor, 2001 - 2006

Other Related Experience: • Visiting Professor, Worcester Polytechnic Institute, MA, USA, 2003 – 2004 • Visiting Professor, Purdue University, West Lafayette, IN, USA, 1998 – 2001 • Associate Professor, Shanghai Jiao Tong University, PR. China, 1996 – 1998 • Visiting Professor, Kyoto University, Japan, 1997 – 1997 • Assistant Professor, Taiyuan University of Technology, PR. China, 1988 – 1994 Consulting, Patents, Others: • W-N Circular Arc Gear Transmission, Patent number: ZL91108062.7, February 1993 • US Provisional Patent: High Sensitive wireless Strain Sensor, January 2006 • US Provisional Patent: Passive Wireless Telemetry Sensor in Harsh Environment, January

2006 • US Provisional Patent: Low Temperature Heat Pipe Embedded Bearing, January 2006


Principal Publications of Last Five Years: • Dongdong Jia, Weiya Jia, and Yi Jia, “Long Persistent Alkali-Earth Silicate Phosphors Doped

With EU2+,Nd3+”, Journal of Applied Physic., online published on Jan 15 2007 • Yi Jia, Sun Ke, Frederick Just-Agosto and Manuel Toledo-Quiñones, Design and

Characterization of Passive Wireless Strain Sensor, Measurement Science and Technology, Vol. 17 (2006) 2869-2876.

• Yi Jia and Guillermo Araya, Numerical Analysis of Response Time for Thin Film Temperature Sensors in Lubricated Contact, submitted to Journal of Engineering Tribology, Vol.220, No. 6, 2006, pp487-497.

• Yi Jia, Miang Yei, Weiyi Jia, Stress-Induced Mechanoluminescence in SrAl2O4:Eu2+,Dy3+, Journal of Optical Materials, Vol. 28, pp974-979, 2006.

• Yi Jia and Ke Sun, Thick film wireless and powerless strain sensor, SPIE Symposium on Smart Structures and Materials, February 26- March 2 2006, the Town and Country Resort & Convention Center, San Diego, California. USA

• Ke Sun, Yi Jia and Manuel Toledo-Quiñones, Geometric Optimization of Planar Resonator for Wireless Strain Sensing Applications, 49th IEEE International Midwest Symposium on


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Circuits and Systems, MWSCAS 2006, San Juan, Marriott Resort & Stellaris Casino, San Juan, Puerto Rico, USA, August 6 - 9, 2006

• Jhon A. Henao-Sepúlveda, Pablo L. Robles-Rodriguez, Manuel Toledo-Quiñones, and Yi Jia, RFPowered Wireless Sensor Circuits for Temperature Monitoring, 49th IEEE International Midwest Symposium on Circuits and Systems, MWSCAS 2006, San Juan, Marriott Resort & Stellaris Casino, San Juan, Puerto Rico, USA, August 6 - 9, 2006

• Yi Jia and Pablo D. Quiñones, Gear Surface Temperature Monitoring, Journal of Engineering Tribology, No.2, 2005, pp99-105.

• Yi Jia, Juan Guillermo Araya and Gustavo Gutiérrez, Numerical Analysis of Response Time for Thin Film Temperature Sensors in a Lubricated Contact, 2004 ASME Heat Transfer/Fluids Engineering Summer Conference, North Carolina, July 11-15, 2004

• Yi Jia, Manuel Toledo-Quiñones, and Jhon A. Henao-Sepúlveda, Wireless Temperature Microsensor for Bearing Health Monitoring, SPIE's Smart Structures / NDE 2004 Symposium, San Diego, California, 14-18 March 2004.

Scientific and Professional Societies of which a Member: -

Honors and Awards: • Distinguished Professor Award, School of Engineering, UPRM, 2004. • Passive Wireless Humidity Sensor for Building Health Monitoring , PI, NASA, Puerto Rico

Space Grant Consortium, 2006-2007. • Novel Thick Film Wireless and Powerless Strain Sensor, PI, NSF, 2005-2007. • Passive Wireless Strain Sensor, PI, NASA, Puerto Rico Space Grant Consortium, 2005-2006. • Acquisition of a Multipurpose Plasma-Enhanced CVD Reactor for Nanostructure Fabrication,

Co-PI, NSF, 2004 - 2006. • MRI and CT Scan Based 3D Reconstruction and Medical Rapid Prototyping, PI, NIH-

MBRSSCORE program, 1.2005-12.2005 • Research Initiative Award, Integrated Wireless Sensors for Larger-Scale Laminated Tooling,

Society of Manufacture Engineering PI, (SME), 2004-2005. • Wireless Strain Sensors Embedded Composite for Structure Health Monitoring, Puerto Rico

Industrial Development Company PI, (PRIDCO), 2004-2005. • Wireless Sensor for Bearing Health Monitoring, PI, NASA, NASA Space Grant, 2003-2004. • Flow-Induced Variation of E2 Test Facility, PI, NASA, NASA Research Award,, 2001-2004. • JSPS Invitation Fellowship, The Japan Society for the Promotion of Science, JSPS, 1997. • Fundamental Research Award, National Science Foundation of China, PI, NSFC, 1996. • Fundamental Research Award, National Science Foundation of China, PI, NSFC, 1995. Institutional and Professional Service in the Last Five Years: • Wireless Sensor Research at UPRM, invited Talk at HP Aguadilla Research Laboratory,

Puerto Rico, April 2005 • Wireless Sensor Research at UPRM, invited Talk at University of South Florida, Dec. 2005 • Integrated Wireless Sensing Technologies for Mechanical System Applications, Invited talk at

Rensselaer Polytechnic Institute, Nov. 5, 2004. • NSF Panel Reviewer in May 2003 and Feb. 2004


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FREDERICK JUST-AGOSTO PROFESSOR

[email protected]

Degrees: • Ph.D. Engineering Mechanics, Virginia Polytechnic Institute and State University, 1998 • M.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1988 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1985 Service on Faculty: • Number of Years of Service on this Faculty: 10 years • Date of Original Appointment: 1998 • Dates of Advancement in Rank:

• Professor, July 2007-Present • Associate Professor, July 2002 - June 2007 • Assistant Professor, January 1998 - July 2002




Principal Publications of Last Five Years: • F. Just-Agosto, B. Shafiq, J. Jairo and D. Serrano: “Damage Detection Using Transient

Temperature Response”, International Journal of Natural Disasters, Accidents and Civil Structures, Vol. 3, No. 3, pp. 129-141, June 2004.

• C. Toro, B. Shafiq, D. Serrano, F. Just-Agosto: “Eigen-Parameter Based Damage Detection in Sandwich Composite Ship Hull Structures”, Journal of Mechanical Behavior of Materials, Vol. 16, No. 6, 2005.

• F. Just-Agosto, B. Shafiq, D. Serrano, M. Ortiz, “Damage Detection in Sandwich Composites using Damping Matrix Identification”, Journal of Mechanical Behavior of Materials, Vol. 17, No1, 2006, 17-29

• F. Just-Agosto, B.Shafiq, D. Serrano, “Development of a Damage Detection Scheme Applicable to Sandwich Composites”, Journal of Sandwich Structures and Materials, Vol 9, No. 4, 343-363, 2007

• F. Just-Agosto, David Serrano, Basir Shafiq, Andres Cecchini, “Neural Network Based Non-Destructive Evaluation of Sandwich Composites”, Journal of Composites Part B, accepted for publication

• Yi Jia, Ke Sun, F. Just-Agosto, Manuel Toledo Quinones; “Design and Characterization of a Passive Wireless Strain Sensor”; Measurement Science and Technology, 17, 2006, 2869-2876

• Cechini, D. Serrano, B. Shafiq, F. Just-Agosto, “Damage Evaluation of Sandwich Composites using Vibration and Thermal Signatures”, 7th International Conference on Sandwich Structures, 29th-21st Aug. 2005, Alborg, Denmark


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• D. Serrano, B. Shafiq, D. Serrano, B. Shafiq, F. Just-Agosto, Application of Neural Network to Eigen-Parameter Based Damage Detection in Multi-Component Sandwich Ship Hull Structures, 6th International Conference on Sandwich Structures, Ft. Lauderdale, March 25-29, 2003

• F. Just-Agosto, D. Serrano, B. Shafiq, “Convex Sets in Transient Damage Detection Scheme”, Proceedings of ASC 18th technical Conference, Gainsville Fl., 10/2003


Honors and Awards: • BSME, University of Puerto Rico Mayagüez Campus, Cum Laude, 1985 • Puerto Rico Economic Development & Commerce Office Fellowship, 1996-1994 • Charles E. Minor Fellowship, Virginia Polytechnic Institute and State University, 1997 • Outstanding Mechanical Engineering Professor 2000-2001, University of Puerto Rico,

Mayaguez Campus, 2001 • Outstanding Mechanical Engineering Professor 2001-2002, University of Puerto Rico,

Mayaguez Campus, 2002 • Boeing Welliver Faculty Fellow, 2006 • Outstanding Mechanical Engineering Professor 2006-2007, University of Puerto Rico,

Mayaguez Campus, 2007 • Grants

• ONR-DoD $638,949 (PI), Comprehensive Investigation of Lifetime Characteristics of Nano Structured Sandwich Composites, (July 21, 2006 – July 31, 2006)

• DoD-HBCU/MI 2007 Infrastructure Support Program, $282,453, (Co-PI) Infrastructure Development for Education and Research in the Mechanical Engineering Department at the Inter-American University of Puerto Rico, Bayamon Campus, (UPRM Partner in Grant), (September 2007 - September 2008)

• Pratt & Whitney $30,093 (P.I.) Anomaly Sensor Detection Phase III (February 2007-December 2007)

• Pratt & Whitney $30,100 (P.I.) Anomaly Sensor Detection Phase II (February 2006 - December 2006)

• Pratt & Whitney $39,968 (P.I.) Anomaly Sensor Detection Phase I (February 2005 - December 2005)

• PRIDCO $100,000 (Co-PI), Wireless Strain Sensors Embedded Composite for Structure Health Monitoring, (August 2004 - August 2005)


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STEFANO LEONARDI ASSISTANT PROFESSOR

[email protected]

Degrees: • Ph.D. Theoretical and Applied Mechanics, Department of Meccanica e Aeronautica,

University of Rome ``La Sapienza'', 2002 • Degree in Aeronautical Engineering, University of Rome, 1999 Service on Faculty: • Number of Years of Service on this Faculty: 2 years • Date of Original Appointment: 2006 • Dates of Advancement in Rank:

• Assistant Professor, 2006 - Present




Principal Publications of Last Five Years: • Stoller M., Orlandi P., Leonardi S. & Chianese A. (2007) Modelling on fine crystals

dissolution in an externally heated tube. AICHE J. (submitted) • Leonardi S., Orlandi P., Antonia R.A. (2007) Properties of d- and k-type roughness in a

turbulent channel. Physics of Fluids (submitted) • Araya G., Leonardi S., Castillo L., Orlandi P. (2007) Direct Numerical Simulations of

turbulent channel flow with local forcing at walls. Int. J. Transport Phenomena accepted. • Leonardi, S., Tessicini, F., Orlandi P. & Antonia R.A. (2006) Direct Numerical and Large-

Eddy Simulations of Turbulent Flows over Rough Surfaces AIAA Journal vol. 44 no. 11 pp 2482-2487

• Leonardi S., Djenidi L., Orlandi P. & Antonia R.A. (2006) Guidelines for Modeling a 2D Rough Wall Channel Flow. Turb. Flow & Comb. vol 77. 1-4, 41-57

• Orlandi P. & Leonardi S. (2006). DNS of turbulent channel flows with two- and threedimensional roughness. Journal of Turbulence vol.7 pp. 1-22.

• Orlandi P.; Leonardi S.; Antonia R.A. (2006). Turbulent channel flow with either transverse or longitudinal roughness elements on one wall. J.Fluid Mech. 561, 279-305.

• Leonardi S., Orlandi P., & Antonia R.A. (2005) A method for determining the frictional velocity in a turbulent channel flow with roughness on one wall. . Exps. Fluids Vol. 38, No. 6, pp.796-800.

• Leonardi S. & Orlandi P. (2004) A numerical method for turbulent flows over complex geometries. ERCOFTAC BULLETTIN 62 pp.41-46.

• Leonardi S., Orlandi P., Djenidi L. & Antonia R.A. (2004) Structure of turbulent channel flow with square bars on one wall. Int. Jour. Heat Fluid Flow, 25/3 384-392.

• Orlandi P. & Leonardi S. (2004) Passive scalar in a turbulent channel flow with wall velocity disturbances. Flow, Turb. and Combustion, vol. 72 n.2-4 181-197.

• Orlandi, P., Leonardi S., Tuzi R., Antonia R.A. (2003) DNS of turbulent channel flow with


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wall velocity disturbances. Physics of Fluids vol.15 n.12 3587-3601. • Leonardi, S., Orlandi, P., Smalley, R.J., Djenidi L. & Antonia, R.A. (2003). Direct numerical

simulations of turbulent channel flow with transverse square bars. J.Fluid Mech. 491, 229-238.


Honors and Awards: - ME Distinguished Professor 2008


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R. VIKRAM RAJ PANDYA ASSISTANT PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, Indian Institute of Technology, Bombay, India, 1993 • B.Tech. Mechanical Engineering, Indian Institute of Technology, Bombay, India, 1987 Service on Faculty: • Number of Years of Service on this Faculty: 5 years • Date of Original Appointment: 2003 • Dates of Advancement in Rank:

• Assistant Professor, 2003 - Present




Principal Publications of Last Five Years: • Stansell, P. and Pandya, R.V.R., “Scaling of Circulation in Buoyancy Generated Vortices”,

Physical Review E, (R), 2006. • Stansell, P., Pandya, R.V.R., Cosgrove, J. A. and Dong, P., “Primary Instability and Fluid

Particle Migration in Transitional Oscillatory Stokes Flow”, Journal of Turbulence, 7 (47): 1-16 2006.

• Comarazamy D. E., Gonzalez, J. E., Tepley, C. A., Raizada, S. and Pandya, R.V.R., “Effects of atmospheric particle concentration on cloud microphysics over Arecibo”, Journal of Geophysical Research, 111, D09205, doi:10.1029 /2005JD006243, 2006.

• Pandya, R.V.R., “Simplification of Local Energy Transfer Theory of Incompressible, Isotropic, Nonstationary Turbulence”, Physical Review E, 70, 066307, 2004.

• Pandya, R.V.R., Stansell, P. and Cosgrove, J., “Dispersed Phase of Particles in Rotating Turbulent Fluid Flows”, Physical Review E, 70, 025301 (R), 2004.

• Mashayek, F. and Pandya, R.V.R., “Analytical Description of Particle / Droplet – Laden Turbulent Flows”’, Progress in Energy and Combustion Science, 29 (4), 329-378, 2003.

• Shotorban, B., Mashayek, F. and Pandya, R.V.R., “Temperature Statistics in Particle-Laden Turbulent Homogeneous Shear Flow”, International Journal of Multiphase Flow, 29 (8), 1333-1353, 2003.

• Pandya, R.V.R. and Mashayek, F., “Kinetic Equation for Particle Transport and Heat Transfer in Non-Isothermal Turbulent Flows”, AIAA Journal, 41 (5), 841-847, 2003.

• Pandya, R.V.R. and Mashayek, F., “Non-Isothermal Dispersed Phase of Particles in Turbulent Flow”, Journal of Fluid Mechanics, 475, 205-245, 2003.

• Jacobs, G.B., Pandya, R.V.R., Shotorban, B., Gao, Z., and Mashayek, F., “Deterministic and Probabilistic Approaches for Prediction of Two-Phase Turbulent Flow in Liquid-Fuel Combustors”, in Roy, G.D., editor, Energy Conversion Propulsion: New Horizons, Chapter 8, 2003.


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Honors and Awards: • Distinguished Professor for the academic year 2004 - 2005.


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NESTOR PEREZ PROFESSOR

[email protected]

Degrees: • Ph.D. Metallurgical Engineering, University of Idaho, Moscow, Idaho, 1989 • M.S. Metallurgical Engineering, Montana Tech, Butte, Montana, 1983 • B.S. Metallurgical Engineering, Montana Tech, Butte, Montana, 1980 • A.S. Metallurgical Engineering, Montana Tech, Butte, Montana, 1979 Service on Faculty: • Number of Years of Service on this Faculty: 19 years • Date of Original Appointment: 1989 • Dates of Advancement in Rank:

• Professor, 2001 - Present • Associate Professor, 1993 - 2001 • Assistant Professor, 1989 - 1993


Consulting, Patents, Others: • Consultant, Failure Analysis, 1983-Present


Principal Publications of Last Five Years: • N. Perez, “Fracture Mechanics,” Kluwer Academic Publishers, 2004 • N. Perez, "Electrochemistry and Corrosion Science," Kluwer Academic Publishers, 2004 • N. Perez, “Comparison of Lumped Mass-Spring Models For Instrumented Charpy Impact

Tests,” submitted to Journal of Mechanical Behavior of Materials for review, 2004 Scientific and Professional Societies of which a Member: -

Honors and Awards: • N. Perez, NSF Certificate, training course on Nanoscale Design of Materials, Northwestern

University, Evanston (Chicago suburb), August 25-29, 2003 • N. Perez, First price, Engineering Division, for best paper presented at the 20th annual

meeting, Idaho Academy of Science, Moscow, Idaho, April 1987


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FRANCISCO RODRIGUEZ ROBLES ASSISTANT PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Dayton, 2003 • M.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1997 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1990 Service on Faculty: • Number of Years of Service on this Faculty: 5 years • Date of Original Appointment: 1995 • Dates of Advancement in Rank:

• Assistant Professor, July 2004 - Present • Instructor, January 1995 – July 1996

Other Related Experience: - Consulting, Patents, Others: -

State(s) in which Registered: Ohio

Principal Publications of Last Five Years: • Rodríguez, F., Glawe, D.D., Naik, R.R., Hallinan, K.P., Stone, M.O., (2004), A Study of the

Chemical and Physical Influences upon In Vitro Peptide-Mediated Silica Formation, Biomacromolecules Vol. 5, pp. 261-265.

• Glawe, D.D., Rodríguez, F., Stone, M.O., Naik, R.R., (2005), Polypeptide-Mediated Silica Growth on Indium Tin Oxide Surfaces, Langmuir, Vol. 21, pp. 717-720

• Naik R. R., Rodriguez F., Agarwal G, Brott L. L., Kirkpatrick S. M, & Stone M. O., (2003), Bio-Inspired & Biologically-Derived Materials for Coatings. Prog. Org. Coatings Vol. 47, pp 249-255.

• Rajesh R. Naik, Patrick W. Whitlock, Francisco Rodríguez, Lawrence L. Brott, Diana D. Glawe, Stephen J. Clarson and Morley O. Stone, (2003), Controlled Formation of Biosilica Structures In Vitro, CHEM. COMM. Vol. 2, pp. 238–239

• Caceres-Valencia, P.G., Rodriguez, F., (2005), Low Temperature Synthesis of Nanostructured c-Fe5C2 Platelets in CO + H2 Atmospheres, Science & Technology of Powder Materials

• Rodríguez, F., Glawe, D.D., Naik, R.R., Hallinan, K.P., Stone, M.O., (2003), Electrostatic and Hydrodynamic Fields Influence on In Vitro Polycationic Peptide-Mediated Silica Biomineralization, Mat. Res. Soc. Proc., 822, H3.33

• Glawe, D.D.; Rodríguez, F.; Stone M.O.; Naik, R.R., (2004), In Situ Protein Directed Silica Biomineralization Mat. Res. Soc. Proc., 823, W4.17

• Naik, R.R.; Kramer, R.M.; Carter, D.; Li, C.; Brott, L.L.; Rozenzhak, S.M.; Sowards, L.A.; Rodriguez, F.; Stone, M.O., (2004), Hybrid Protein-based Frameworks for the Creation of Inorganic Structures Mat. Res. Soc. Proc. 2004, 823, R6.1


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Scientific and Professional Societies of which a Member: • American Society of Mechanical Engineers, Member • American Society of Heating, Refrigerating and Air-Conditioning Engineers, Member • Materials Research Society, Member • Tau Beta Pi, Puerto Rico Alpha, Member Honors and Awards: • Dayton Area Graduate Studies Institute (DAGSI) Full Scholarship, Dayton, Ohio, 2000-2003 • U.S. Air Force Notable Achievement Award, Wright-Patterson AFB, Ohio, 2000 • U.S. Air Force Notable Achievement Award, Wright-Patterson AFB, Ohio, 1999 • UPR-RUM Graduate School Full Scholarship, Mayagüez, Puerto Rico, 1995-1997 • U.S. Navy Commendation Medal, Naval Air Facility, El Centro, California, 1994 • School of Engineering Honor Roll, University of Puerto Rico, 1988-1990 • School of Arts and Sciences Honor Roll, University of Puerto Rico, 1986-1988 Institutional and Professional Service in the Last Five Years: • National Air & Space Intelligence Center, Wright-Patterson AFB, Dayton, Ohio, Lead,

Mechanical Engineer, May 2003 - July 2004 • Air Force Research Laboratories, Materials Directorate, Biotechnology Group, Wright-

Patterson AFB, Dayton, Ohio, Research Engineer, March 2001- June 2003 • Research Committee Member • Applied Mechanics Committee Member • Fluid Mechanics Committee Member • Micro & Nanoscale Engineering Systems and Advanced Materials Characterization

Laboratory, Co-Founder


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LOURDES M. ROSARIO

PROFESSOR [email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Rhode Island, 1988 • M.S. Manufacturing Engineering, University of Massachusetts, 1984 • B.S. Mechanical Engineering, University of Puerto Rico, 1983 Service on Faculty: • Number of Years of Service on this Faculty: 22 years • Date of Original Appointment: 1986 • Dates of Advancement in Rank:

• Professor, 1999 - Present • Associate Professor, September 1991 - 1999 • Assistant Professor, September 1988 - August 1991 • Instructor, June 1986 - August 1988

Other Related Experience:- Consulting, Patents, Others: -

State(s) in which Registered: Puerto Rico

Principal Publications of Last Five Years: - Scientific and Professional Societies of which a Member: • American Society of Mechanical Engineers • Society of Manufacturing Engineers • Alpha Delta Kappa Honorary Sorority of Women Educators, Member, President of the Delta

Chapter and Sergeant of Arms of the PR Chapter

Honors and Awards: • SWE Recognition as Mechanical Engineering Female Faculty, March, 1991 • University of Puerto Rico Baxter Chair in Manufacturing Engineering Recipient, 1989 – 1991 • Esteban Terrats Award for Best Student in the Mechanical Engineering class of 1983 • BSME, University of Puerto Rico Mayagüez Campus, Magna Cum Laude, 1983 Institutional and Professional Service in the Last Five Years: • Coordinator of Mechanical Engineering Summer Camp for High School Female Students,

Summers 2004 – 2006 • Chair of the 1st UPRM for Puerto Rico Manufacturing Forum, October 2003 • Participant in the Manufacturing Engineering Education Partnership (MEEP) Grant, June

1994 to 1997 • Coordinator of the utilization of the cash gifts award received from the AT&T Engineering


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Education Foundation, January 1994 to December 1994 • DSC Corp., Aguadilla, P. R., Developed software to generate assembly and inspection

related documents from AutoCAD and trained personnel to use this application, June 1992 to July 1992

• Caribe General Electric Products, Inc., Añasco, P. R., Trained the Plant Engineers to use a personal computer-based Computer-Aided Design Software, June 1989 to July 1989.

• Faculty Advisor of the University of Puerto Rico SME Student Chapter, July 1992 to June 1993.

• Faculty Advisor of the University of Puerto Rico ASME Student Chapter, July 1987 to June 1988

• Coordinator of the utilization of the software gifts awards received from the SME Manufacturing Engineering Education Foundation, July 1989 to June 1991

• Coordinator of the short course: "Applications of Computers in Drafting and Manufacturing", Council of Higher Education Competitive Grant under Title II of Public Law 98-377, June 1989 to July 1989

• "Expert System to Analyze Mechanical Products for Ease of Assembly", National Science Foundation Research Initiation Grant, June 1989 to November 1991


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ORLANDO E. RUIZ QUIÑONES ASSISTANT PROFESSOR [email protected]

Degrees: • Ph.D. Mechanical Engineering, Georgia Institute of Technology, 2000 • M.S. Mechanical Engineering, University of Vermont, 1996 • B.S. Mechanical Engineering, Georgia Institute of Technology, 1992 Service on Faculty: • Number of Years of Service on this Faculty: 3 years • Date of Original Appointment: 2000 • Dates of Advancement in Rank:

• Assistant Professor, 2000 - 2001, 2006 - Present




Principal Publications of Last Five Years: • Ruiz, O. E. and Black, W. Z. (2002), “Evaporation of Water Droplets Placed on a Heated

Horizontal Surface,” ASME Journal of Heat Transfer, Vol. 124, No. 5, pp. 854 - 863. • Escobar-Vargas S., Fabris D., Gonzalez J.E., Sharma R., Bash C., and Ruiz O. E., (2006),

“Bubble size and surface temperature measurements during fast boiling in enclosed micro heaters,” Submitted to ASME Journal of Heat Transfer.

• Ruiz, O. E., (2003), “TIJ Ligament Drop Simulations,” HP Worldwide Knowledge Repository, Report 20030707.000004.

• Ruiz, O. E., (2004), “Fully Coupled Thermal and Fluid Flow Model of the TIJ Droplet Ejection Process,”HP Worldwide Knowledge Repository, Report 20040604.000000.

• Ruiz, O. E., (2005), “Electro-thermal Model of a Serpentine Micro-heater for the Smart Drug Delivery Pump,” HP Labs Internal Report, Patent Pending.

• Ruiz, O. E., (2005), “Thermo-mechanical and Mechanical Stress Analysis of the HP Memory Spot Device,” HP Labs Internal Report.

Scientific and Professional Societies of which a Member: • ASME • Colegio de Ingenieros y Agrimensores de Puerto Rico

Honors and Awards: • Sloans Scholars Fellowship • Georgia Institute of Technology Presidents Fellowship • GE's Edison Engineering Program - Outstanding Assignment Award. • Tau Beta Pi Honor Society • Pi Tau Sigma National Honorary Mechanical Engineering Fraternity.


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• Amoco Minority Scholarship Award Institutional and Professional Service in the Last Five Years: • Thermal Sciences Committee Member • Solar Boat Design Team – Counselor


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ALI SABZEVARI PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, Case Inst. of Technology, Cleveland, 1966 • M.S. Mechanical Engineering, Case Inst. of Technology, Cleveland, 1964 • B.S. Mechanical Engineering, London University, UK, 1962 Service on Faculty: • Number of Years of Service on this Faculty: 15 years • Date of Original Appointment: 1986 • Dates of Advancement in Rank: - Other Related Experience: • 1985-1987 Professor of Mechanical Engineering, Shiraz University • 1981-1984 Director of Solar Energy Center Shiraz University, Shiraz • 1977-1978 Associate Dean School of Engineering Pahlavi University, Shiraz • 1975-1976 Acting Director of Solar Energy Center, Pahlavi University, Shiraz • 1973-1984 Professor of Mechanical Engineering Pahlavi U. Shiraz • 1972-1973 Visiting Scientist, Technical U. of Norway, Trondheim • 1969-1973 Associate Professor of Mechanical Engineering, Pahlavi University Shiraz • 1969-1972 Chairman, Department of Mechanical Engineering, Pahlavi University, Shiraz • 1968-1969 Assistant Professor of Engineering Pahlavi U. Shiraz • 1966-1968 Post-doctoral Research Associate, Princeton University, Princeton, N.J • 1963-1966 Research Assistant, Case Institute of Technology, Cleveland, Ohio Consulting, Patents, Others: -

State(s) in which Registered: Puerto Rico

Principal Publications of Last Five Years: - Scientific and Professional Societies of which a Member: None

Honors and Awards: • ASCE-State of the Art Award, Awarded by the American Society for Civil Engineers, for the

Paper: Aerodynamic Instability of Suspension Bridges, Journal of Engineering Division, Vol. EM2 (1968)

• Teacher of the year, Researcher of the year both awarded by Pahlavi University, Shiraz. • Mechanical Engineer of the year, awarded by London University and Babcock & Wilcox Co.

of UK • The German Alexander Von Humbolt Stiftung Post-doctoral Award • The Norwegian Research Council Post-doctoral Scholarship Award


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Institutional and Professional Service in the Last Five Years: • Coordinator, Mechanical Engineering Coop Program • Coordinator, Summer Industry Internship Program • Coordinator and Liason, ME Students Undergraduate Research at National Labs and other

universities • Coordinator, Industry Sponsored Capstone Design Projects • Member of International Steering Committee, World Renewable Energy Congress Professional Development Activities in the Last Five Years: • Active participation in the World Renewable Energy Congress in Divisions:

• WECS; Wind Energy Conversion Systems • PC & NV Passive Cooling & Natural Ventilation

• Industry Sponsored Senior Design Projects, involving 16 projects from four industries per semester

• Industrial projects identification, formulation and execution (4 projects per semester) Merck Sharp and Dohme Química of Puerto Rico


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DAVID SERRANO PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, Massachusetts Institute of Technology, 1987 • M.S. Mechanical Engineering, Massachusetts Institute of Technology, 1984 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1982 Service on Faculty: • Number of Years of Service on this Faculty: 20 years • Date of Original Appointment: 1988 • Dates of Advancement in Rank: - Other Related Experience: -

Consulting, Patents, Others: • Lizama, M., Serrano, D., Martell, D., Carlo, E., and Bravo, E., US Patent no. 6,533,304,

Mechanically Assisted Standing Wheelchair, Mar. 18, 2003 • Lizama, M., Serrano, D., Rivera, J., Soto, J., Jordan, R. and Detres, L., US Patent no. 6,227,981

Ramp Assembly, May. 8, 2001 • Lizama, M., Serrano, D., Aviles, E., Santana, F., and Valentin, V., US Patent no.6,171,198 B1,

Merry Go Round for Wheel Chairs, Jan. 9, 2001


Principal Publications of Last Five Years: • “Damage Detection Using Transient Temperature Response”, Just-Agosto F., Gil J., Serrano D

Shafiq B., Jia Y., Coutin S. (Submitted to the Special Issue of The Journal of Composites-PEngineering August 2003 for Reveiw)

• “Application of Neural Network to Eign-Parameter Based Damage Detection in Multi-ComponSandwich Ship Hull Structures” Toro C., Shafiq B., Serrano D., Just-Agosto F., ICSS6, Fort Lauderdale Fl., April 2003

• “Neural Network Vision of an Intelligent Non-destructive Evaluation Autonomous Vehicle”, Rodriguez, F. and Serrano, D., XV Congreso de Ingeniería, Agrimensura y Areas Relacionadas,COINAR 2003, San Juan, P.R., March 2003.


Honors and Awards: • Wireless Strain Sensors Embedded Composite for Structure Health Monitoring, Yi Jia, Manuel

Toledo-Quiñones, Frederick Just-Agosto, David Serrano, awarded by PRRCA CITI Program, December 15, 2003

• Affordable Processing and Dynamic Characterization of Sandwich Composite Materials Used inStealth Applications; DoD-ONR $463,000, PI: Just-Agosto F.A., CoPI: Safiq B., Coutin S., SerD., Kieffer S.; Sept. 01-Sept. 04


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• Affordable Processing and dynamic Characterization of Sandwich Composite Materials and Structures, NSF-EPSCoR $623,632, (UPRM/AU/NDSU/UAB Consortium) PI/PD: Just-AgostoCoPI: Serrano D., CoPI: Shafiq B., AU PI: Malcolm J. C.; CoPI: Flowers G. T. Marghitu D.B; NDSU PI: Mohammad M., CoPI: Kallmeyer A.R., CoPI:, CoPI: Kellog Kenneth; AUB PI VaidDec. 2000-Dec. 2002

• PR Million Solar Roof Initiative, PREAA, DOE, PI: Gonzalez, J, Co-Pi: Serrano, D., April 200April 2002.

Institutional and Professional Service in the Last Five Years: - • Director of the Special Projects Laboratory, undergraduate research training in the development of solar powered

and hybrid electric vehicles since 1989. • SAE Faculty Advisor since 1993 • Advised students for Formula SAE, MiniBaja, AeroDesign and the WalkingMachine Competitions in the U.S.,

Mexico and Brazil. • Prepared and offered short courses in the design of PV Systems at the C.I.A.P.R.


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PAUL A. SUNDARAM PROFESSOR, CHAIRPERSON

[email protected]

Degrees: • Ph.D. Metallurgical Engineering, The Ohio State University, 1988 • M.S. Metallurgical Engineering, The Ohio State University, 1987 • B.Tech Metallurgical Engineering, Banaras Hindu University, 1984 Service on Faculty: • Number of Years of Service on this Faculty: 19 years • Date of Original Appointment: 1989 • Dates of Advancement in Rank:

• Professor, 1997 - Present • Associate Professor, 1992 - 1997 • Assistant Professor, 1989 - 1992

Other Related Experience: • The Ohio State University, Columbus, Ohio, Graduate Research and Teaching Assistant,

Department of Metallurgical Engineering

Consulting, Patents, Others: - • Characterization of Steel, AJ Oster Caribe, 2/90. • Failure Analysis of Wreckage of a Cessna 172 Airplane, Colegio de Ingenieros, 8/90. • Failure Analysis of Copper Tubes Exposed to Warehouse Fire, WILDCO Construction, 6/91. • Material Characterization of Steel, Corporación Azucarera de Puerto Rico, 5/92. • Failure Analysis of Clinch Nuts, Synchor Industries, 5/92. • Analysis of Gear Material, Corporación Azucarera de Puerto Rico, 6/92. • Characterization of Copper Rods for Electrical Applications, ABB Puerto Rico, 9/92. • Microstructural Analysis of Brass Samples, Kent Meters, Inc., 7/93. • Failure Analysis of a Hair Spray Can, Garrett & Associates, 10/93, Federal Case • SCC Failure of a Chemical Storage Tank, Smith-Kline Beecham, 3/95. • Corrosion in Roller Chains, Rexnord PR, Inc., 6/95. • Characterization of Steel Samples for Quality Control, Corporación Azucarera de Puerto Rico, 7• Failure Analysis of Stainless Steel Surgical Knives, Stryker PR, 10/97. • Impact Testing for Quality Control of Steel for Shipbuilding, Perez & Associates, 4/98. • Failure Analysis of a Safe Door Pin, National Cash Register, 8/99. • Failure Analysis of a Ball Joint of a Hummer, Rafael Melendez Law Office, 6/00, DACO • Failure Analysis of an Expansion Joint, Eli Lilly de Caribe, 8/00. • Analysis of Polymer Films (Quality Control), Roche Diagnosticcs, 1/01. • Characterization of Pump Bowl Impellers, Compañia de Aguas PR, 5/01. • Failure Analysis of Steering Contrl rod of a Ford Explorer, Forensic Engineering, 10/01, Fe

Case • Corrosion Analysis of Sewing Machine Base, Hanes Menswear, 11/01. • Failure Analysis of Rear Suspension of a Jaguar, Forensic Engineering, 11/01, Federal Case • Failure Analysis of Steering Knuckle of a Toyota Echo, Forensic Engineering, 11/01, Federal C• Pitting Corrosion in an Rotary Vacuum Discharger, Eli Lilly de Caribe, 1/02.


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• Failure Analysis of Rear Axle of a Toyota Corolla, Bennie Frankei Cerezo, 3/02, Federal Case• Corrosion Analysis of Potable Water Pipes, CORCO, 6/02. • Corrosion Analysis of an 1872 Steel Bridge, ACT, 3/03. • Failure Analysis of the Rear Axle of a Chevrolet Automobile, 12/03, Federal Case • Restoration of a 1861 Steam Engine in an old sugar mill, La Esperanza, Fideicomiso, 3/04 • Failure Analysis of Fractured Lodige Plow Tails, Wyeth Pharamaceuticals, 10/04. • Failure Analysis of Spin-Out Amusement Ride in Feria 2000, 7/05, Fedeeral Case • Failure Analysis of Marta Plaza Gas Cylinder, 12/04. Federal Case • Failure Analysis of AISI 440A Stainless Steel Surgical Tool Burrs, Stryker PR, 11/05. • Characterization of cast iron of West Point 1861 beam engine, La Esperanza, Fideicomiso, 4/06• Failure Analysis of the FRP piping system during Pneumatic Testing, Janssen LLC, Gurabo PR• Failure Analysis of Rail Steel used in the tracks for the Urban Train, ACI, San Juan, PR, 12/06.• Characterization of bronze/brass connectors, AAA, San Juan, PR, 2/07. State(s) in which Registered: Puerto Rico

Principal Publications of Last Five Years: • Effect of Hydrogen on the Dynamic Elastic Modulus of Gamma Titanium Aluminide, M.

Ruales, D. Martell, F. Vazquez, F.A. Just and P.A. Sundaram, J. Alloys and Compounds, Vol. 339 (1-2), pp. 156-161, 2002.

• Effect of Hydroen on the Elastic Modulus of Gamma Titanium Aluminide, E.C. Herrera, D. Martell, M.C. Ruales, F.A. Just and P.A. Sundaram, Poster, ISSI-3, Jackson Hole, Wyoming, April 27-May2, 2002.

• Effect of Various Cycling Ratios on the Mechanical and Physical Properties of Recylced PET, H. Cornier-Rios, J. Celorie and P.A. Sundaram, GPEC 2003, SPE Conference, Detroit, Michigan, February 26-27, 2003.

• Room Temperature Diffusion Coefficient of Hydrogen in Aermet 100 Steel under Galvanostatic Charging Conditions, P.A. Sundaram and D.K. Marble, J. Alloys and Compounds, Vol. 360 (1-2), pp. 90-97, 2003.

• Microwave NDE Tool Development and Beta Testing, A.V. Bray, G.R. Schmidt, C.H. Garret and P.A. Sundaram, Tri-Service Corrosion Conference, Las Vegas, November 2003.

• Biocompatibility Studies of Human Fetal Osteoblast Cells cultured on Gamma Titanium Aluminide, Omayra Rivera-Denizard, Mayra Acosta, Nanette Diffoot-Carlo, Jessamine Hernandez-Muñiz, Aixa Sánchez, Paul Sundaram, ASCB Meeting, San Francisco, CA, December 8-12, 2003.

• Process and Properties of Hydride Formed on Gamma Titanium Aluminide during Cathodic Charging, E.C. Herrera, P.A. Sundaram and C. Fountzoulas, J. Alloys and Compounds, 400 (2005), pp. 125-130.

• Corrosion Evaluation of Titanium Foams for Biomedical Engineering Applications, H.A. Estupiñan, C. Vazquez, I. Uribe Perez and P. Sundaram, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005 (in Spanish).

• Mechanical Properties of Titanium Metallic Foams prepared by Compaction and Sintering of Powders for Biomedical Engineering Applications, H.A. Estupiñan, I. Uribe Perez, A.Z. Diaz, R. Ulloa and P. Sundaram, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005 (in Spanish).

• Tissue Reaction to Gamma TiAl in in vivo rat model, D. Castañeda-Muñoz, P.A. Sundaram,


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Norman Ramirez, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005. • Physiological activities of human fetal osteoblast cells cultured on gamma titanium aluminide

determined by immunoassays of collagen type I and osteonectin proteins, O. Rivera-Denizard, N. Diffoot-Carlo and P. Sundaram, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005.

• Corrosion Evaluation of Gamma Titanium Aluminide as a Potential Biomaterial, C. Delgado-Alvarado and P. A. Sundaram, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005.

• Biomaterials: History, Development and Prognosis, Keynote Speaker (Invited), PA. Sundaram, NOTIMAT 2005, Cartagena, Colombia, 12-17 September 2005.

• Criterio de aceptación y deterioro de biomateriales usados en cirugía traumática a partir de técnicas electroquímicas, H.A. Estupiñán, D.Y. Peña, I. Uribe, C. Vázquez, P.A. Sundaram, II Congreso Colombiano de Bioingeniería e Ingenieria Biomédica, 27-28 octubre 2005, Bogota, Colombia (1er premio entre 356 artículos sometidos).

• Bone tissue reaction to Ti-48Al-2Cr-2Nb (at.%) in a rodent mode: a preliminary SEM study, D.F. Castañeda-Muñoz, P.A. Sundaram and Norman Ramirez, Journal of Materials Science: Materials in Medicine (in press).

• Hydrogen Permeation in Gamma Titanium Aluminides, H.A. Estupiñan, I. Uribe Perez and P. A. Sundaram, Corrosion Science 2006;48:4216-4222.

• Corrosion evaluation of Ti-48Al-2Cr-2Nb (at.%) in Ringer’s solution, C. Delgado-Alvarado and P.A. Sundaram, Acta Biomaterialia 2006;2/6:701-708.

• Effect of recycling on material properties of glass-filled polyethylene terephthalate, H. Cornier-Rios, P.A. Sundaram, J.T. Celorie, Journal of Polymers and Environment (in press).

• Biocomaptibilty studies of human fetal osteoblast cells cultured on gamma titanium aluminide, O. Rivera-Denizard, V. Navas, P.A. Sundaram and N. Diffoot-Carlo, Journal of Materials Science: Materials in Medicine (in press).

• Corrosion phenomena in porous titanium materials for osseous implants, H. Estupiñán-Duran, I. Uribe-Pérez, C. Vasquez-Quintero and P.A. Sundaram, submitted to Corrosion Science.

• A study of the corrosion behavior of Ti-48Al-2Cr-2Nb (at.%) in 3.5 wt.% NaCl solution and seawater, C. Delgado-Alvarado and P.A. Sundaram, submitted to Corrosion Science.

Scientific and Professional Societies of which a Member: - • American Society for Materials, International • ASM-Advisory Technical Affairs Committee • NSF/GRFP Panel: Materials Science & Engineering (2002-03, 2003-04), Bioengineering

(2004-05) • Golden Key Honour Society, Invited honorary member, 2007 • Phi Kappa Phi Honor Society • Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) Honors and Awards: • ONR Summer Faculty Research Fellow, NSWC, Dahlgren, Virginia, 2006, 2007. • ARO Summer Faculty Research Fellow, US Army Laboratory, Aberdeen, Maryland.2002, 2003• Distinguished Professor Award in Mechanical Engineering, 2001-02. • Tuerca Award for Outstanding Professor, Mechanical Engineering 2001-02.


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• Awarded sabbatical leave from the University of Puerto Rico, 1998-99. • Visiting Scientist, Forschungszentrum Jülich, Jülich, Germany, 1998-99. • Distinguished Professor Award in Mechanical Engineering, 1995-96 • Summer Faculty Research Participant, Argonne National Laboratory. • Bonus for academic excellence and productivity, 1996, UPR-RUM • 1995 Tau Beta Pi University of Puerto Rico Student Chapter Excellence in Education Awa

Mechanical Engineering • Tuerca Award for Outstanding Professor, Mechanical Engineering 1995-96. • 1994 Tau Beta Pi University of Puerto Rico Student Chapter Excellence in Education Awa

Mechanical Engineering

Institutional and Professional Service in the Last Five Years: • Member, Technical Editorial Board, Revista de Ingenieria y Competencia, Colombia • Reviewer, Revista Facultad de Ingenieria, Universidad de Antioquia, Medellin, Colombia • Reviewer, Engineering Fracture Mechanics Journal


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RICKY VALENTIN ASSISTANT PROFESSOR

[email protected]

Degrees: • Ph.D. Mechanical Engineering, University of Maryland, College Park, 2003 • M.S. Mechanical Engineering, University of Wisconsin, Madison, 1997 • B.S. Mechanical Engineering, University of Puerto Rico, Mayagüez, 1996 Service on Faculty: • Number of Years of Service on this Faculty: 5 years • Date of Original Appointment: 2003 • Dates of Advancement in Rank:

• Assistant Professor, 2003 – Present • Instructor, 1997 - 1998

Other Related Experience: • Assistant to Consortium Director, Center for Advanced Life Cycle Engineering, University of

Maryland, College Park, Maryland, Aug. 1998– Aug. 2003 • Assistant Researcher, University of Maryland A. James Clark School of Engineering Practice,

General Motors Research and Development Center, Warren, Michigan, May – Aug. 1999 Consulting, Patents, Others: -


Principal Publications of Last Five Years: • R. Valentin, “Novel enabling wire bonding technology”, 57th Electronic Components and

Technology Conference to be held May 29-June 1, 2007 at John Ascuaga’s Nugget, in Reno, Nevada, USA.

• R. Valentin, “Functionalized nanowires from electrospun polymer nanofibers”, SPIE European Symposium on Microtechnologies for the New Millennium to be held May 2- May 4, 2007 at the Gran Hotel Costa Meloneras, Maspalomas, Gran Canaria, Spain.

• A. Ruiz, and R. Valentin, “Analysis and Post-Processing of Nanowires”, Novel Materials for Micro- and Nanoelectronics, January 8- January 18, 2007 at the Conference Town Hotel, Reñaca, Chile.

• Carmona and R. Valentin, “Modeling the interconnect behavior of embedded silver nanowire technology,” in 2nd International Nano & Bio-Electronics Packaging Conference, R. Tummala, Z.L. Wang, C.P. Wong and S. Bhattacharya, Eds., Georgia Institute of Technology, 2004.

• Contributor to the chapter, “Methodology for Conducting Reliability Prediction using Simulation,” IEEE #1413 Standard Methodology for Reliability Prediction and Assessment for Electronic Systems and Equipment, M. Pecht, Ed., IEEE, 2003.



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Honors and Awards: • Award for Exemplary Performance and Commitment to Rumblebots, 2005-2006. • UPRM Scholar, 1998-2003. • Distinguished Professor Nomination of the Mechanical Engineering Department, UPRM,

1998. • DOVE Scholar, 1996.


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NELLORE S. VENKATARAMAN PROFESSOR

[email protected]

Degrees: • Ph.D. Aeronautics, Astronautics and Engineering Sciences, Purdue University, 1970 Service on Faculty: • Number of Years of Service on this Faculty: 24 years • Date of Original Appointment: 1984 • Dates of Advancement in Rank:

• Professor, 1984 - Present

Other Related Experience: • Visiting Assistant Professor, School of Aeronautics, Astronautics and Engineering Sciences,

Purdue University, 1970 - 1971



Principal Publications of Last Five Years: • Conduction Heat Transfer in Semi-infinite and Infinite Regions with Discrete Heat Sources,

Acta Astronautica, Vol 58, 2006 • Temperature Distribution in Spacecraft Mounting Plates with Discrete Heat Generation

sources due to Conductive Heat Transfer, Acta Astronautica, Vol.53, 2003 Scientific and Professional Societies of which a Member: -

Honors and Awards: • University of Puerto Rico Academic Senate award for academic excellence and Productivity

1994 and 1995 • Distinguished professor of mechanical engineering department—University of Puerto Rico

1994-95 • National Science Foundation/EPSCoR Scholarly Productivity Award 1988 and 1989 • Distinguished achievement award of the Indian Space Research Organization 1976 • Purdue University---David Ross Fellow 1967, Donnan Fellow 1970


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APPENDIX C

LABORATORY EQUIPMENT


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COMPUTATIONAL FACILITIES

o General Computing Room (L-120) A total of 30 computers in a Windows XP network are available to the students of the Mechanical Engineering Department; Thirty Dell Optiplex 755 computers, Intel Core Duo CPU, Processor Speed 1.97gHz, 2 GB RAM, Hard Drive Capacity 148GB; 17” Flat Panel monitor One Dell computer for printing purpose, Pentium III, Processor Speed 798MHz, 256MB RAM, Hard Drive Capacity 10GB; One HP LaserJet 8150 printer for students use;One domain server Dell Dual Core Xeon Processor 5050 2x2MB Cache, 3.00GHz, 667MHz, Hard Drive 3x300gb One Dell license server, Pentium III, Processor Speed 1400MHz, 1GB RAM, Hard Drive 3 x 20GB. Figure C.1 shows a view of this facility.

Figure C.1 General Computing Room (L-120) o CAD Laboratory (L-236A)

Twenty-one computers in a Windows XP network are available to the students enrolled in the CAD course; Dell Optiplex 745, Intel Core 2 Duo Processor E6600 2.40ghz, 4m, 1066mhz FSB, 160gb hard drive, 17” Flat Panel monitor, 2gb dual channel RAM, video ATI or nVidia 256MB dual independent VGA/DVI display support. Figure C.2 shows a view of this facility.


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Figure C.2 CAD Laboratory (L-236A)

o Graduate Students Room (L-236B) Different kind of computers was distributed among students; Ten Dell GX 270 computers, Pentium 4, Processor Speed 3gHz, 512MB RAM, Hard Drive Capacity 80GB; Two Dell Dell Optiplex 745, Intel Core 2 Duo Processor E6600 2.40ghz, 4m, 1066mhz FSB, 160gb hard drive, 17” Flat Panel monitor, 2gb dual channel RAM, video ATI or nVidia 256MB dual independent VGA/DVI display support; 1 network printer HP Laserjet LJ2420N. Figure C.3 shows a view of this facility.

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Figure C.3 Graduate Students Room (L-236B)

o Advanced Computational Facility (L-121)

This laboratory is available to undergraduate students involved in research activities(INME4998). The laboratory is composed of 5 workstations with Pentium 4 and 512Mb Ram, and 1 workstation HP, dual core dual processor, with 4Gb RAM, 2 HD, one 500Gb and one 160Gb. All the workstations have linux FEDORA, INTEL FORTRAN, C++, GAMBIT and FLUENT. Using these workstations students can log in remote to the cluster. The cluster, 9 nodes dual processors dual core with 4 Gb RAM


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and a RAID disk of 500Gb, is located in another building with a dedicated airconditioning. The laboratory L-121 has also a two processor Sun server system with 350 GB of storage and 5 GB of RAM, one Dell 1850 1GB RAM server to control one 1TB Storage system and one HP LaserJet Printer. Figure C.4 shows a view of this facility.

Figure C.4 Advanced Computational Facilities (L-121)


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MATERIAL CHARACTERIZATION

• Material Characterization Laboratory

The laboratory is divided into two areas: the main laboratory, located on the

second floor and the material testing facility, located in the basement of the Lucchetti Building. The main laboratory has a teaching area with a capacity for twelve students per class section and serves the following courses: MEEG 4007 (Metallurgy for Engineers) and MEEG 4057 (Engineering Design) and it is used by graduate students for some of their research activities. The basement area is prepared with computer facility for undergraduate/graduate students plus the material testing equipment.

Equipment

1. Materialographic preparation equipment including grinders (4) and polishers (5) 2. Isomet low speed saw 3. Simplimet mounting presses (2) 4. Rockwell Hardness Testers (2) 5. Brinell Hardness Tester 6. Microhardness Tester 7. Wear tester 8. Heat treatment furnaces (5) 9. Induction furnace 10. Chemical treatment (Fume Hood and Chemicals) 11. Optical microscopes (3) 12. Image analysis system with closed-circuit video camera 13. Stereomicroscope 14. EG&G Potentiostat/Galvanostat 15. Gamry Potentiostat 16. SRS Micro Quartz Balance 17. Rolling Mill 18. FTS Low-Temperature Multipurpose Chamber 19. Refrigerator 20. Miscellaneous equipment to measure temperature, pH, strain, etc.

Capabilities

All types of metallographic preparation can be carried out. Characterization of materials from microstructure to hardness measurement can be performed. An image analysis system is available to obtain quantitative information about microstructure, such as grain size, precipitate distribution and density. Microscopic observation up to 1000 X for microstructures can be performed. A stereomicroscope is available for fracture


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surface analysis at low magnifications. Different types of hardness measurements can be made from non-destructive Rockwell tests to other tests such as Brinell and microhardness measurements. Basic corrosion testing can be carried out to determine polarization curves. Various heat treatments can be designed and implemented.

MECHANICAL TESTING FACILITIES • Mechanical Testing Facility

Equipment

1. Servo-hydraulic Instron Machines (10 and 55 kips) 2. Servo-mechanical Instron Machine (1 kip) 3. Dillon Stress/Strain Testing Machine (20 kips) 4. Nikon Measurescope 5. Impact Testing Machine with a capacity of 128 ft-lb 6. Wear Tester

Capabilities

All types of tensile and fatigue mechanical testing can be carried out for metals, plastics and composites. Two, state-of-the-art, Instron servo-hydraulic mechanical testing machines are available for this purpose. A smaller capacity screw type machine is functional for mechanical testing of polymers and biomaterials. The Dillon testing machine is capable of very slow strain rates for stress-corrosion cracking or constant load tests for creep.

Equipped with the latest in computational facilities, manufacturing equipment and software, the Department of Mechanical Engineering provides a rich environment for ME students to develop their skills in the use of modern engineering tools.

In addition to the standard AutoCAD and ANSYS software, students and faculty have access to ProEngineer, a state-of-the-art solid modeler and CAM software package.

Despite all that, results from surveys and questionnaires showed that our laboratory facilities and equipment need improvement in order to fulfill all the requirement of our educational objectives. Figures C.5 to C.13 illustrate some of these equipment.


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Figure C.5 Heat Treatment Furnaces

Figure C.6 Rolling Mills


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Figure C.7 Optical Microscopes

Figure C.8 Materialographic Preparation Equipment – Grinders


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Figure C.9 Fume Hood

Figure C.10 Hardness Testers


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Figure C.11 Gamry Potentiostat

Figure C.12 Instron Machines


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Figure C.13 Dillon Stress/Strain Testing Machine

• Mechanical Engineering Laboratory I (Instrumentation and Measurements Lab.)

This laboratory is located on the first floor of Lucchetti Building and has a floor space of 1100 square feet. It has the capacity for 12 students for experiments and 20 students for lectures. It serves the Mechanical Engineering Laboratory I (INME 4031).

There are four workstations of four students each. Equipment used for

undergraduate instructions includes:

1. High Resolution A/D Converter for temperature measurement 2. BasicX Microprocessor and Developer’s Board 3. Wheatstone Bridge Circuited Strain Gage Meter 4. Thermistor and Resistance Temperature Device (RTD)


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MECHANICAL ENGINEERING LAB. II

• Mechanical Engineering Laboratory II (Thermal Sciences Laboratory)

This laboratory is located in L-132 and in the basement of the Lucchetti Building and has a floor space of 1658 square feet. This space has a capacity for 12 students per class section. The laboratory is managed by a faculty coordinator with the support of a technician.

The Thermal Sciences Laboratory course is divided into different experiments as follows: conduction heat transfer, convection heat transfer, heat exchanger, boiler and Rankine cycles, parallel-series centrifugal pumps experiment, air conditioning experiment , photovoltaic cells, fuel cells and electrolysis of water experiment, and saturation pressure experiment.

The major equipment available is the following: 1. Heat conduction experimental apparatus: Armfield HT10X 2. Heat convection experimental apparatus:Armfield HT10X and HT16. 3. Heat exchanger experimental apparatus: Armfield HT30X 4. Parallel-series centrifugal pumps experimental apparatus: Armfield FM21 5. Boiler experimental apparatus: 10 BHP Fulton boiler 6. Air conditioning experimental apparatus: Consulab CL EM-2000 7. Photovoltaic cells, fuel cells and electrolyser experimental apparatus: Heliocentris 8. Saturation pressure experiment: Armfield TH3 9. Rankine cycle experiment: Turbine Technologies LTD - Rankine Cycler

Figures C.14 to C.19 illustrate some of these equipment.

Figure C.14 Heat Conduction Experimental Apparatus (Extended Surfaces)


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Figure C.15 Heat Convection Experimental Apparatus

Figure C.16 Heat Exchanger Experimental Apparatus


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Figure C.17 Air Conditioning Experimental Apparatus

Figure C.18 Photovoltaic Cells, Fuel Cells and Electrolyser Experimental Apparatus


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Figure C.19 Saturation Pressure Experimental Setup

• Controls Laboratory (L-131)

MEEG 4009 is a course consisting of five laboratories with a common lecture. A 900 square foot area on the first floor of the Lucchetti Building is dedicated for the laboratory consisting of six 2 students computer stations. Sections are held the five days of the week. The laboratory is primarily used for computer simulations. Current computing equipment consists of six personal Intel Pentium 4 processor computers connected to the departmental server. Software licensing consists of 50: MATLAB, Simulink, Control System Toolbox, and Simulink Control Design toolbox licenses. In addition, 6: real-time workshop and real-time windows target toolbox licenses are available Several equipment purchases have been made in order to prepare for the new curriculum implementation that transforms this simulation laboratory to a megatronics laboratory. Items ordered include:

1. 1-dSPACE ACE1104CLP Bundle. The unit contains a DS1104 Processor (Power PC 603, 250MHz) with I/O capabilities on the same PCI based board, a CDP software bundle (complete software for developers with GUI software (controldesk, RTI, MLIB\MTRACE) and the complier for the Power PC) and with a connector panel for easy access of all I/O channels with LED indicators is available.

2. 1-NI-ELVIS Bundle: This package a 12 integrated virtual instrumentation suite, a circuit design bundle, an Emona DATEx Telecommunication Board and a Free scale microcontoller Prototype Board.


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3. 1-NI-ELVIS/Quanser DC Motor Control Bundle: This unit consist of a Qyabser control trainer/plant with a simulation module, control design toolkit, and a system identification toolkit

4. 1-NI-ELVIS/Quanser Rotary inverted Pendulum Bundle: This unit contains a Quanser rotary inverted pendulum trainer/plant, a Simulation Module, a Control Design toolkit and a system Identification toolkit.

5. 1-NI-ELVIS/Quanser HVAC Trainer Bundle: This unit contains a Quanser HVAC trainer/plant, a Simulation Module, a Control Design toolkit and a system Identification toolkit.

Replacement of the current exiting computers to more up to date systems containing at least 3MB of RAM and 250 GB hard disk capacity is also scheduled. Figure C.20 shows a view of this facility.

Figure C.20 Controls Laboratory Facilities (L-131)


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MANUFACTURING PROCESSES LABORATORY

• Manufacturing Processes (MP) Laboratory

This laboratory is located on the first floor of Lucchetti Building and has a floor space of 3200 square feet. The class size is 24 students per section. The laboratory serves the following courses: MEEG 3810 (Product Dissection), MEEG 4055 (Manufacturing Processes), MEEG 4056 (Manufacturing Processes Lab.), and MEEG 4057 (Engineering Design). The Laboratory also serves students working in the special problems courses: INME 4998, INME 5015 and INME 5995. The MP laboratory is divided into two areas: A large 2700 square foot area containing a regular machine shop, small metal forming equipment for experiments, small CNC machines for student practice, and welding equipment, and a second, approximately 100 square foot area located in a small annex to the Lucchetti Building, which is used for arc welding demonstrations. The MP laboratory includes the following equipment for projects, demonstrations and hands-on activities: 1. Measurement equipment 2. Five arc welding stations 3. One spot welding station 4. Three lathes 5. One vertical milling machine 6. One horizontal milling machine 7. Two bench drills 8. Two CNC lathe workstations with automatic tool changer 9. One Emco Maier CNC Milling Station, software and accessories 10. One metal forming station with oven, press for forging and extrusion

experiments and steel rolls for rolling experiments 11. One rapid prototyping station 12. One ultrasonic welding machine 13. One flexible assembly cell with conveyors, programmable controllers and

robots 14. Injection Molding Machine

Figures C.21 to C.29 illustrate some of these equipment.


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Figure C.21 Metal Processing System

Figure C.22 Injection Molding Machine


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Figure C.23 Rapid Prototyping Station

Figure C.24 Flexible Assembly Cell with Conveyors, Programmable Controllers and Robot


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Figure C.25 Ultrasonic Welding Machine

Figure C.26 Emco Maier CNC Milling Station


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Figure C.27 CNC Programming Room

Figure C.28 Bench Drill


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Figure C.29 Milling Machine

SPECIAL PROJECTS FACILITIES

• Special Projects R&D Laboratory Special Projects R&D Laboratory located at the Campus’ R&D Center are used in

the construction of the student competition vehicles used in SAE Formula, MiniBaja, Sunrayce, SolarSplash, Hybrid and PropaneChallenge. These facilities are 2000 square feet and have the essential manufacturing equipment required for the project. Available equipment includes:

1. Lathes, 2. Milling machines (both vertical and horizontal), 3. Cutting and grinding equipment (including plasma cutting equipment), 4. Welding (gas, electric and mig) for both steel and aluminum.

The facilities have a computer center with 5 desktop computers and software

including ProE, MathCAD, LabView, MathLab and ANSYS for finite element analysis. An electronics laboratory is also housed within the facilities equipped with basic instrumentation including National Instruments data acquisition hardware and software, oscilloscopes and multi-meters. A small meeting room is also located at the facility for meetings and research. The laboratory has a full time technician available to the students.


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APPENDIX D


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APPENDIX D – INSTITUTIONAL SUMMARY

The Institution University of Puerto Rico, Mayaguez Campus

Dr. Jorge Velez Arocho, Chancellor

Type of Control

Land-grant institution under state control History of Institution

The University of Puerto Rico was created by an act of the Legislative Assembly on March 12, 1903 emerging as an outgrowth of the Normal School, which had been established three years earlier to train teachers for the Puerto Rican school system. In 1908, the benefits of the Morill-Nelson declared applicable to the island, fostered the rapid growth of the University. Eloquent evidence of that growth was the establishment of the College of Liberal Arts at Río Piedras in 1910 and the College of Agriculture at Mayagüez in 1911.

It was in the College of Agriculture where the Mayagüez Campus as we know it today had its origin. Credit for the establishment of the College is given to the joint effort of D. W. May (Director of the Federal Experiment Station), José de Diego, and Carmelo Alemar. A year later, the school received the name that it bore for 50 years: the College of Agriculture and Mechanic Arts (CAAM). The strengthening and diversification of the academic programs at Mayagüez were recognized years later when, in 1942, as a result of university reform, the campus was organized with a considerable degree of autonomy into the Colleges of Agriculture, Engineering, and Science under the direction of a vice-chancellor. The expansion continued through the 1950s when many programs flourished in the University. The College of Arts and Sciences and the Nuclear Center were established in Mayagüez. The Colleges of Humanities, Natural Sciences, Social Sciences, and Business Administration emerged in Río Piedras. The Schools of Medicine, Odontology, and Tropical Medicine were established in San Juan.

In 1966, the Legislative Assembly reorganized the University of Puerto Rico as a system of autonomous campuses, each under the direction of a chancellor. The College of Agriculture and Mechanic Arts became the University of Puerto Rico, Mayagüez Campus (RUM).

Today, the Mayagüez Campus of the University of Puerto Rico continues its development in the best tradition of a Land Grant institution. It is a co-educational, bilingual, and non-sectarian school comprising the Colleges of


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Agricultural Sciences, Arts and Sciences, Business Administration, Engineering, and the Division of Continuing Education and Professional Studies. At present, the campus population is composed of 12,108 students, 1,924 regular staff members and 1,037 members of the educational staff.

Student Body

The University of Puerto Rico has 11 campuses. The campus of Mayagüez is the only one in the public university system where Bachelor of Science degrees in engineering are offered. Each year, the College of Engineering receives applications from an average of 1800 of Puerto Rico’s best high school students.

Of all the applicants to engineering (as their first, second or third choice) 35.8% were admitted and registered, 58.7% were not admitted, and 5.5% were admitted but declined registration at our programs. In general terms around 4 of 10 applicants are admitted and registers in our engineering programs.

Based on type of high school (public or private) the applicants come from: 39.1% from private schools are admitted and register, but lower percentages, 30.1% from public schools do. Four out of ten students from private schools are accepted and register, while only 3 out of 10 students from public schools do.

The distribution of applicants admitted and registered was the same for the eight senatorial districts comprising Puerto Rico. The rejection rate and the number of applicants are larger for the Mayagüez district.

The number of students, stratified by gender, represents approximately 65% and 35% percentages for males and females respectively. The general population of Puerto Rico shows almost a 50%-50% split between males and females.

Our engineering undergraduate enrollment, 5,099, places our college in the 10th position of United States Engineering Schools. Georgia Institute of Technology

ranked number one with 7,341 students. Our engineering college granted 590 bachelor’s degrees in 2006-2007, ranking number one in the degrees granted to Hispanics and 23rd in the US. From which, 35.4% are granted to women, ranking 6th.

Regional or Institutional Accreditation

The Middle States Association of Colleges and Secondary Schools (MSA) Initial accreditation - 1946 Last accreditation - 2005

The Council of Higher Education (CES) Last accreditation - 2005

Personnel and Policies

Promotion Upon the respective recommendations of the Personnel Committee of the Department, the Department Director, the Personnel Committee of the Faculty


355

and the Dean of the Faculty; action is then taken by the Administrative Board toward the promotion of the candidate. The minimum service requirements for promotion and the salary adjustments that go with them, as per the 2007-2008 salary scale for engineers and architects, are presently as follows:

Ph.D’s Service Monthly

Requirement Increase

Instructor to Assistant Professor 4 years $598

Assistant Professor to Associate Professor 6 years $650

Associate Professor to Professor 8 years $942

Upon special recommendation (discretional): Instructor to Assistant Professor 1 years $598



Master’s Service Monthly

Requirement Increase

Instructor to Assistant Professor 6 years $335


Associate Professor to Professor (Promotion not contemplated)

Upon special recommendation: (discretional): Instructor to Assistant Professor 4 years $335



Tenure After a minimum of five years of service, and upon recommendation from the Personnel Committee of the Department, the Department Director, the Personnel Committee of the Faculty, and the Dean of the College, the Administrative Board will extend or deny tenure. Tenure by itself does not convey a salary adjustment.

Faculty salaries

Faculty salaries, throughout the University of Puerto Rico system, are established by the Board of Trustees. The salary scales are uniform, and depend on the rank of the professor, his/her academic degree, and the number of years of service with


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the institution. Revisions in salary scales occur at the discretion of the Board of Trustees.

The Board’s policy is to maintain uniform salary scales throughout the University System. Exceptions to this rule are those professional fields in which faculty recruiting is difficult: medical health sciences, engineering, architecture, law, and planning. As a result, faculty salaries in the Mayagüez Campus are higher in the College of Engineering than in the Colleges of Arts and Sciences, Business Administration, and Agricultural Sciences.

The total income that a faculty member receives from the University can be substantially higher than the salary specified in the scale for his/her rank, academic preparation, and years of service. This is so because extra compensations are paid for administrative work, for teaching in excess of the 12 credit hours regular teaching load, for research in sponsored projects if the faculty member carries a full teaching load, and for teaching or research during summers. In summary, this demonstrates that there are mechanism in place to reward productivity and hard work, and that faculty income can reach levels competitive enough to assure an adequate stability of the teaching body.

Retirement Program The regulations of the Retirement System of the University of Puerto Rico state that all University employees are required to participate in the pension plan, except:

• Compensated on an hourly basis • Employed in a temporary position for less than nine (9) months • Regularly employed for less than 18 hours per week • Employed in a substitute position • Employed as a visiting professor • Providing services under contract, except if the contract agreement

requires full- or part-time employment and they have similar benefits and obligations to those of a regular employee participating in the pension plan

• Persons receiving a pension from another government retirement system, unless this pension is suspended during the time of employment at the University

• Persons who receive credit for their services at the University in a pension plan from any other federal government retirement system

In order to be able to begin receiving the pension, the person should meet two basic requirements: age and years of service. Once these have been met, the pension to be received upon retirement will be equal to a percent of the average of the 36 months of highest salary received during the employee’s participation in the plan.

% x Average Compensation x Years of Service = Annuity


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The percentage used is determined by the years of service credited by the Retirement System at the date of termination of service. In order to be eligible for a pension by age and/or years of service, the person must have between 10 and 30 credited years. The percentage rate starts at 1.5% per year, and can be as much as 75%. The average compensation will depend on the maximum salaries (cap) upon which the person chooses to base his/her contributions. The higher the factors in the equation, the higher the pension will be. We indicate how to achieve the highest possible factors below.

The maximum salary for contribution—or cap, as it is commonly called—is the highest salary on which the person can base his/her contributions to the pension fund. This is the amount that will determine how high the average compensation will be when calculating the pension benefit.

Through June 30, 1998, the maximum salary for contributions of $35,000 was applicable to all pension plan participants, except those with 20 credited years of service on June 30, 1979, who had no cap or maximum salary.

At present, participants contribute at different percentage rates depending on the regulations that cover them, in some cases, by choice. Currently, there are three types of maximum salary for contribution:

Cap Contribution Paid

Adjustment

For Social

Security

Maximum

Pension To Whom This

Applies

$35,000

5% and 4/6.5% coordinated

7% and 8% supplemented

$437.50 $2,187.50

Participants who entered the system before July 1998 and have not decided to change caps.

$50,000

9% coordinated

(previously 9% paid 5% or 4/6.5%)

9% supplemented

(previously paid 7% or 8%)

$625.00 $3,125.00

Participants who entered the system after July 1, 1998 and those who entered earlier, but have voluntarily changes to this cap.

$60,000 11% coordinated

(previously 9% paid 5%, 4/6.5%, or 9%)

$750.00 $3,750.00 Participants who have voluntarily changed to this cap.


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7%, 8%, or 9% supplemented

Participants in the $50,000 cap can change to the $60,000 cap at any time. Those in the $35,000 cap can change to the $50,000 or $60,000 caps. The regulations established for this say that 9% or 11%, respectively, will be retroactively effective through July 1, 1998. These regulations also establish that differences in contributions will be charged at the rate in effect at the time for the years prior to July 1998, during which time the caps exceeded those currently in place. The payment includes interest, at the rate of 8% from the point that the differences begin through the final date of payment.

Participants who made mandatory contributions to the pension fund beginning on or after July 1, 1998 contribute 9%, up to maximum salary of $50,000. However, those participants who began contributing to the fund on or after July 1, 2002 may opt for the $50,000 cap (9%) or the $60,000 cap (11%).

The University contributes 15 % of the employee’s salary to the cost of the program.

Health insurance: The University contributes $509.48 a month to the cost of the health insurance program of each of its employees.

Social Security: The University contributes 6.2 percent of the salaries of its employees to the Social Security System and 1.45 percent to Medicare, to the salary ceiling fixed every year by the Federal Government.

Other benefits: All University employees are entitled to free tuition for their children and spouses enrolled in the institution. They also receive a 10 percent discount on all purchases at the Campus bookstore, and a Christmas bonus, which varies every year. For this past Christmas the bonus was $1025.00.

Educational Unit

The organization chart of the Mayagüez Campus is shown in Table D-7 (A), as suggested, towards the end. As illustrated, there is an Administrative Board at a hierarchical level immediately below that of the Chancellor. As per the University Law, the Board serves as an advisory body to the Chancellor on the general operation of the Campus. The College of Engineering is organized into six academic departments: Chemical Engineering, Civil Engineering and Surveying, Electrical and Computer Engineering, Industrial Engineering, Mechanical Engineering, and Engineering Science and Materials. Of these, Engineering Science


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and Materials is a non-degree granting department, which offers the core courses common to all programs. The Department of Electrical and Computer Engineering offers two separate programs in Electrical Engineering and Computer Engineering. The Department of Civil Engineering and Surveying also offers two separate programs in Civil Engineering and Surveying. The Surveying program is a four-year non-accredited program. A Research & Development Center and the Cooperative Education Program also form part of the College of Engineering.

The following constitute the administrative corps of the College of Engineering:

Dr. Ramón E. Vásquez Espinosa Dean Vacant Associate Dean (Academic Affairs)

Dr. José Colucci Rios Associate Dean (Research) Prof. Waldermar Ramírez Associate Dean (Administrative Affairs) Dr. Mario Rivera Borrero SEED Office Coordinator Dr. David Suleiman Director, Dept. of Chemical Engineering Prof. Ismael Pagán Trinidad Director, Dept. of Civil Engineering & Surveying Dr. Ricardo López Associate Director, Dept. of Civil Engineering & Surveying Dr. Luis Godoy Associate Director, Dept. of Civil Engineering & Surveying Dr. Isidoro Couvertier Director, Dept. of Electrical & Computer Engineering Dr. Walter Silva Araya Director, Dept. of Engineering Science and Materials Prof. Christine Johnson Associate Director, Dept. of Engineering Science and Materials Dr. Paul Sundaram Director, Dept. of Mechanical Engineering Dr. Agustín Rullán Director, Dept. of Industrial Engineering

The following mission statements of the College of Engineering were approved by the faculty in its general meeting held on May 8, 2001.

Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong education in engineering and related areas, with rich environmental, ethical, cultural, and social sensitivities; with capacity for critical thinking and for becoming leaders in their fields.

It is also our mission to conduct research, expand and disseminate knowledge, promote an entrepreneurial spirit, provide service to the community, and pursue the innovation and application of technology for the benefit of our global society, with particular emphasis on Puerto Rico.

Credit Unit

The University of Puerto Rico’s definition of a semester credit for courses falls within the context of EAC’s assumption that one semester credit hour represents


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one class hour or three laboratory hours per week, and that one academic year normally represents at least 28 weeks of classes, exclusive of final examinations. At the University of Puerto Rico in Mayaguez, each of the two semesters comprises 15 weeks of classes.

Instructional Modes

Traditional on-campus instruction is employed in all programs.

Grade-Point Average The grade point average required for graduation is 2.00. In addition, engineering graduates must have earned a grade point average of 2.00 in the courses taken within their major fields as per the stipulations of the College of Engineering. However, no such conditions exist at the institutional level.

Academic Supporting Units

A. Department of Chemistry http://www.uprm.edu/wquim/ Dr. Francis Patrón, Director The Department of Chemistry was founded in 1948 and offers a Bachelor of Science degree in Chemistry, which has been fully approved by the American Chemical Society since 1978. The department also offers a graduate program leading to a Doctor of Philosophy degree in Applied Chemistry and a Master of Science degree in Chemistry, the latter since 1959. The Chemistry Department collaborates with the interdisciplinary Master of Science in Food Technology and the Bachelor of Science in Biotechnology programs together with the departments of Chemical Engineering and Biology and the School of Agriculture. The Chemistry Department is the largest service department offering laboratory courses within the University of Puerto Rico system.

The mission of the department is to offer students a program of excellence in chemistry by means of a formal education, research and community service, to enable them to develop as professionals in the various fields of chemistry. Students completing the program are made aware of the problems that affect the Puerto Rican and international communities and of their responsibilities and opportunities as citizens and scientists in areas such as education, industry, government, and scientific research. The Chemistry Department’s Student Affiliate Chapter has been selected by the American Chemical Society’s Department of Educational Activities as outstanding on numerous occasions.

The department hosts several research groups and two research centers: the Center for Protein Characterization and Function, and the Center for Development of Chemical Sensors. An outreach program, Science on Wheels, is also housed within the departmental facilities.


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B. Department of Economics http://econ.uprm.edu/ Dr. Wilfredo Ruiz Oliveras, Director The Department of Economics is engaged in the dual function of providing professional training to students majoring in Economics and rendering teaching services to students of other departments on the Mayagüez Campus of the University of Puerto Rico. Student professional training is offered through an academic program which emphasizes the development of quantitative methods and techniques necessary for economic analysis. The program requires a three semester sequence in mathematics, one year of mathematical statistics and one semester course in econometrics, as well as one year seminar course in research methodology. Upon successful completion of this program, students are awarded a Bachelor of Arts degree with a concentration in Economics. Teaching services, on the other hand, are designed for students who take introductory and intermediate economics courses as requirements and/or electives within their major field of study.

The common purpose of both functions is to develop students' ability to think clearly and objectively in dealing with economic decisions and problems. Students are trained specifically to replace value judgments and prejudices with sound economic reasoning based on an objective and rational analysis. Besides these two functions, economic research and the promotion of economic education are two integral elements within the Department.

C. Department of English http://www.uprm.edu/english/ Dr. Betsy Morales, Director The Department of English provides various courses of instruction for all students attending the Mayagüez Campus.

With regards to the general requirement in English, three separate 12 credit-hour sequences exist within the Department of English.

A. The Basic Sequence: INGL 3101, 3102, 3201, 3202.

B. The Intermediate Sequence: INGL 3103, 3104 and six additional credit-hours in English Department courses to be chosen from an approved list of courses provided by the English Department.

C. The Honors Sequence: Six credit-hours are granted to students by means of Advanced Placement. Students must then take INGL 3211 and 3212 to complete their requirement. Note that although these two courses carry 3000-level numbers, they are actually second year courses.

Academic Senate Certification 88-24 stipulates that ONLY a score of 4 or 5 on the Advanced Level Test of the College Board may be used to place entering first year students directly into second year courses by granting them six credit hours of advanced placement.


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Note that students who start in one sequence can not take courses in one of the other sequences to satisfy the university's English requirement. For example, students in the "Intermediate Sequence" may not take either INGL 3201-3202 or INGL 3211-3212 to satisfy their second year requirement.

Students who score below 570** on the ESLAT (English as a Second Language Achievement Test) will be placed in the basic sequence of courses: INGL 3101, INGL 3102, INGL 3201, INGL 3202.

The intermediate sequence of courses, starting with INGL 3103 and INGL 3104, is for entering students at UPR/Mayagüez who have scored above 570** on the ESLAT (English as a Second Language Achievement Test), but who have either not taken the Advanced Level Test in English or not qualified for advanced placement in the Honors Program of the English Department by obtaining a score of 4 or 5 on that test. Students with a score of 3 on the Advanced Level Test will be placed in INGL 3103.

Students who successfully pass INGL 3103 and INGL 3104 must take six more credit-hours in English Department courses in order to satisfy the university requirement in English.

The English Department also offers additional course work in the areas of conversational English, public speaking, advanced composition, creative writing, technical writing, literature, and linguistics. All students have an opportunity to take such additional courses in English to meet their particular needs.

For those students who desire to major in English, the department offers a two-track program leading to the degree of Bachelor of Arts in English. All students are required to take a common core of courses which includes: "Introduction to Linguistics," "Phonetics," "Survey of English Literature" (two semesters), "Survey of American Literature" (two semesters), and "English Expository Writing." Beyond these required core courses, students choose to emphasize coursework in the area of literature or linguistics.

The department also administers an English course for international graduate students who have only minimal competence in English. The English Department also works with other Departments of the University to offer students an opportunity to receive certificates in Education, Film, and Office Management.

The English Department offers a graduate program leading to the degree of Master of Arts in English Education (M.A.E.E.). This program is grounded in the areas of linguistics, literature, and pedagogy. Although students may ultimately concentrate in one of these areas, they are required to take designated courses from each area. The program is designed for classroom teachers at all levels of instruction.

D. Department of Geology http://geology.uprm.edu/ Dr. Johannes Schellekens, Director The Department of Geology offers a program leading to a Bachelor of Science


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degree in Geology. As part of degree requirements, majors have to conduct a supervised research project in their final year. The Department also offers advanced undergraduate courses for qualified students in the graduate programs in Biology, Physics, Marine Sciences and Civil Engineering. The principal objective of the Geology Program is to prepare students for professional positions in industry and government, and for careers in academic research and teaching. The Department operates a microseismic network, laboratories with analytical instruments including an electron microprobe, x-ray fluorescence and x-ray diffraction spectrometers, and a mass spectrometer, as well as geochemical, remote sensing and geophysical laboratories.

The Department hosts the Puerto Rico Seismic Network (Red Sísmica), which operates and maintains the most extensive array of seismological instrumentation in the northern Caribbean from a separate building adjacent to the department. The popular Geology Museum and departmental collections are currently being updated in new facilities within a two-minute walk from the Physics building.

E. Department of Hispanic Studies http://www.uprm.edu/hispanicos/ Dr. Jaime Martell Morales, Director The Department of Hispanics Studies, established in 1956 as the Spanish Department, offers a Bachelor of Arts in Hispanic Studies. It provides courses of instruction for all students on campus, as well as courses which are required by other academic programs.

The Department of Hispanic Studies offers a program which emphasizes the dual aspects of language and literature. It offers specialized courses in Spanish Language, Hispanic Philology, as well as Spanish, Latin-American, and Puerto Rican literatures. The Department also offers a graduate program leading to the degree of Master of Arts in Hispanic Studies.

F. Department of Humanities http://www.uprm.edu/humanidades/ Dr. Dana Collins, Director

The Department of Humanities became a separate department in 1968 upon the division of the former Department of English and Humanities. The first degree offered by the Department was the Bachelor of Arts in Comparative Literature. Since 1971, it has also offered degrees in the areas of: Plastic Arts, Theory of Art, Philosophy, and French Language and Literature. In addition to courses related to these areas, the Department regularly offers courses in: Asian culture, biblical studies, classical languages and literatures, German, Italian, Latin-American culture, music, and theatre, as well as a two-semester survey course in humanities, which is a requirement for many students at UPRM.

Department facilities include an art gallery, a specialized library and study room for our majors, two computer centers, one which includes an Interactive Francophone Laboratory, a theatre workshop and an interdisciplinary research


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center for practical and professional ethics and the philosophy of science and technology. The Department hopes to expand its art facilities in the near future.

The mission of the Humanities Department must be understood in the context of the overall mission of the University of Puerto Rico at Mayagüez. The Department teaches our students to appreciate human culture, diversity and to value knowledge. The Department of Humanities promotes research among its faculty, and it is a key instrument in the development of educational offerings and cultural activities conducive to the intellectual, aesthetic and moral formation of well-rounded human beings.

The Department is especially interested in advancing studies in the fields of philosophy, the fine arts, literature and languages. This Department understands that knowledge and awareness brought by the study and appreciation of the liberal arts can only provide a better understanding and appreciation of ourselves and our society. It pays special attention to the formation of its cadre of majors: future artists, intellectuals, creative leaders in various professions, teachers, professors, researchers, but it also looks upon itself as responsible for providing the higher education offerings and services by which our citizenry in general may avail itself of what is most important and enriching in our cultural heritage. The Department also promotes the exploration of other cultures and societies in order to inspire in our students a global understanding of culture and the development of humanity.

G. Department of Mathematics http://math.uprm.edu/ Dr. Julio C. Quintana, Director The Department of Mathematics offers three programs leading to the Bachelor of Science degree: Pure Mathematics, Computer Science, and Mathematics Education. The Bachelor of Science degree in Mathematics provides a solid preparation for students, enabling them to follow careers in industry, in government, in the field of education or to pursue graduate studies.

Courses in Computer Science are frequently updated to keep pace with this rapidly changing field. Statistics is emerging as an important component of the Department and a growing number of courses in this field are also available. The Department of Mathematics also offers two programs leading to a Master of Science degree.

One program is in Scientific Computing and the other is in Mathematics which includes specializations in Pure Mathematics, Applied Mathematics and Statistics. The Department of Mathematics participates in an Interdisciplinary Program leading to a Ph.D. degree in Computing and Information Sciences and Engineering, with the Department of Electrical and Computer Engineering.

Advanced placement tests may be used to obtain credit for one or more of the following courses: MATE 3005, MATE 3086, MATE 3171, MATE 3172, and MATE 3031. The Department of Mathematics requires a minimum of C in all courses which are part of the student’s major field of study.


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H. Department of Physical Education http://www.uprm.edu/edfi/ Dr. Ana Elena Muñiz Olivari, Director Mission To serve our society developing educators, creating, and investigating in the areas of physical education, sports and recreation with the purpose of promoting healthy life styles.

Vision Responding to societal dynamics, the Department of Physical Education strives to become the finest educational, creative, and scientific development center in physical education, sports, and recreation. As the north of our aspirations, we establish the constant search for knowledge and its dissemination.

Values Being aware of the respect for individual differences, we promote professional, social, and ethical responsibility.

Program Educational Objectives Our department graduates will be able to: 1. Address the challenges that they will face in their careers. 2. Pursue life-long learning. 3. Engage in physical activities. 4. Continue to develop problem-solving skills. 5. Exhibit leadership and team building skills. 6. Provide service to the profession, to our government, and our society. 7. Function as effective members of interdisciplinary teams. 8. Apply current technologies in physical education, sports, fitness, and recreation.

Program Outcomes The students from our department will demonstrate: 1. Ability to understand and apply fundamental knowledge of physical education, sports, fitness, and recreation. 2. Proficiency in a minimum of four (4) recognized mayor physical education areas, such as: (1) teaching, (2) sciences applied to physical education and sports, (3) strength and fitness, (4) sports skills, (5) physical education and sport management, (6) recreation, and (7) coaching. 3. Ability to conduct research and to critically analyze and interpret data in at least one of the mayor areas of study. 4. Ability to identify, formulate, and solve problems in physical education, sports, fitness, and recreation using modern tools, techniques, and skills. 5. Play an effective role in multidisciplinary professional work groups, solving problems in physical education, sports, fitness, and recreation. 6. Ability to communicate effectively. 7. Understand the importance of compliance with professional practice and legal issues such as: certification standards, medical issues in sports, and safety among others.


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8. Broad education necessary to understand the impact of physical education on health, general welfare, sport activities safety, and teaching in a global context. 9. Commitment to engage in lifelong learning and physical activity. 10. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental, and physical education issues.

I. Department of Physics http://www.uprm.edu/fisica/ Dr. Héctor J. Jiménez González, Director The Department of Physics offers Bachelor of Science degree programs in Physics and in Physical Sciences, and a Master of Science program in Physics. The Bachelor of Science program in Physics is the traditional program designed for students who wish to obtain a solid background in the field. It prepares students to work in government and private laboratories, to pursue graduate work in physics or to teach physics at the secondary level if additional courses in education are taken to obtain the teacher's license required by the Department of Education. This program is recommended to students who would like to pursue a career in Physics.

The Bachelor of Science Program in Physical Sciences is directed specifically to the preparation of secondary school teachers in the physical sciences. The program includes most of the courses in education required for certification by the Department of Education. However, it can also be used by students who do not want to make a commitment to any of the traditional fields of study in the physical sciences and require a broader preparation in general science.

J. Department of Social Sciences http://www.uprm.edu/socialsciences/ Dr. Douglas Santos, Director The Department of Social Sciences was established in 1960 as a result of the merging of the School of Sciences and the Division of General Studies into the College of Arts and Sciences.

As a unit within the College of Arts and Sciences, the Department collaborates in the academic preparation of individuals in making independent choices and participating effectively in public decisions which affect the community and society as a whole.

In order to achieve these goals, the Department provides programs leading to a Bachelor of Arts degree in several areas in the social sciences for individuals who will enter public service or will pursue graduate studies. It also offers courses which are required by the curricula of other academic programs on campus.

This dual goal is accomplished through the common objectives of its academic program in General Social Sciences, History, Political Science, Psychology and Sociology and through the specific objectives of each of these academic disciplines.


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K. Department of Engineering Science and Material http://www.uprm.edu/ciym/ Dr. Walter Silva, Director The Engineering Science and Materials Department integrates an interdisciplinary faculty who are responsible for teaching basic introductory engineering courses. This centralized department offers common and fundamental engineering courses under one administration; providing an efficient platform outside of the specialized department.

Those courses related to basic Engineering Science are as follows: Engineering Graphics, Computer Programming, Numerical Methods, Applied Mechanics, Fluid Mechanics, and Engineering Materials. A broad, yet in-depth, knowledge of all of these areas is indispensable in every field of engineering, not only for further studies, but also for the successful practice of the engineering profession. The Department of Engineering Science and Materials also offers interdisciplinary elective courses which are well within the competence of its faculty.

Research in Engineering Science and Engineering Education is an integral part of each professor’s involvement in this Department. In particular, the department is experiencing considerable growth in research on Materials Science and Engineering. This is an interdisciplinary field concerning properties of matter and its applications to engineering and science, including nanotechnology and nanoscience. Elements of applied physics, chemistry, chemical, mechanical, civil and electrical engineering are integrated in this developing field. As a result of their inherent interdisciplinary backgrounds, our faculty members have been instrumental in developing cross-cutting collaborations with other science and engineering departments.

Non-Academic Supporting Units

A. Campus Computer Center http://www.uprm.edu/cti/ Víctor Díaz, Director, victord @ uprm.edu

The main Computer Center, or the Center of Information Technology of the University of Puerto Rico Mayagüez Campus is responsible of the administrative information system (Financial, HR and Student System) and some centralized academic services. The Center is also responsible for the campus data communication backbone and Internet/ Internet 2 access. The Campus has a strong fiber optic communication infrastructure, which connects all buildings throughout the campus with a central system located in the institution’s telephone office building. This infrastructure has been extremely important for improvement, development, and modernization of the communication system within the Mayagüez Campus. We should also note that the Agricultural Experiment Stations and the Agricultural Extension Service Offices through the Island of Puerto Rico have a


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robust dedicated Internet access that allows them to communicate with the University of Puerto Rico, Mayaguez Campus. Internet communication at Mayagüez Campus has increased exponentially. Actually, as an Internet 2 institution, the communication with the outside world is done through an OC3 line (155Mbps). The Main Computer Center supports the institution’s academic and administrative functions. The main administrative information system is supported by HP Alpha System and is being replaced by new Ithanium based servers. A farm of more than 15 Linux based servers complement the administrative services, including the main web based local portal for self-serve services, messaging and general information access. This Portal is called “Mi Portal Colegial”, and it is the institutional adopted platform to develop and implement the electronic services to the whole university community. For more than eight years, WebCT has been used as the Academic Course Management System for online distance learning. There are also a large number of videoconference systems, including dedicated rooms, for real time distance learning and meetings. The academic colleges and departments have been expanding their computing and technological equipment to allow them to better prepare their students in these areas, and to allow a greater internet access and online services to faculty, students, and employees. One of the main and most used services developed and maintained by the Main Computer Center for the whole university community is the wireless network. The wireless network allows all university community members to access the Internet and all local online services. More than 120 access points are deployed around the Campus.

B. Library Facilities

http://www.uprm.edu/library/ Prof. Jeannette Valentín Marty, Acting Director,

[email protected] Library acquisitions and resources are shown in Table D-8 (A).

Library expenditures for the past three years are shown in Table D-8 (B).

There is no separate Engineering Collection in this library. Resources on engineering and related sources are integrated with other materials. Books are housed on the third floor, whereas, magazines and journals are housed on the first and second floors. Government documents are located on the fourth floor. Databases can be accessed in campus and remotely, except those on cd-rom that are kept in the Serials and Electronic Resources Collection. Videotapes and films are located at the Film Collection on the second floor of Sánchez Hidalgo Building. Some of them are digitized and can be accessed online. All resources are catalogued and classified using the LC and SuDocs classifications, and can be accessed through the online public catalog.

Reference services are offered by thirteen (13) professional librarians who are assigned to the following collections: one (1) to Marine Sciences; four (4) to Reference, four (4) to Serials and Electronic Resources, and four (4) to Puerto


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Rican Collection. Reference services are also offered at the Film/Video, Alvarez Nazario and at the Music and Oral History Collection.

Interlibrary loan services are offered to the academic community Monday through Friday from 7:30 am to 4:30 pm. The Online Computer Library Center (OCLC) system is used for the transmittal of the loan requests. The ARIEL system was acquired for the electronic delivery of documents. FAX transmission service is also available. Interlibrary loans are offered as free service. Unless a reciprocal agreement has been established with the Institution, some charges will apply.

Professional librarians assist students and faculty in their study and research endeavors. CEDIBI (Center for the Development of Information Literacy and Bibliographic Research) is an initiative developed to establish an Information Literacy Program which incorporates information literacy skills throughout the curriculum at the University of Puerto Rico, Mayagüez Campus. This program has been in operation for the benefit of students and faculty. Bibliographic guides are prepared and distributed among the attendees. Orientation on the use of library resources is offered to freshmen and graduate students, high school students, and anyone requesting such service. Library offers an interdisciplinary course, INTD 3355 (Research Methods in Libraries) as an elective course, which appears under the Office of the Dean of Academic Affairs. The library staff also teaches the following formal courses: AGRO 4019 (Agronomy and Soils Department), CISO 3145 (Social Science Department), and BIOL 3055 (Department of Biology). The library is also a Coordinating Agency of the Puerto Rico Census Data Center. It is a depository of all census publications than can be accessed by the academic community and the general public.

The Serials and Electronic Resources Collection (CRRE) is made up of online databases and paper format. The following databases provide not only bibliographic information, but full text and graphics as well: Academic Search Premier, Business Source Premier, ABI/Inform, Social Sciences Full Text, General Science Full Text, Proquest Agricultural Journals, Proquest Biology Journals, Applied Science and Technology Index, Engineering Village2, CRCNetbase and IEEE Xplore, among others.

The Library is a selective depository of the Federal Depository Library Program of the Government Printing Office. As part of the depository program, many resources are received in paper, online and CD-ROM format, among them USA Pat, Tiger/Line (the Coast to Coast Digital Map Database), several census databases, as well as various databases from the U.S. Geological Survey, the National Oceanic and Atmospheric Administration and others. The library is registered for Government Printing Office (GPO) access online service. The databases available through this service are: Federal Register, Congressional Record, Congressional Bills, United States Code, Public Laws, and General Accounting Office (GAO) Reports. Many other databases will be available since these will be either online or in CD-rom format.

The library was designated on March 10, 1995 as a United States Patent and Trademark Depository Library. It has a collection of over 3,403,938


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million U.S. Trademarks and 7,356,848 Patents. In addition it receives patent abstracts from the Patent Office of Japan and the European Union, as well as publications from the World Intellectual Property Organization.

Library services are fully automated. The online catalogue may be accessed from computers in the Library, or anywhere on and outside the Campus through the Internet. The library is intended to expand the services available to off-site users. In this context, off-site is defined as beyond campus or institutional boundaries, not simply outside the library’s walls. This allows remote users not permanently linked to the library’s server to have access, whereas a server provides access to those workstations on the server’s network.

The College of Engineering counts on the recommendations of a library committee, which is made up of individual departmental representatives. A similar procedure exists in the College of Arts and Sciences, where such committees exist in the Biology, Chemistry, Geology and Physics departments.

The library maintains the following daily service: Monday – Thursday 7:00 am – 10:00 pm Monday – Thursday 6:00 a.m.- 2:00a.m. (CRRE) Friday 7:00 am – 4:30 pm

6:00 a.m.-4:30 p.m. (CRRE) Saturday 12:00 pm – 5:00 pm Sunday 2:00 pm – 10:00 pm

2:00 p.m.-12:00 a.m. (CRRE) Holidays 3:00 pm – 8:00 pm

During the period of final exams, services are extended also, until midnight in the Circulation area.

The reference services are available during the same hours the library is open. The stacks are open, except for the Puerto Rican and the Music Collections. The following collections are open as indicated:

Film/Video Collection 7:30 am – 6:00 pm Music and Oral History Collection 7:30 am – 11:30 am,

12:30 pm – 4:30 pm Alvarez Nazario Collection 7:30 am – 6:00 pm

The library staff consists of 25 faculty members, 46 non-professional support librarians and 10 technicians, all committed to help the users in their information and research needs. The library services – Circulation/Reserve, Reference/Documents, Puerto Rican Collection and Puerto Rico Census Data Center, periodicals and journals, computer search services, Interlibrary Loans, research and bibliographic information and Audiovisual Services are integrated to serve the entire Mayagüez Campus community.

The seating capacity of the library as of June, 2008 was as follows:

Main Library 885 seats


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Marine Science Collection 26 seats AV Projection Classrooms 147 seats

There are two map-collections: one located at the Reference/Documents Collection, and another at the Puerto Rican Collection. Facilities for transmission of closed circuit TV and satellite are also available. Interactive teleconferences are offered for faculty and students. A program for distance learning was begun on the Campus. The library is an active collaborator in providing both physical (projection rooms) and human resources. Microforms are kept at the following collections: Reference/Documents, Serials and Electronic Resources, and in the Puerto Rican Collection. Phonographic records and audio resources are located at the Music and Oral History Collection.

Physical facilities in this library provide for: one (1) Conference Room (96 seats with 32 tables), two (2) Meeting Rooms (24 seats with tables, 11 seats, 1 table), ten (10) closed study carrels for graduate students and professors; eight (8) study rooms for group discussion; two (2) library instruction rooms; one (1) micro-format room in the Serials and Electronic Resources Collection.

All library functions are automated. A total of 240 computers are distributed throughout the library. The library actually has three local databases: SAMDB (provides access to local newspapers); INDEREF (provides access to biographies); and MARINE (provides access to reprints).

Eleven (11) photocopying machines are centralized on the second floor of the library. Additional machines are located at Puerto Rican Collection, Alvarez Nazario Collection, Marine Science Collection, Reference/Documents Collection, Serials and Electronic Resources Collection and at the Administrative Office.

C. Placement Office http://www.uprm.edu/placement/

Sra. Nancy Nieves Arán, Director

Vision Serve as liaison between students and businesses while providing the best and most effective service to all.

Mission Provide students the necessary tools that will help achieve an effective job search, while maintaining lines of communication with businesses and the College community.

Services Register students and alumni, creating records for our files. Assist students and alumni explore the job market. Help with the correction of resumes. Offer talks to groups of students on resume writing, interviews, job search, etc. Coordinate on campus interviews. Refer resumes to companies and or agencies.


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Announce job opportunities (part-time, summer and permanent). Keep a list of companies and agencies with their addresses. Coordinate meetings between student organizations and companies. Prepare salary statistics. Prepare annual employment statistics. Organize Annual Job Fair. Work with student organizations.

Policies The following, apply to all students, seniors, graduate and alumni that request our services:

Register at the Placement Office with any member of the staff. Clear through any staff member, if you miss an interview. Any student who fails in this aspect for a second time will not be allowed future interviews. Remember your actions will reflect on your peers. Every student must sign up for an interview on their spare time. The Placement Office will not provide excuse letters for missing classes on account of an interview. There is no limit to the number of interviews a student can have. However, once a student has accepted a job offer, he or she must stop interviewing. Students that accept a job offer should notify the Placement Office.

Requirements The following, apply to all students, seniors, graduate and alumni that request our services:

Five or more copies of your resume (preferably in English). Copy of your course program. Transcript (preferably in English). Fill out form 511 Fill out student evaluation form 2x2 photograph (optional).

Every student is responsible for maintaining his/her file updated and with enough copies at the Placement Office.

Faculty Workload

The formal teaching load of a faculty member is twelve (12) academic credit hours. Depending on the interest of the particular faculty member and the needs of the school, this load may consist of a combination of

teaching, research, and administrative duties. The teaching load is computed according to the Table of Equivalent Credit Hours for academic

activities shown below. Any teaching, research or administrative duty assigned above the normal

twelve credit hours entails extra compensation.


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EQUIVALENT CREDIT HOURS FOR ACADEMIC ACTIVITIES

Activity Contact Hours Equivalents

per week Credit Hours

Coursework: Conference or Discussion 1 1

Coursework: Laboratory 1 1

Coursework: Computation 2 1

Coursework: Seminar 1 1

Supervised Research 3 1

Tutoring – Special Problems 3 1

Thesis or Project Direction 1 1/sem

Research Work, Divulgation, Administrative Tasks and Services 3 1

Workshops 15 sem hrs

Tables


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Table D-1. Programs Offered by the Educational Unit

Program Title1

Modes Offered2

Nom

inal

Y

ears

to

Com

plet

e

Administrative Head

Administrative Unit or Units (e.g. Dept.) Exercising Budgetary

Control

Submitted for Evaluation3

Offered, Not

Submitted for

Evaluation4

Day

C

oope

rati

ve

Edu

catio

nO

ff C

ampu

s A

ltern

ate

Mod

e

Now

A

ccre

dite

d.

Not

Now

A

ccre

dite

d

Now

A

ccre

dite

d

Not

Now

A

ccre

dite

d

Chemical Engineering X Dr. David

Suleiman Chemical Eng. Dept.

BS 5 X MS, ME 2 X

PhD 5 X

Civil Engineering X Prof. Ismael Pagán

Civil Eng. & Surveying Dept.

BS 5 X MS, ME 2 X

PhD 5 X Computer Engineering X Dr. Isidoro

Couvertier Electrical and Computer Eng.

Dept.

BS 5 X MS, ME 2 X

Electrical Engineering X Dr. Isidoro

Couvertier Electrical and Computer Eng.

Dept.


375

BS 5 X MS, ME 2 X

Industrial Engineering X Dr. Agustín Rullán Industrial Eng. Dept.

BS 5 X MS, ME 2 X

Mechanical Engineering X Dr. Paul

Sundaram Mechanical Eng. Dept.

BS 5 X MS, ME 2 X

Computing and Information Sciences and Engineering, PhD Multidisciplinary

X 5 Dr. Nestor Rodríguez, Coordinator

Electrical and Computer Eng. Dept. X

Surveying and Topography, BS X 4 Prof. Ismael

Pagán Civil Eng. & Surveying Dept. X

List the titles of all degrees offered by the educational unit responsible for the programs being evaluated, undergraduate and graduate, granted by the institution. If there are differences in the degrees awarded for completion of cooperative education programs, these should be clearly indicated. 1 Give program title as shown on a graduate’s transcript. 2 Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.

Describe “Other” by footnote. 3 Only those programs being submitted at this time for reaccredidation (now accredited) or initial accreditation (not now accredited) should be

checked in this column. 4 Programs not submitted for evaluation at this time should be checked in this column.


376

Table D-2. Degrees Awarded and Transcript Designations by Educational Unit

Program Title1

Modes Offered2

Name of Degree Awarded3 Designation on Transcript4 Day Co-op

Off Campus

Alternative Mode

Chemical Engineering X Bachelor of Science in Chemical Engineering.

B. S. in Chemical Engineering

Civil Engineering X Bachelor of Science in Civil Engineering. B. S. in Civil Engineering

Computer Engineering X Bachelor of Science in Computer Engineering.

B. S. in Computer Engineering

Electrical Engineering X Bachelor of Science in Electrical Engineering.

B. S. in Electrical Engineering

Industrial Engineering X Bachelor of Science in Industrial Engineering.

B. S. in Industrial Engineering

Mechanical Engineering X Bachelor of Science in

Mechanical Engineering.

B. S. in Mechanical Engineering

Surveying and Topography X

Bachelor of Science in Surveying and Topography.

B. S. in Surveying and Topography

Complete the table for all programs, as follows: 1 Give the program title as officially published in catalog. 2 Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.

Describe “Other” by footnote. 3 List degree awarded for each mode offered. If different degrees are awarded, list on separate lines. 4 Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.


377

Table D-3. Support Expenditures


Fiscal Year 2006-20071 2007-20082 2008-20093

Expenditure Category Operations (not including staff)4

$41,270 $25,320

Travel5 $4,982 $3,112 Equipment6 (a) Institutional Funds $42,230 $268,017 (b) Grants and Gifts7 Graduate Teaching Assistants

$130,140 $146,737

Part-time Assistance8 (other than teaching)

0 0

Faculty Salaries $1,706,569 $2,439,273 Report Department Level and Program Level data for each program being evaluated. Updated tables are to be provided at the time of the visit. 1 Provide the statistics from the audited account for the fiscal year completed

year prior to the current fiscal year. 2 This is your current fiscal year (when you will be preparing these statistics).

Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

3 Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

4 Categories of general operating expenses to be included here. 5 Institutionally sponsored, excluding special program grants. 6 Major equipment, excluding equipment primarily used for research. Note that the

expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

7 Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

8 Do not include graduate teaching and research assistant or permanent part-time personnel.


378

Table D-3. Support Expenditures


Fiscal Year 2006-20071 2007-20082 2008-20093

Expenditure Category Operations (not including staff)4

$705,831 $632,552

Travel5 $69,440 $51,931 Equipment6 (a) Institutional Funds $223,539 $2,846,323 (b) Grants and Gifts7 Graduate Teaching Assistants

$761,349 $873,884

Part-time Assistance8 (other than teaching)

0 0

Faculty Salaries $13,358,428 $14,623,228 Report Department Level and Program Level data for each program being evaluated. Updated tables are to be provided at the time of the visit. 1 Provide the statistics from the audited account for the fiscal year completed

year prior to the current fiscal year. 2 This is your current fiscal year (when you will be preparing these statistics).

Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

3 Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

4 Categories of general operating expenses to be included here. 5 Institutionally sponsored, excluding special program grants. 6 Major equipment, excluding equipment primarily used for research. Note that the

expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

7 Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

8 Do not include graduate teaching and research assistant or permanent part-time personnel.


379

Table D-4. Personnel and Students


Year1: 2007-2008

HEAD COUNT FTE2

RATIO TO FACULTY3 FT PT

Administrative4 2 Faculty (tenure-track) 20 Other Faculty (excluding student Assistants)

2

Student Teaching Assistants 20 Student Research Assistants 18 Technicians/Specialists 5 Office/Clerical Employees 5 Others5 5 Undergraduate Student enrollment6 776 Graduate Student enrollment 25

Report data for the program unit(s) and for each 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 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. For faculty members, 1 FTE equals what your institution defines as a full-time load.

3 Divide FTE in each category by total FTE Faculty. Do not include administrative FTE. 4 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. 5 Specify any other category considered appropriate, or leave blank. 6 Specify whether this includes freshman and/or sophomores.


380

Table D-5. Program Enrollment and Degree Data College of Engineering

Academic Year

Enrollment Year

Tota

l U

nder

grad

Tota

l G

rad

Degrees Conferred 1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

CURRENT FT 786 694 743 761 1399 4383 326 2007 – 2008 PT 10 7 7 19 167 210 71

1 2006 – 2007 FT 718 728 716 785 1336 4283 331 590 70 8 PT 15 4 9 21 160 209 37

2 2005 – 2006 FT 765 672 778 752 1293 4260 342 606 87 8 PT 18 9 11 24 188 226 36

3 2004 – 2005 FT 720 759 759 721 1258 4217 344 546 72 3 PT 20 10 7 13 158 208 35

4 2003 – 2004 FT 816 765 734 692 1260 4297 336 622 91 4 PT 13 7 17 13 145 195 55

5 2002 – 2003 FT 767 753 692 692 1315 4219 306 710 77 3 PT 27 15 7 14 163 226 38

Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time


381

Table D-5. Program Enrollment and Degree Data


Academic Year

Enrollment Year

Tota

l U

nder

grad

Tota

l G

rad

Degrees Conferred 1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

CURRENT FT 128 110 128 122 283 771 38 2007 – 2008 PT 0 1 1 0 24 26 2

1 2006 – 2007 FT 113 107 114 140 271 745 32 124 9 0 PT 0 0 1 2 27 30 2

2 2005 – 2006 FT 105 99 133 136 275 748 34 122 11 0 PT 1 1 3 0 29 34 3

3 2004 – 2005 FT 103 116 125 117 262 723 36 109 10 0 PT 0 1 1 0 25 27 0

4 2003 – 2004 FT 119 115 115 146 238 733 45 127 16 0 PT 0 1 1 1 30 33 3

5 2002 – 2003 FT 113 102 140 115 256 726 43 142 17 0 PT 1 1 2 1 31 36 2

Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time


382

Table D-6. Faculty Salary Data1


Academic Year 2007 – 2008

Professor Associate Professor

Assistant Professor Instructor

Number 96 34 34 7

High $180,644.40 $134,764.00 $109,784.10

$69,049.00

Mean $103,271.80 $83,767.37 $72,448.72

$52,531.99

Low $73,188.00 $58,932.00 $52,188.00 $47,052.0

0 1 If the program considers this information to be confidential, it can be provided

only to the Team Chair.


Academic Year 2007 – 2008

Professor Associate Professor

Assistant Professor Instructor

Number 11 6 3 0

High $109,365.50

$87,013.33 $74,268.00 $0

Mean $96,196.32 $79,856.22 $73,517.33 $0 Low $82,872.00 $71,912.00 $72,183.00 $0

1 If the program considers this information to be confidential, it can be provided only to the Team Chair.


383

TABLE D-7(A). ORGANIZATION CHART OF THE UNIVERSITY OF PUERTO RICO MAYAGUEZ CAMPUS


384

Dean of Engineering Dr. Ramón Vásquez

Associate Dean (Administrative) Prof Waldemar

Associate Dean (Research)

Dr José Colucci Rios

Associate Dean (Academic)

Vacant

SEED Office Faculty ABET

Coordinator

Industrial Advisory Board

Chemical Engineering Dr. David Suleiman

Civil Engineering and Surveying

Prof Ismael Pagán

Electrical and Computer Engineering

Dr Isidoro Couvertier

Industrial Engineering Dr. Agustín Rullán

Engineering Science and Materials

Dr Walter Silva Araya

Mechanical Engineering Dr. Paul Sundaram

Cooperative Education Program

Mrs Ellen Acarón

TABLE D-7(B). ORGANIZATION CHART OF THE COLLEGE OF ENGINEERING

385

TABLE D-8. LIBRARY ACQUISITIONS, RESOURCES, AND EXPENDITURES

A. ACQUISITIONS AND RESOURCES

ACQUISITIONS DURING THE LAST THREE (3) YEARS

CURRENT COLLECTION RESOURCES

Books Periodicals Books Periodicals Entire Institutional Library 3,095v. 0 215,349 v.* 5,259 t ** In the following fields (included above) Engineering

378 v. 0 26,801 v.*** 811 t **

Chemistry 90 v. 0 5,287v. *** 189 t ** Mathematics 96 v. 0 15,144 v. *** 228 t ** Physics 92 v. 0 8,372v. *** 161 t ** Other Specialty Area (Specify)-(GEOLOGY) 48 v. 0 5,349 v. *** 47 t **

All of the above specialty areas (last three years)

AV Material (videos, films, etc.)

B. LIBRARY EXPENDITURES

2004-2005 2005-2006 2006-2007 Total Library Current Funds $5,734,889.00 $5,639,956.00 $6,144,496.00 Expenditures for the Engineering Unit (Total)

$20,000.00 $20,000.00

$20,000.00

Books $100,000.00 $100,000.00 $100,000.00 Periodicals $1,430,000.00 $1,460,000.00 $1,530,000.00 Other Engineering-related Services ****

$14,450.00

$11,050.00

$10,608.00

Note: Sub-categories should add to total for the engineering unit. * Figures as of May 30, 2008 ** Figures as of May 2008 *** Estimated **** Includes chemistry, mathematics, physics and geology books; periodicals and audio-visual materials. Does not include expenditure in the acquisition of reference books.

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