Mechanical Engineering Technology

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ABET Accreditation:

The Mechanical Engineering Technology Program at Southern Polytechnic State University prepares graduates with the necessary knowledge and skills to perform in professional positions in mechanical engineering. Positions include careers in the design, development, implementation, analysis, manufacturing, testing, evaluation, sales, or maintenance of mechanical systems. Graduates will possess knowledge in math, basic sciences, the traditional engineering sciences, engineering graphics, manufacturing processes, and principals of automation. Students will develop skills in problem solving; written and oral communications; and the use of computer tools. Graduates will apply this knowledge in the design and analysis, development, selection, implementation and control of mechanical systems.

Important note: The Mechanical Engineering Technology program is accredited by the Engineering Technology Accreditation Commission of ABET,

  Program Educational Objectives:

Graduates of the mechanical engineering technology program will:

1. Be prepared for applied mechanical engineering positions that require specialized knowledge and skills in a particular area of mechanical engineering, such as mechanical design; manufacturing and automation; plant engineering; or heating, ventilation, air conditioning, and refrigeration (HVAC-R).

2. Be aware of the impacts of their decisions on the health and safety of workers and on the environment, and of ethical and societal concerns.

3. Solve problems that require critical thinking, use of teamwork, research, and communication skills.

4. Understand the need for lifelong learning and continued professional development, including Professional Engineer registration.

Student Outcomes:

Graduates of the Mechanical Engineering Technology program will demonstrate:

a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;

b. an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;

c. an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;

d. an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;

e. an ability to function effectively as a member or leader on a technical team;

f. an ability to identify, analyze, and solve broadly-defined engineering technology problems;

g. an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature;

h. an understanding of the need for and an ability to engage in self-directed continuing professional development;

i. an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;

j. a knowledge of the impact of engineering technology solutions in a societal and global context;

k. a commitment to quality, timeliness, and continuous improvement.


Enrollment and graduation information:
To check the enrollment and graduation numbers in the past years, please click here.

Assessment Plan:

The MET assessment effort addresses the achievement of Program Objectives and Outcomes by obtaining input from key constituencies:

  • Current students,
  • Employers,
  • Alumni,
  • Mechanical Engineering Technology faculty

The input of these constituencies is evaluated to determine the extent to which the MET Program is fulfilling the goals described in Objectives and Outcomes. MET Curriculum Committees play a key role in this evaluation, as well as ad hoc committees as needed. Recommendations from committees to address concerns or opportunities are reviewed by the MET faculty for understanding and approval. When appropriate, recommendations are also reviewed with other groups, e.g. MET Industry Advisory Board or Campus Curriculum Committee. Implementation becomes the responsibility of specific MET faculty members.

Assessment Tools:

A variety of assessment tools are used to gather input useful in identifying concerns or opportunities for Program improvement. The following Table shows the tools and the frequency of each.

Assessment Instrument   Schedule  Constituent
 Alumni survey  Every 3 years  Alumni (3 to 5 years out)
 Employer survey  Every 3 years  Employers (Full-time and co-op)
 Industry Advisory Board meetings  Once a year  Industry representatives, employers, and alumni
 Curriculum Committees  Twice a year  Faculty
 Exit Interviews  Each Semester  Graduating Seniors
 Fundamentals of Engineering tests Twice per year  MET students & graduates
 Faculty Course Assessment Report  Each semester  Current Students


Alumni Survey:

Alumni are asked to rate how well the MET Program prepared them for their chosen career. Assessing their achievement of the MET Program Outcomes is a key part of the Survey. Alumni are selected for the survey if they graduated in the period of three to ten years before the ABET Accreditation visit. Click here to see the webpage.

Employer Survey:

As part of the Alumni Survey, alumni are asked their employers to participate in the Employer survey. Employers are asked to rate the performance of MET graduates, including how well graduates display the knowledge and skills described in the MET Program Objectives and Outcomes. Click here to see the webpage.

Exit Interviews:

Graduating seniors are surveyed as to their opinions on how well they have been prepared for a career in the mechanical engineering field. They have an opportunity to rate their achievement of the Program Outcomes.

Faculty Course Assessment Report:

At the end of each semester, faculty members complete an assessment of how well Course Outcomes are achieved. The sum of all Course Outcomes encompasses all of the Program Outcomes. This assessment is used to determine if course modifications are needed to address concerns or opportunities.

Fundamentals of Engineering test:

MET students and graduates take the FE tests as a first step to Professional Engineer certification. Their performance in technical areas is compared with national averages. This type of ratio is an indication of the comparative strengths of the MET program.

Direct Assessment:

For each of the fifteen Program Outcomes, one or two upper level courses in which students demonstrate their learning relative to that outcome are identified. Within each of those courses, the faculty member identifies items, such as specific projects or test problems, that are used to assess the extent to which students have attained that outcome. The performance of the students is compared to a performance standard for each item. If it is found that an unacceptably low percentage of students can demonstrate a particular competence, adjustments are made. The adjustments may be in the course where the assessment was made or any other course where that competence is learned or practiced.


Chris Cutter

Chris Cutter, Engineering Technology Student* of the Year, 2012. MET graduate, now a Mechanical Engineer At Novelis Inc.


Zac Ganster

Zach Ganster, Engineering Technology Student of the Year, 2014. MET Graduate, now a Product Design Engineer at Panduit Inc.



(*) The Georgia Engineer of the Year competition, including the Engineering Technology Student of the Year Award, recognizes deserving and dedicated engineers who have made valuable contributions to their profession and who have impacted Georgia’s engineering community. The competition is open to all Georgia professional engineers and to students enrolled in a Georgia engineering or engineering-technology school accredited by the Accreditation Board for Engineering and Technology.