one-step academic program proposal - …€¦ · · 2017-02-13one-step academic program proposal...

ONE-STEP ACADEMIC PROGRAM PROPOSAL

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1) Rationale: Provide the rationale for proposing the new academic program. Kennesaw State University (KSU) is committed to expanding and applying knowledge, contributing to economic development, and improving the quality of life in Georgia. Further, as part of the University System of Georgia (USG), KSU is committed to offering quality, affordable, high-demand online degree programs that are ideal for working professionals, as well as traditional students [https://emajor.usg.edu/]. According to a 2014 survey conducted by the National Association of Colleges and Employers (NACE), mechanical engineering is the top engineering degree in demand [National Association of Colleges and Employers annual survey, [http://www.NACE.org]. What is more, according to the Governor’s High Demand Career Initiative Report released in 2014 by the Georgia Department of Economic Development, mechanical engineering is the career in highest demand in the state [http://www.georgia.org/wp-content/uploads/2014/04/HDCI-Report.pdf]. Employers are interested in talent from Georgia, but are forced to recruit from out-of-state. Offering the degree, online and at an affordable price, will increase the pool of highly qualified mechanical engineers that are residents of Georgia, and thereby lead to further economic development within the state.

2) Mission Fit and Disciplinary Trends: Description of the program’s fit with the

institutional mission and nationally accepted trends in the discipline (explain in narrative form). If the program is outside of the scope of the institutional mission and sector, provide the compelling rationale for submission.

The Institutional Mission of Kennesaw State University:

Kennesaw State University (KSU) is a comprehensive public university that serves primarily northwest Georgia and Atlanta. With nationally recognized liberal arts, professional, and continuing education programs, KSU offers exemplary disciplinary and interdisciplinary education at the baccalaureate, master’s, specialist, and professional doctoral levels. KSU’s students prosper in a supportive environment with faculty, staff, and administrators who are vitally engaged in student life. KSU’s academic programs are collaborative and creative, emphasizing both the development and application of knowledge. The KSU community values and promotes integrity, global awareness, technological literacy, diversity, and lifelong learning.

As Kennesaw State University (KSU) continues to improve academic standards and program quality, permission is requested to offer a Master of Science degree in Mechanical Engineering (M.S.M.E.). At KSU in the Southern Polytechnic College of gy Engineering and Engineering Technology, we currently offer sixteen undergraduate degrees including the B.S. in Mechanical Engineering, as well as four Master of Science degrees in Systems Engineering, Civil Engineering, Applied Engineering, and Quality



Assurance. The M.S.M.E. degree is unique and would complement the KSU’s existing offerings.

KSU is committed to becoming a world-class academic institution positioned to broaden its academic missions and expand its scope on a local, regional and national level. The institution’s strategic plan emphasizes promoting excellence and innovation in education. Mechanical engineering is the most diversified engineering discipline, and as a result it is related to many major industries in the state of Georgia such as manufacturing, aerospace, biomedical, power generation, automotive, energy, and heating, ventilation and air conditioning (HVAC). KSU is a metropolitan University that is highly visible and has a well-recognized engineering program among students, alumni and employers. The graduate program in Mechanical Engineering at KSU will address the existing need of local and state industrial infrastructures by enhancing the technical workforce, as well as producing well-qualified graduates that are critical for attracting industries and developing new start-up companies, which is essential for the economic development of Georgia.

As noted in a recent article [Adapted from "A Matter of Degree" by Kevin Kuznia, for Mechanical Engineering, March 2011] from the Committee on Student Development (CSD) of the American Society of Mechanical Engineers (ASME), established under the direction of the Center for Career and Professional Advancement (CCPA) to assess the professional needs of engineering students and continuously improve ASME’s student professional development products to meet those needs, “Today, engineers must keep up with emerging technologies…an advanced degree can put you on more equal footing. A M.S. in Engineering builds on your undergraduate education, and increases depth and breadth of analytic skills, enabling you to better understand and predict the performance of engineered systems or components, and solve complex engineering problems. These studies help develop new perspective on emerging engineering trends”.

The current engineering workforce in the U.S., and especially in Georgia, is aging. Increasing international competition and workforce mobility, combined with a surge in international collaboration in engineering is reshaping the engineering landscape. The National Science Foundation (NSF) strategic plan 2014-2018 [National Science Foundation, Investing in Science, Engineering, and Education for the Nation's Future - National Science Foundation Strategic Plan for 2014-2018, [http://www.nsf.gov/pubs/2014/nsf14043/nsf14043.pdf] put a strong emphasis on building a greater capacity in the science and engineering workforce to sustain the technological leadership of the U.S. within the broader global context. To meet the continuing strong demand for engineers, it will be important that every American have an opportunity to achieve an advanced degree in STEM (Science, Technology, Engineering and Mathematics) disciplines.



According to the 2014 -2015 Occupational Outlook Handbook of U.S. Department of Labor [Bureau of Labor Statistics, U.S. Department of Labor, 2014–2015 Occupational Outlook Handbook, [http://www.bls.gov/ooh] overall job opportunities for mechanical engineers are expected to be good in the coming years, and “job prospects may be best for those who stay abreast of the most recent advances in technology.” Similarly, data from the Georgia Department of Labor show there are many job opportunities for mechanical engineers within the state. High-tech industries, which employee mechanical engineers, are expected to add nearly 38,000 new jobs to Georgia’s economy between 2010 and 2020 [Georgia Department of Labor, Georgia Workforce Trends: An Analysis of Long-term Employment Projections to 2020, http://aging.dhs.georgia.gov/sites/aging.dhs.georgia.gov/files/2014%20SCSEP%20State%20Plan%20Update%20Appendix%20F_0.pdf

KSU is committed to adding graduate programs in engineering. The institution has agreed to move the M.S.M.E. program forward for University System review.

3) Description and Objectives: Program description and objectives (explain in narrative form).

The major objective of the graduate program in Mechanical Engineering at KSU is to provide an online vehicle for the career enhancement and licensure of engineers working in Georgia. The specific goals of the Mechanical Engineering graduate program include 1) producing well-qualified graduates with professional expertise and additional knowledge beyond the B.S. degree for the enhancement of the technical workforce of local and state industries, 2) serving the needs of recent B.S. graduates and graduate students in other programs, as well as career enhancement of mechanical engineers working in Georgia, and 3) exposing the participants to higher-level knowledge of mechanical engineering for the benefit of their careers and professional licensure without committing themselves to an on-campus M.S. or Ph.D. degree.

4) Need: Description of the justification of need for the program. (Explain in narrative form why the program is required to expand curricular academic offerings at the institution, the data to provide graduates for the workforce, and/or the data in response to specific agency and/or corporation requests in the local or regional area.)

As discussed earlier, research shows the need for engineers to expand the depth and breadth of analytic skills. Another major factor motivating the need to offer the M.S. degree in Mechanical Engineering at KSU is the trend toward increased educational requirements for licensure from engineering professional societies, which is beneficial, and often necessary in all engineering disciplines. In a survey of the engineering community conducted by the National Society of Professional Engineers (NSPE), 92% indicated that new job hires “require more education to perform on the job”. This



sentiment is shared by other professional organizations as well, and as such, the National Society of Professional Engineers (NSPE) has taken the first steps in making this a reality nationwide. With the support of ABET, post-baccalaureate work will become a requirement for licensure soon.

The National Council of Examiners for Engineers and Surveyors (NCEES) has also weighed in on the first professional degree issue. One of the important functions of the NCEES is publication and maintenance of its Model Law and Model Rules which serve as recommendations in the U.S. for licensing boards charged with implementing standards for engineering licensure. The current Model Law recommends that admission to the professional engineering licensing exam be limited to applicants with “coursework resulting in a master’s degree in engineering from an institution that offers EAC/ABET accredited programs”.

Furthermore, the National Academy of Engineering released a study (“Educating the Engineer of 2020”) that contains the following conclusion: “It is evident that the exploding body of science and engineering knowledge cannot be accommodated within the context of the traditional four- year baccalaureate degree”. The trend toward higher educational requirements is also reflected in the fact that many states, including Georgia, require continuing education to maintain a professional engineering license. The proposed M.S. degree in Mechanical Engineering will position KSU to meet requirements in this area and will produce students who are well prepared for the professional practice of mechanical engineering, thereby serving the economic development of Georgia in a critical STEM area.

The table below provides data showing U.S. employer demand for graduates with an M.S.M.E. degree.

Type/Title of Position

Number of Anticipated Position Openings (United States)

Average Starting Salary

Mechanical Engineer

410 $70,140

Project Engineer 308 $70,140 Mechanical Design Engineer

205 $70,850

Manufacturing Engineer

103 $66,072

http://www.payscale.com/research/US/Degree=Master_of_Science_%28MS%29,_Mechanical_ Engineering_%28ME%29/Salary#by Job



http://work.chron.com/salary-master-science-mechanical-engineering-26844.html

http://data.bls.gov/projections/occupationProj

5) Demand: Description of how the program demonstrates demand. (Explain in narrative

form the data that supports demand for the program from existing and potential students and requests from regional industries.)The conservative enrollment projections are based on the following:

1. Georgia Department of Labor Occupational Outlook, 2012-22. Kennesaw State University’s Master of Science in Mechanical Engineering meets the USG’s expectations for viability. The Georgia Department of Labor’s Long-Term Occupational Outlook forecasts Georgia’s total number of mechanical engineers growing by 17.5% between 2012 and 2022. Georgia Department of Labor Long Term Occupational Projections (Georgia Statewide), 2012-22. As a result of both retirements and growth, the Georgia Department of Labor projects Georgia requiring approximately two hundred and ten (210) annual openings in mechanical engineering.

2. Georgia Department of Labor Short-Term Occupational Outlook, 2015-17. Data from the short-term occupational forecast demonstrates the need for mechanical engineers is not localized to Metro Atlanta and Clarke County, Georgia, and Georgia needs an online program in this discipline, which it currently does not have.

3. BLS Occupational Outlook projects ME employment to grow 5 percent from 2014 to 2024. Job prospects may be best for those who stay abreast of the most recent advances in technology.

4. US News & World Report ranked Mechanical Engineering #3 as best engineering jobs.

5. BLS Employment Mechanical Engineers– Georgia – 4,990 in 2014 6. Database of over 2,000 MET and ME SPSU/KSU graduates 7. Exception salary opportunity. Reported in the Governor’s Office of Student

Achievement 2017, http://learnearn.gosa.ga.gov), one year after graduation, earnings for Masters’ of Engineering graduates from KSU earned $23,327 higher than the statewide median for all Master's degrees.

6) Duplication: Description of how the program does not present duplication of existing

academic offerings in the geographic area and within the system as a whole. If similar programs exist, indicate why these existing programs are not sufficient to address need and demand in the state/institution’s service region and how the proposed program is demonstrably different. There are three existing mechanical engineering masters’ academic offerings within the University System of Georgia. The University of Georgia (UGA)



The University of Georgia offers a M.S. in Engineering. The stated purpose of the degree is: “The M.S. in Engineering degree provides students with a rigorous, adaptive curriculum and research environment that prepares them to integrate discoveries from multiple fields and address multi-scale problems beyond the bounds of traditional engineering disciplines.” The target audience for the two degrees is entirely different. First, the KSU M.S.M.E. degree is targeted at working professionals. These are not generally students with a goal of PhD’s and research. Increasing their discipline skills and preparation for licensure are most likely their primary goals. Secondly, the UGA program is not online which is essential for these working adults. Georgia Southern University (GSU) The Georgia Southern University’s Master’s in Applied Engineering comprises seven concentrations, one of which is Mechanical Engineering. The primary differentiation is two-fold. First, the GSU degree is an Engineering Technology program (15.9999) whereas the KSU program is an Engineering program (14.1901). Secondly, the GSU program is not offered online therefore is less accommodating to serve the working professional market. Georgia Institute of Technology (Georgia Tech) Georgia Tech offers both a traditional and online M.S. in Mechanical Engineering. As an internationally elite Research University, a significant number of Georgia Tech’s traditional graduate students intend to pursue professorial or research positions. Additionally, while Georgia Tech confers approximately two hundred (200) master’s degrees in mechanical engineering annually, approximately eighty percent (80%) of Georgia Tech’s graduate students are out-of-state or international, most of whom will not pursue long-term employment in Georgia [Georgia Institute of Technology Fact Book, Admissions and Enrollment, 2016, http://factbook.gatech.edu ]. Kennesaw State University’s program, on the other hand, continues the University’s historic focus – and the University System’s expectation of Comprehensive Universities – of focusing on preparing engineers in Georgia for applied professional skills. Though online, the KSU primary target market will be similar to our undergraduate market, Georgia residents. While Georgia Tech’s online M.S. in Mechanical Engineering is comparable to the KSU proposal, there are two very significant differences. First, in 2015, 8,169 applied to Engineering graduate programs at Georgia Tech, but only 2,333 or 29% were accepted, indicating as many as 5,800 students were turned away. Over the last five years of reported admissions data, the “applied to accepted” ratio has been similar, 30%. KSU engineering masters’ programs acceptance rate is much higher and thereby provides an alternative pathway for many of those prospective students. Secondly, the cost of the online M.S.M.E. degree at Georgia Tech is considerably higher than the proposed M.S.M.E degree at Kennesaw State University for the online graduate student. It is expected that the working professional will take two courses (6 credits) per semester for five semesters. The tuition and fees for 6 credits of online courses at Georgia Tech and Kennesaw State University, respectively, are $7,021 and $2,803. Thus,



to complete the degree, the projected cost at Georgia Tech is $35,105, whereas at KSU the degree will cost $14,015, a $21K savings to the student. The online M.S.M.E. degree at Kennesaw State will provide the prospective students a more affordable option for achieving their academic goals. The cost differential should certainly encourage more students to pursue the degree and may also encourage employers to participate in tuition assistance.

7) Collaboration: Is the program in collaboration with another USG Institution, TCSG institution, private college or university, or other entity? Yes ___ or No __X__ (place an X beside one) If yes, list the institution below and include a letter of support from the collaborating institution’s leadership (i.e., President or Vice President for Academic Affairs) for the proposed academic program in the appendix. NA

8) Forecast: If this program was not listed on your academic forecast for the 2016 – 2017 academic year, provide an explanation concerning why it was not forecasted, but is submitted at this time. The MS Mechanical Engineering Program was listed on the 2016-17 forecast

9) Admission Criteria: List the admission criteria for the academic program. a) Include all required minima scores on standardized tests. b) Include the required grade point average requirement.

Applicants to the Master of Science Program with a major in Mechanical Engineering must submit the following to the Graduate Admissions Office no later than the published deadline date for the semester in which the applicant plans to enroll:

o Official transcript to be sent from each college or university attended, o Certificate of Immunization o An official copy of scores from the “General Test” of the Graduate Record

Examination (GRE) or have attained an aggregate undergraduate GPA of 3.5 or have a minimum of 4 years’ relative work experience or have successfully completed the Fundamentals of Engineering exam,

o At least two (2) recommendations by former or current supervisors, professors, or professional colleagues,

o A 1 – 2 page Statement of Purpose describing your career and educational goals, and

o A current resume.

International students who do not possess a baccalaureate degree from a college in the United States must also submit the following:



o An official English-translated transcript of college-level education, o TOEFL scores, and o An affidavit indicating financial security.

Graduate applicants shall have the following qualifications.

o An undergraduate degree in engineering, engineering technology, computer science, physical science, or other technically oriented major from an accredited college or university. Interested students from other disciplines may be admitted to the program, but may be required to complete additional courses.

o A minimum undergraduate grade point average of 3.0 (on the 4.0 scale) or its equivalent. Applicants with a GPA of 2.75 or better may be considered with strong work experience and letters of reference.

o Official GRE scores meeting the current admission profile: 150 (450 on old scale) Verbal and 148 (600 on old scale) Quantitative. Applicants with lower scores may be accepted provisionally requiring additional preparatory course work.

o For international students, an 80 on the TOEFL Internet version or an IELTS score of 6.5 is required.

The MS Mechanical Engineering Program Coordinator in conjunction with the graduate admissions committee determines the student admission status.

o Full Graduate students have met all the criteria shown above.

o Provisional Graduate students are graduate students who have not fully met the above criteria. They are limited to designated courses, either graduate or undergraduate, during which they will be evaluated to determine their likelihood of success. Provisional students are not guaranteed full graduate status.

10) Curriculum (See the form below this series of questions and please complete.) a) List the entire course of study required to complete the academic program. Include the

course prefixes, course numbers, course titles, and credit hour requirement for each course. Indicate the word “new” beside new courses. See 10 (d) Program of Study below and Appendix A

b) Provide a sample program of study that includes the course prefixes, course numbers, and course titles and credit hour requirement for each course. Indicate the word “new” beside new courses.

c) List and reference all course prerequisites for required and elective courses within the

program. Include the course prefixes, numbers, titles, and credit hour requirements.


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d) State the total number of credit hours required to complete the program, but do not include orientation, freshman year experience, physical education, or health and wellness courses per the Academic and Student Affairs Handbook, Section 2.3.1.

The projected program of study for the M.S. in Mechanical Engineering is provided below. New courses are denoted in italics and state “new” after the course name.

Program of Study Form

Course

Semester FY2017 Students

Semester FY 2018 Students

Hours

Major Area Courses ENGR 6120 - Applied Engineering Mathematics ME 6210 - Advanced Manufacturing – New ME 6220 - Advanced Solid Mechanics – New ME 6230 - Advanced Engineering Thermodynamics – New ME 6240 - Applied Engineering Design – New ME 6250 - Advanced Dynamics and Vibrations – New ME 6260 - Advanced Engineering Heat Transfer – New ME 6270 - Advanced Fluid Mechanics and Computational Fluid Dynamics – New

Fall 17 Fall 17 Spr 18 Spr 18 Sum 18 Sum 18 Fall 18 Fall 18

Fall 18 Sum 19 Sum 19 Sum 20 Spr 19 Spr 19 Fall 19 Fall 18

3 3 3 3

3 3 3 3

Concentration None

Electives Any two approved 6000 level course/s* Department Chair Approval

* May use ME 6800 – Master’s Project – as one elective - New

Spr 18 Spr 18

Fall 19 Spr 20

6

Total Semester Credit Hours to Complete the Degree 30

e) If this is a doctoral program, provide the names of four external reviewers of aspirational or comparative peer programs complete with name, title, institution, e-mail address, and



telephone number. External reviewers must hold the rank of associate professor or higher in addition to other administrative titles. Not Applicable

f) If internships, assistantships, or field experiences are required to complete the academic program, provide information documenting internship or field experience availability and how students will be assigned, supervised, and evaluated.

Not Applicable

g) Within the appendix, append the course catalog descriptions for new courses. Include the course prefixes, course numbers, course titles, and credit hour requirements. See Appendix B.

11) Waiver to Degree-Credit Hour (if applicable): State whether semester credit-hours exceed maximum limits for the academic program and provide a rationale. Not Applicable

12) Student Learning Outcomes: Student Learning outcomes and other associated outcomes of the proposed program (provide a narrative explanation).

Graduates of the M.S.M.E. program shall be able to:

1. Demonstrate an ability to apply mathematics to advanced mechanical engineering related problems

2. Design and conduct experiments as well as analyze and interpret the results 3. Exhibit an ability to identify, formulate and solve advanced mechanical engineering

problems 4. Demonstrate an ability to communicate in oral, written and multi-media formats 5. Design experiments to demonstrate advanced engineering principles 6. Demonstrate the ability to use advanced engineering principles to address

socioeconomic issues 7. Recognize a need for life-long learning

The table below correlates the curriculum to the Program Outcomes.

Program Outcome 1 2 3 4 5 6 7 ENGR 6120 - Applied Engineering Mathematics* X X ME 6210 - Advanced Manufacturing* X X X X X X X ME 6220 - Advanced Solid Mechanics* X X X X X X



ME 6230 - Advanced Engineering Thermodynamics* X X X X X ME 6240 - Applied Engineering Design* X X X X X X ME 6250 - Advanced Dynamics and Vibrations* X X X X ME 6260 - Advanced Engineering Heat Transfer* X X X X X ME 6270 - Advanced Fluid Mechanics and CFD* X X X X X X ME 6800 – Master’s Project X X X X X * Required course

13) Assessment and Quality: Describe institutional assessments throughout the program to ensure academic quality, viability, and productivity as this relates to post-approval enrollment monitoring, degree productivity, and comprehensive program review.

Continuous Improvement

The M.S.M.E. program faculty will play a crucial role in assessing and adapting the Course Outcomes and Program Outcomes. Faculty, who will participate in curriculum committee meetings each fall and spring, will use self-collected data, feedback from students collected via end-of-term and end-of-program surveys, and comments from Industry Advisory Board (IAB) members. The IAB, which meets on a bi-annual basis, was established in 2011 and consists of practicing professionals in the Mechanical industry. The continuous improvement process that will be used will be similar to the process used for the B.S.M.E. program, which has been affirmed by the Accreditation Board of Engineering and Technology (ABET).

Learning Outcomes

The Department faculty will assess and evaluate achievement of Learning Outcomes from each course. Each faculty will complete a Faculty Course Assessment Report (FCAR) for each course at the end of the term.

The FCAR will contain a complete list of the Course Learning Outcomes, with each outcome tied to a specific assessment tool that is used to evaluate the degree to which the outcome has been attained by students in that class. A sample FCAR used in the evaluation of the B.S.M.E. program is shown on the following page.

A minimum criterion of 70% will be adopted as a “flag” that would indicate significant improvements are needed to meet a learning outcome. When the criterion of 70% is met, the FCAR will indicate “no action required”. It is important to note that “no action required” does not mean that all attempts to improve the course or to improve the degree to which students meet learning outcomes will be abandoned. The criterion is a useful



alert that can be documented and can assist in the identification of significant weaknesses in courses. The scores that are above between 70% and 100% will also provide important information on the achievement of stated objectives, and the faculty will consider these scores when considering improvements.

Each course will be assigned a course coordinator. The results of the FCARs for a given course will be reviewed and summarized by the course coordinator. The summaries will be presented to the curriculum committee by the coordinators each major semester. The curriculum committee will make recommendations for course modifications and monitor continuous improvements each semester.

Example Faculty Course Assessment Report (FCAR)

Program Outcomes

Likewise, strategies to strengthen the quality of the program will rely on the assessment and evaluation of the achievement of Program Outcomes. The process used for the Program Outcome review will be similar to the one used for the Learning Outcome review. Again, it will rely on faculty, course coordinator, and curriculum committee input and is based on approved methods used by other ABET accredited programs.

Online Quality Assurance



To teach online courses at KSU, faculty must hold online teaching certification. Faculty may obtain online teaching certification by successfully completing the “Online Course Facilitation Workshop” offered by KSU’s Distance Learning Center. Ten of the existing faculty members are already certified to teach various mechanical engineering courses online at KSU. Four have several semesters of experience successfully teaching online classes. The college is already offering six online degree programs. The MS Quality Assurance program was the first fully online degree program approved by the USG, 1996. Therefore, extensive infrastructural or course management challenges are not expected.

All online courses are required to meet the “Quality Matters” rubric review process and content review process. The nationally recognized Quality Matters rubric is used by a three faculty-peer review team to certify the quality of online courses. This process review ensures that the courses are designed pedagogically sound, with defining assessment goals and student-friendly navigation. Courses are re-evaluated and reviewed every three years to maintain the expected high standards for online learning.

KSU online programs rank in the top ten nationally. Bestcolleges.com ranked KSU #9 in Best Online Programs, 2017 (http://www.bestcolleges.com/features/top-online-schools/)

14) Accreditation: Describe disciplinary accreditation requirements associated with the program (if applicable, otherwise indicate NA). Program accreditation will not be pursued for this program at this time.

15) Enrollment Projections: Provide projected enrollments for the program specifically during the initial years of implementation. a) Will enrollments be cohort-based? Yes___ or No__X___ (place an X beside one) b) Explain the rationale used to determine enrollment projections.



First

FY2017

Second

FY2018

Third

FY2019

Fourth

FY2020

I.ENROLLMENTPROJECTIONS

StudentMajors 0 10 20 30

Shiftedfromotherprograms 0 0 0 0

Newtotheinstitution 10 20 30 35

TotalMajors 10 30 50 65

CourseSectionsSatisfyingProgramRequirements

Previouslyexisting 3 8 10* 10*

New 5 2* 0 0

TotalProgramCourseSections 8 10 10 10

CreditHoursGeneratedbyThoseCourses

Existingenrollments 0 120 240 360

Newenrollments 180 360 540 630

TotalCreditHours 180 480 780 990

* ME 6800 – Master’s Project will also be offered as needed

The conservative enrollment projections are based on the following:

• KSU’s B.S.M.E. & B.S.M.E.T. alumni database of over 2,000 • Current enrollment in the Southern Polytechnic College of Engineering and

Engineering Technology’s BSME and BSMET of over 1,500. The enrollment in BSME at KSU has grown over 950 students in the last five years, a 300% growth. In recent surveys, 9% of the Graduating Student’s surveyed expressed an interested in pursuing a masters’ degree.



• KSU offers students with a 3.5GPA or higher, the option to take up to three graduate level courses and use those courses for both Undergraduate and graduate requirements.

• The Georgia Department of Labor’s Long-Term Occupational Outlook forecasts • Georgia Department of Labor Short-Term Occupational Outlook, 2015-17 • US News & World Report ranked Mechanical Engineering #3 as best engineering

jobs

16) Faculty

a) Provide the total number of faculty members that will support this program: _11___

b) Provide an inventory of faculty members directly involved with the administration and instruction of the program. Annotate in parentheses the person who holds the role of department chair. For each faculty member listed, provide the information below in tabular form. Indicate whether any positions listed are projected new hires and currently vacant. (Multiple rows can be added to the table.) Note: The table below is similar to the SACS-COC faculty roster form.

Faculty Name

Rank Courses Taught (including term, course number & title, credit hours (D, UN,

UT, G)

Academic Degrees & Coursework

(relevant to courses taught, including

institution & major; list specific graduate

coursework, if needed)

Current Workload

Per

Fall & Spring

Semesters

Other Qualifications &

Comments (related to

courses taught)

(F) Mir M. Atiqullah

Professor (UT) ME 3101: Material Science & Engr (UT) ME 4141: Machine Design (UT) ME 4201: Senior Design I (UN) ME 4202: Senior Design II

Ph.D., Mechanical Engineering, Purdue University

6

(F) Mahesh Gupta (Chair)

Professor None - Began August, 2016

Ph.D., Mechanical Engineering, Rutgers

2

(F) Sathish Kumar Gurupatham

Assistant Professor

(UT) ME 3410: Thermodynamics (UT) ME 3440: Heat Transfer

Ph.D., Mechanical Engineering, New Jersey Institute of Technology

6



(F) Ali Khazaei

Associate Professor

(UT): ENGR 3122: Dynamics (UT) ME 3410: Thermodynamics (UT) ME 3440: Heat Transfer

Ph.D., Mechanical Engineering, Tehran Azad University

6

(F) Loraine Lowder

Assistant Professor

(UT) ENGR 3122: Dynamics (UT) ME 3101: Material Science & Engr

Ph.D., Bioengineering, Georgia Institute of Technology

• Emphasis on Biomechanics

2

(F) Mohammed Sajjad Mayeed

Associate Professor

(UT) ME 4250: Computer Aided Engr (UT) ME 4201: Senior Design I (UN) ME 4202: Senior Design II

Ph.D., Mechanical Engineering, University of Tokyo

6

(F) Simin Nasseri

Associate Professor

(UT) ENGR 3122: Dynamics (UT) ENGR 3125: Machine Dynamics & Vibrations

Ph.D., Mechanical Engineering, University of Sydney

6

(F) Jungkyu Park

Assistant Professor

(UT) ME 3101: Material Science & Engr (UT) ME 3201: Product Realization

Ph.D., Mechanical Engineering, Case Western Reserve University

6

(F) Laura Ruhala

Associate Professor

(UT) ME 3201: Product Realization (UT) ME 4201: Senior Design I (UN) ME 4202: Senior Design II

Ph.D., Engineering Science/Mechanics, Pennsylvania State University

6

(F) Richard Ruhala

Associate Professor

(UT) ENGR 3125: Machine Dynamics & Vibrations (UT) ME 4501: Dynamics Systems & Control Theory

Ph.D., Acoustics, Pennsylvania State University

• Emphasis on examining dynamic vibratory phenomena in structural systems

6



(F) Valmiki Sooklal

Assistant Professor

(UT) ME 4250: Computer Aided Engr (UT) ME 4141: Machine Design (UN) ME 4201: Senior Design I (U) ME 4202: Senior Design II

Ph.D., Mechanical Engineering, Tulane University

6

(F) Ayse Tekes

Assistant Professor

(UT) ENGR 3122: Dynamics (UT) ENGR 3125: Machine Dynamics & Vibrations (UT) ME 4501: Dynamics Systems & Control Theory

Ph.D., Mechanical Engineering, Istanbul Technical University

6

(F) David Veazie

Professor (UT) ENGR 3122: Dynamics (UT) ENGR 3125: Machine Dynamics & Vibrations (UT) ME 4141: Machine Design

Ph.D., Mechanical Engineering, Georgia Institute of Technology

6

F, P: Full-time or Part-time: D, UN, UT, G: Developmental, Undergraduate Non-transferable, Undergraduate Transferable, Graduate

c) Explain how faculty workloads will be impacted by the proposed new program.

The faculty workload will remain the same for all existing faculty, with the exception of the Program Coordinator, whose workload will be reduced by one course each year. New hires will be used to teach classes currently taught in the undergraduate program by existing faculty. The workload for the additional hires is provided in the table below. In year 1, 7 courses will be taught by the anticipated hires, and in subsequent years, 9 courses will be taught.

FY 2017 FY 2018 FY 2019 FY 2020 Part-Time #1 1 Course in

Fall & 1 Course in Summer

1 Course in Summer

1 Course in Summer

1 Course in Summer

Part-Time #2 1 Course in Fall &

1 Course in Fall &

1 Course in Fall &

1 Course in Fall &



1 Course in Spring

1 Course in Summer

1 Course in Summer

1 Course in Summer

Part-Time #3 1 Course in Fall & 1 Course in Spring

-

-

-

Part-Time #4 1 Course in Summer

- - -

Full-Time #1 - 6 6 6

d) Explain whether additional faculty will be needed to establish and implement the program. Describe the institutional plan for recruiting additional faculty members in terms of required qualifications, financial preparations, timetable for adding faculty, and whether resources were shifted from other academic units, programs, or derived from other sources.

Number of Anticipated Faculty Hires Total FT Hires By Year

Total PT Hires By Year

2017 4 Part-time 0 4

2018 1 Full-time & 2 Part-time 1 2

2019

2 Part-time 1 2

2020

2 Part-time 1 2

Our strategy to address faculty needs will be to hire qualified part-time instructors to teach undergraduate courses allowing full-time faculty to teach in the graduate program without changing their workload. This strategy allows us to comfortably adjust faculty needs as we move forward. In year two, we anticipate the need to hire one additional full-time faculty and reduce the number of part-time instructors. Should the projected enrollment not materialize, we will simply not hire the anticipated full-time hire and continue with part-time faculty until enrollment reaches expectations.

Recruitment of part-time faculty is done through our Human Resources Jobs website along with faculty networking and professional societies.

The credentials for master’s level faculty is a PhD in Mechanical Engineering or a closely related field with 3 years of industry experience. The minimum credentials for 1xxx or 2xxx level undergraduate courses is a M.S. in Mechanical Engineering or a closely



related field. Undergraduate 3xxx and 4xxx level courses require faculty credentials the same as graduate level courses.

17) Fiscal and Estimated Budget a) Describe the resources that will be used specifically for the program.

b) Budget Instructions: Complete the form further below and provide a narrative to

address each of the following: c) For Expenditures:

i. Provide a description of institutional resources that will be required for the program (e.g., personnel, library, equipment, laboratories, supplies, and capital expenditures at program start-up and recurring). The M.S. in Mechanical Engineering program will make use of existing institutional resources at program start-up.

A recurring budget of $5000 per year will be allocated for supplies to support the program. Additionally, the new full-time faculty member hired will receive equipment start-up funds totaling $5000 in year 2 and a travel budget allocation of $2000 per year in years 2, 3, and 4.

ii. If the program involves reassigning existing faculty and/or staff, include the specific costs/expenses associated with reassigning faculty and staff to support the program (e.g., cost of part-time faculty to cover courses currently being taught by faculty being reassigned to the new program, or portion of full-time faculty workload and salary allocated to the program).

As noted, new hires will be used to teach classes currently taught in the undergraduate program by existing faculty. Part-time faculty will be compensated at a rate of $4800 per 3-credit hour course (plus 17% fringe), and a new full-time faculty member will be compensated at a rate of $75,000 per year (plus 30% fringe). Existing full-time faculty will be compensated for online course development for the M.S.M.E. program at a rate of $3,000 per course (plus 30% fringe) for new course reviews and $1,500 per course (plus 30% fringe) for course re-reviews after 3 years.

d) For Revenue:

i. If using existing funds, provide a specific and detailed plan indicating the following three items: source of existing funds being reallocated; how the existing resources will be reallocated to specific costs for the



new program; and the impact the redirection will have on units that lose funding. Not Applicable

ii. Explain how the new tuition amounts are calculated.

The table below explains how new tuition amounts are calculated.



FY 2017 FY 2018 FY 2019 FY 2020 Courses/

Credit Hours Completed Per Student

Total Revenue Generated Via Tuition For Y1 students*

Courses/ Credit Hours Completed Per Student






Year 1 (Y1): 10 students

6 / 18 $73,440 4/12 $48,960 0 / 0 $0 0 / 0 $0


0 / 0 $0 6 / 18 $146,880 4/12 $97,920 0 / 0 $0


0 / 0 $0 0 / 0 $0 6 / 18 $220,320 4/12 $146,880


0 / 0 $0 0 / 0 $0 0 / 0 $0 6 / 18 $257,040

Total Tuition Revenue

$73,440 $195,840 $318,240 $403,920

* The current (2015-2016) Graduate Online Student – E-Tuition fee is $408 per credit hour. The tuition revenue is calculated based on the number of students enrolled into the program times the number of credit hours per student per year times $408 per credit hour.

iii. Explain the nature of any student fees listed (course fees, lab fees, program fees, etc.). Exclude student mandatory fees (i.e., activity, health, athletic, etc.).

No additional student fees are anticipated.

iv. If revenues from Other Grants are included, please identify each grant

and indicate if it has been awarded. Not Applicable

v. If Other Revenue is included, identify the source(s) of this revenue and the amount of each source. Not Applicable

e) When Grand Total Revenue is not equal to Grand Total Costs:



i. Explain how the institution will make up the shortfall. If reallocated funds are the primary tools being used to cover deficits, what is the plan to reduce the need for the program to rely on these funds to sustain the program? Not Applicable

ii. If the projected enrollment is not realized, provide an explanation for how the institution will cover the shortfall. In the event that projected enrollment is not realized, we do not anticipate KSU needing to cover the shortfall. Although the enrollment projections are conservative, the projected expenses are still less than the projected revenues. The estimates show that the program will be profitable even in the first year. The projected number of students in years 2 through 4 are 30, 50, and 60, respectively. However, the number of students required to breakeven is in years 2 through 4 are only 22, 21, and 22 respectively.



I.EXPENDITURES FirstFYDollars

SecondFYDollars

ThirdFYDollars

FourthFYDollars

Personnel–reassignedorexistingpositions Faculty(see15.a.ii) $0 $0 $0 $0

Part-timeFaculty(see15a.ii) $0 $0 $0 $0

GraduateAssistants(see15a.ii) $0 $0 $0 $0

Administrators(see15a.ii)*See“Personnel–newpositions”belowforexpendituresrelatedtocoursereleaseforProgramCoordinator

$0* $0* $0* $0*

SupportStaff(see15a.ii) $0 $0 $0 $0

FringeBenefits $0 $0 $0 $0

OtherPersonnelCosts(Costtodevelop6newcoursesinyear1,2newcoursesinyear2,andre-reviewof6coursesinyear4)

$23,400 $7,800 $0 $11,700

TotalExistingPersonnelCosts $23,400 $7,800 $0 $11,700

EXPENDITURES(Continued) Personnel–newpositions(see15a.i) Faculty(Providedenrollmentissufficient,1FTEhiredin2ndyearwillcover6undergradcoursesinyears2,3,and4)

$0 $75,000 $75,000 $75,000

Part-timeFaculty $33,600 $14,400 $14,400 $14,400

GraduateAssistants $0 $0 $0 $0

Administrators $0 $0 $0 $0

SupportStaff $0 $0 $0 $0

FringeBenefits(30%forFTand17%forPTfaculty)

$5,712 $24,948 $24,948 $24,948

Otherpersonnelcosts $0 $0 $0 $0

TotalNewPersonnelCosts $39,312 $114,348 $114,348 $114,348

Start-upCosts(one-timeexpenses)(see15a.i) Library/learningresources $0 $0 $0 $0



Equipment $0 $5,000 $0 $0

Other $0 $0 $0 $0

PhysicalFacilities:constructionorrenovation(seesectiononFacilities)

$0 $0 $0 $0

TotalOne-timeCosts $0 $5,000 $0 $0

OperatingCosts(recurringcosts–basebudget)(see15a.i)

Supplies/Expenses $5,000 $5,000 $5,000 $5,000

Travel $0 $2,000 $2,000 $2,000

Equipment $0 $0 $0 $0

Library/learningresources $0 $0 $0 $0

Other $0 $0 $0 $0

TotalRecurringCosts $5,000 $7,000 $7,000 $7,000

GRANDTOTALCOSTS $67,712 $134,148 $121,348 $133,048

III.REVENUESOURCES SourceofFunds Reallocationofexistingfunds(see15b.i) $0 $0 $0 $0Newstudentworkload NewTuition(see15b.ii)* $73,440 $195,840 $318,240 $403,920

Federalfunds $0 $0 $0 $0

Othergrants(see15b.iv) $0 $0 $0 $0

Studentfees(see15b.iii)Excludemandatoryfees(i.e.,activity,health,athletic,etc.).

$0 $0 $0 $0

Other(see15b.v) $0 $0 $0 $0

Newstateallocationrequestedforbudgethearing

$0 $0 $0 $0

GRANDTOTALREVENUES $73,440 $195,840 $318,240 $403,920

NatureofRevenues


Recurring/Permanent Funds $0 $0 $0 1 $0

One-time funds $0 $0 $0 $0

Projected Surplus/Deficit (Grand Total Revenue - Grand Total Costs) (see

15 ci. & cli).

$5,728 $61,692 T 196,892 $270,878

Signature ( i ' - I Date *To better match cost and revenue, only new tuition revenue for courses taught by the ME department

are used in the calculations. Since we cannot determine the costs attributed to the two required

elective courses ,the revenue was not recognized in the table.

18) Facilities/Space Utilization for New Academic Program Information Facilities Information - Please Complete the table below.

Total 6SF

a. Indicate the floor area required for the program in gross square feet (gsf).

When addressing space needs, please take into account the projected Existing

- enrollment growth in the program over the next 10 years.

b. Indicate if the new program will require new space or use existing space.

- (Place an "x" beside the appropriate selection.)

- Type of Space Comments

I. Construction of new space is required (s).--) None

ii. Existing space will require modification (x). 4 None

If new construction or renovation of existing space N/A

is anticipated, provide the justification for the

need.

iv. Are there any accreditation standards or N/A

guidelines that will impact facilities/space needs in

the future? If so, please describe the projected

impact.

V. Will this program cause any impact on the campus No

infrastructure, such as parking, power, HVAC,

other? If yes, indicate the nature of the impact,

- estimated cost, and source of funding.

vi. Indicate whether existing space will be used. X Yes

C. If new space is anticipated, provide information in the spaces below for each category listed:

i. Provide the estimated construction cost. None

ii. Provide the estimated total project budget cost. None

One-step Academic Program Proposal/Approval Form of 34

RACAA Review July 16; Adopted August 30; Finalized October 3, 2016, USG System Office, MVMM



iii. Specifytheproposedfundingsource. N/A

iv. Whatistheavailabilityoffunds? N/A

v. Whenwilltheconstructionbecompletedandreadyforoccupancy?(Indicatesemesterandyear).

N/A

vi. Howwilltheconstructionbefundedforthenewspace/facility?

N/A

vii. IndicatethestatusoftheProjectConceptProposalsubmittedforconsiderationofprojectauthorizationtotheOfficeofFacilitiesattheBOR.HastheprojectbeenauthorizedbytheBORorappropriateapprovingauthority?

N/A

d. Ifexistingspacewillbeused,provideinformationinthespacebelow.

Providethebuildingname(s)andfloor(s)thatwillhouseorsupporttheprogram.Indicatethecampus,ifthisispartofamulti-campusinstitutionandnotphysicallylocatedonthemaincampus.Pleasedonotsimplylistallpossiblespacethatcouldbeusedfortheprogram.Weareinterestedintheactualspacethatwillbeusedfortheprogramanditsavailabilityforuse.TheofficewillbehousedintheEngineeringTechnologyCenter(Q)Building,1stfloor,KSUMariettacampus.

e. Listthespecifictype(s)andnumberofspacesthatwillbeutilized(e.g.classrooms,labs,offices,etc.)

i. No.ofSpaces

TypeofSpace

NumberofSeats

AssignableSquareFeet(ASF)

Classrooms N/A

Labs(dry) N/A

Labs(wet) N/A

Meeting/SeminarRooms N/A

Offices 200

Other(specify) N/A

TotalAssignableSquareFeet(ASF) 200

ii.

Iftheprogramwillbehousedatatemporarylocation,pleaseprovidetheinformationaboveforboththetemporaryspaceandthepermanentspace.Includeatimeframeforhavingtheprograminitspermanentlocation.N/A

ChiefBusinessOfficerorChiefFacilitiesOfficerName&Title

PhoneNo.

EmailAddress


1 7jrc, U I Signature

Note: A Program Manager from the Office of Facilities at the System Office may contact you with

further questions separate from the review of the new academic program.

One-Step Academic Program Proposal/Approval Form of 34 RACAA Review July 16; Adopted August 30; Finalized October 3, 2016, USG System Office, MVMM



Use this section to include letters of support, curriculum course descriptions, and recent rulings by accrediting bodies attesting to degree level changes for specific disciplines, and other information.

APPENDIX A

Mechanical Engineering, M.S.

Schedule of Mechanical Engineering Department Offerings

FY 2017

Fall ENGR 6120 - Applied Engineering Mathematics ME 6210 - Advanced Manufacturing Spring ME 6220 - Advanced Solid Mechanics ME 6230 - Advanced Thermodynamics Summer ME 6240 - Applied Engineering Design ME 6250 - Advanced Dynamics and Vibrations

FY 2018

Fall ENGR 6120 - Applied Engineering Mathematics ME 6260 - Advanced Heat Transfer ME 6270 - Advanced Fluid Mechanics and Computational Fluid Dynamics Spring ME 6230 - Advanced Thermodynamics ME 6240 - Applied Engineering Design ME 6250 - Advanced Dynamics and Vibrations Summer ME 6220 - Advanced Solid Mechanics ME 6210 - Advanced Manufacturing



FY 2019

Fall ENGR 6120 - Applied Engineering Mathematics ME 6260 - Advanced Heat Transfer ME 6270 - Advanced Fluid Mechanics and Computational Fluid Dynamics

Spring ME 6230 - Advanced Thermodynamics ME 6220 - Advanced Solid Mechanics ME 6210 - Advanced Manufacturing

Summer ME 6240 - Applied Engineering Design ME 6250 - Advanced Dynamics and Vibrations

FY 2020

Fall ENGR 6120 - Applied Engineering Mathematics ME 6260 - Advanced Heat Transfer ME 6270 - Advanced Fluid Mechanics and Computational Fluid Dynamics

Spring ME 6230 - Advanced Thermodynamics ME 6240 - Applied Engineering Design ME 6250 - Advanced Dynamics and Vibrations

Summer ME 6220 - Advanced Solid Mechanics ME 6210 - Advanced Manufacturing



APPENDIX B

Course Descriptions, Prerequisites & Credit Hours

Course Descriptions

ENGR 6120 - Applied Engineering Mathematics (3-0-3) Prerequisites: Admission to the Program This course introduces graduate engineering students to analytical and numerical analysis methods that can be used to solve engineering problems. Topics include linear algebra, systems of ordinary differential equations, complex analysis, Laplace transforms, numerical methods, partial differential equations, and probability and statistics. ME 6210 - Advanced Manufacturing (3-0-3) – New Course Prerequisites: Admission to the Program This class provides students with growth and development in a variety of manufacturing processes, to expose them to new materials, and modern methods and innovative technologies of production and make them aware of quality systems and tools. Topics include lean manufacturing and simultaneous engineering. Some specific design methods for developing optimal products considering many aspects including manufacturing, reliability, assembly, service, and environment are also covered. ME 6220 - Advanced Solid Mechanics (3-0-3) – New Course Prerequisites: Applied Engineering Mathematics (ENGR 6120) This course focuses on Cartesian tensors, state of stress, kinematics of deformation, and the general principles of solid mechanics. Topics include constitutive equations of elasticity, viscoelasticity, and plasticity (continuum mechanics), with an emphasis on the design criteria based on variable and fluctuating loads (fatigue) and the failure of components based on crack propagation (fracture mechanics). Applications of linear elastic fracture, propagation fatigue life prediction, toughness, and strain energy release rate will be studied. ME 6230 - Advanced Engineering Thermodynamics (3-0-3) – New Course Prerequisites: Applied Engineering Mathematics (ENGR 6120) This course begins with a review of first law, second law, and equations of state. Analysis of thermodynamic power and refrigeration cycles relevant to the energy and transportation industry are then considered. Fundamental analysis



techniques for mixtures/psychrometrics, non-ideal state equations, as well as combustion systems will be also be covered. Applications in thermal systems design are presented. ME 6240 - Applied Engineering Design (3-0-3) – New Course Prerequisites: Applied Engineering Mathematics (ENGR 6120)

Design of complete systems such as those found in manufacturing, automotive, processing and aircraft industries is the overall focus. Topics include component design, stress analysis, loads and dynamics, materials, and practical applications. Cost, safety, processing-fabrication-manufacturing, life cycle or durability, and design performance is emphasized. ME 6250 - Advanced Dynamics and Vibrations (3-0-3) – New Course Prerequisites: Applied Engineering Mathematics (ENGR 6120)

This course focuses on dynamics of a particle and of rigid bodies, Newtonian equations in moving coordinate systems, Lagrange's and Hamilton's equations of motion, and vibration of discrete and continuous systems. Special problems in vibrations and dynamics are presented.

ME 6260 - Advanced Engineering Heat Transfer (3-0-3) – New Course Prerequisites: Advanced Engineering Thermodynamics (ME 6230) This course focuses on applied coverage of conduction and convection modes of heat transfer. Analytical and numerical methods to solve 2D and 3D conduction heat transfer problems are also covered. Topics include analysis of laminar/turbulent, external/internal, free/forced convection and mass transfer from external surfaces. Applications in thermal systems design are presented. ME 6270 - Advanced Fluid Mechanics and Computational Fluid Dynamics (3-0-3) – New Course Prerequisites: Applied Engineering Mathematics (ENGR 6120) This course provides principal concepts and methods of fluid dynamics. Mass conservation, momentum and energy equations for continua, Navier-Stokes equation for viscous flows, dimensional analysis, the Reynolds averaged equations, and turbulence models are introduced. The course includes basics of finite difference and finite volume methods, boundary conditions, and grid generation. Practical algorithms and computer exercises are provided for incompressible flows. Compressible flows are introduced. ME 6800 – Master’s Project (3-0-3) – New Course Prerequisites: Approval of graduate program coordinator



In this course, the student works independently under the supervision of a designated ME faculty member. The student will generate a formal written report. This course may be repeated, but only three semester hours may be applied toward the degree.

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