CONSTANTIN CHASSAPIS,
DIRECTOR
FACULTY*
Professors
Constantin Chassapis, Ph.D. (1988), City University of New
York Richard B. Cole, P.E., Ph.D. (1971), Stevens Institute of
Technology Souran P. Manoochehri, Ph.D. (1986), University of
Wisconsin, Madison Marehalli G. Prasad, Ph.D. (1980), Purdue
University Siva Thangam, Ph.D. (1980), Rutgers
University
Associate Professors
Sven K. Esche,
Ph.D. (1997), Ohio State University Hamid A.
Hadim, Ph.D. (1985), University of Kansas Kishore Pochiraju,
Ph.D. (1993), Drexel University Zhenqi Zhu, Ph.D. (1995), University of
Connecticut
Assistant Professors
Jae-Hun Chung,
Ph.D. (1996), University of California, Davis Frank Fisher, Ph.D.
(2002), Northwestern University Yong Shi, Ph.D.
(2004), Massachusetts Institute of Technology
Industry Professors
Richard
Berkof, P.E., Ph.D. (1969) City University of New York Jan
Nazalewicz, P.E., M.E. (1965), Warsaw Polytechnic John Nastasi,
Master of Design (2003) Harvard
University
Contributing Faculty
Erol
Cesmebasi, Ph.D. (1981), University of
Michigan
* The list indicates the highest earned degree, year awarded
and institution where earned.
UNDERGRADUATE
PROGRAMS
The range and scope of mechanical
engineering has undergone radical changes over the past decade,
while retaining and expanding traditional areas of endeavor. Some of
the changes have been due to the improvements in auxiliary fields,
such as materials, or to the introduction of new fields, such as
mechatronics and micromachining.
Traditionally, the design and
production of machines have been major concerns of the mechanical
engineer, working to the basic criteria of price, efficiency and
delivery date. Safety and environmental considerations have added
new dimensions to the mechanical engineer’s problem. This is most
apparent in the design of new automobiles, where improved mileage
and cleaner engines have been coupled with a reduction in weight and
size, and greater emphasis on highway
safety.
In all areas, increasing emphasis has
been placed on synthesis, looking to the performance of complete
systems as opposed to that of single components. Career
opportunities are traditionally found in such diverse areas as power
generation, design of machinery, manufacturing, research and
development, guidance systems, product design and development,
robotics, propulsion engineering, system analysis and design, and
many others. Our graduates wishing to further their education have
been successful in gaining admission to the schools of their
choice.
Reflecting the wide diversity of subject
matter to be found in the present-day practice of mechanical
engineering, the department offers a multitude of opportunities for
study and research. Major areas of interest include energy
conversion, design and manufacturing, HVAC, solid mechanics,
automatic controls, dynamics, fluid mechanics, machine design, heat
transfer, turbomachinery, combustion, robotics and noise control. If
you have particular interests or highly-specific objectives, we can
generally satisfy your individual goals by elective courses and
appropriate project work.
Mission
and Objectives The mission of the Mechanical Engineering
Department is to produce graduates with a broad-based foundation in
fundamental engineering principles and liberal arts, together with
the depth of disciplinary knowledge needed to succeed in a career in
mechanical engineering or a related field including a wide variety
of advanced technological and management
careers.
To achieve its mission, the Department of
Mechanical Engineering, with input from its constituents, has
established the following Program Educational
Objectives:
- Graduates identify and solve problems in mechanical
engineering and related fields using their broad-based knowledge
of fundamental engineering concepts and state-of-the art tools and
techniques.
- Graduates develop mechanical and thermal devices and
systems to meet the needs of society.
- Graduates excel in working within and leading
multi-disciplinary teams.
- Graduates conduct themselves in a socially responsible
manner and engage in technological change.
Course
Sequence The course sequence for mechanical
engineering is as follows:
|
Freshman
Year |
|
|
|
|
|
Term
I |
|
|
|
Hrs. Per
Wk. |
|
|
|
Class |
Lab |
Sem. |
|
|
|
|
|
Cred. |
|
Ch 107 |
General
Chemistry IA |
2 |
0 |
2 |
|
Ch 117 |
General
Chemistry Lab I |
0 |
3 |
1 |
|
Ma 115 |
Math Analysis
I |
3 |
0 |
3 |
|
PEP 101 |
Physics I |
3 |
0 |
3 |
|
E 121 |
Engineering
Design I |
0 |
3 |
2 |
|
E 120 |
Engineering
Graphics I |
0 |
2 |
1 |
|
E 115 |
Intro to
Programming |
1 |
1.5 |
2 |
|
Hu |
Humanities |
3 |
0 |
3 |
|
PE 200 |
Physical
Education I |
0 |
2 |
1 |
|
|
|
|
|
|
|
|
TOTAL |
12 |
11.5 |
18 |
|
|
|
|
|
|
|
Term
II |
|
|
|
Hrs. Per
Wk. |
|
|
|
Class |
Lab |
Sem. |
|
|
|
|
|
Cred. |
|
Ch 116 |
General
Chemistry II |
3 |
0 |
3 |
|
Ch 118 |
General
Chemistry Lab II |
0 |
3 |
1 |
|
Ma 116 |
Math Analysis
II |
3 |
0 |
3 |
|
PEP 102 |
Physics II |
3 |
0 |
3 |
|
E 122 |
Engineering
Design II |
0 |
3 |
2 |
|
E 126 |
Mechanics of Solids |
4 |
0 |
4 |
|
Hu |
Humanities |
3 |
0 |
3 |
|
PE 200 |
Physical Education II |
0 |
2 |
1 |
|
|
|
|
|
|
|
|
TOTAL |
16 |
8 |
20 |
|
|
|
|
|
|
|
Sophomore Year |
|
|
|
|
|
Term III |
|
|
|
Hrs. Per Wk. |
|
|
|
Class |
Lab |
Sem. |
|
|
|
|
|
Cred. |
|
Ma 221 |
Differential Equations |
4 |
0 |
4 |
|
PEP 201 |
Physics III |
2 |
0 |
2 |
|
PEP 211* |
Physics Lab for Engin. |
0 |
3 |
1 |
|
E 234 |
Thermodynamics |
3 |
0 |
3 |
|
E 245 |
Circuits & Systems |
2 |
3 |
3 |
|
E 231 |
Engineering Design III |
0 |
3 |
2 |
|
Hu |
Humanities |
3 |
0 |
3 |
|
PE 200 |
Physical Education III |
0 |
2 |
| |