MSE Undergraduate Program Objectives (Updated August 2008)
Students of MSE at Virginia Tech:
• participate in a curriculum that strives to satisfy meaningful program objectives that are mutually established by faculty and several relevant constituency groups
• participate in a dynamic program with objectives that are allowed to continually evolve and be refined as the needs of the constituency or profession change over time
• are privileged to have an active and partnering Advisory Board as one component of a participating constituency
• participate in a curriculum with a defined and effective process for successfully implementing program objectives
The objectives of the MSE undergraduate program at Virginia Tech are given below:
Table 1. The program objectives, with perspectives for each, are approved and based on input from the Advisory Board, faculty, and students.
|
|
Program Objective |
Perspective |
|
1. |
demonstrate academic skills in the broad area of materials science and engineering that allow them to have successful careers in engineering practice or subsequent graduate study. |
Each year, approximately 60% of our students choose to accept an engineering-oriented job in MSE or related discipline, and 40% opt to continue their formal education via graduate studies. The MSE program at VT includes essential training appropriate for application-driven careers in industry, as well as introducing the theoretical foundations that support the more detailed and specialized treatments one would encounter in graduate school. |
|
2. |
have a strong foundation in materials science and engineering with emphasis on the fundamental scientific and engineering principles which maintain relevance over time and underlie the knowledge and implementation of material structure, processing, properties, and performance of all classes of materials used in engineering systems. |
The MSE Department at VT is comprised of departments formerly known as Metallurgical Engineering and Ceramic Engineering (history). Assimilation of these plus studies of other material forms necessitates instruction of concepts that efficiently capture commonalities among all materials. A sound background in fundamental principles will also assist the graduate to better adapt to new technologies and opportunities that evolve over the course of their career. |
|
3. |
are, by virtue of the flexibility of their program of study that enables them to have interest-driven specialization, program customization, and educational experimentation, prepared for careers in a broad range of materials-related fields. |
MSE is a broad field, touching and impacting just about every other discipline in one way or another. The MSE program at VT provides for 15 credits of technical electives; this enables students the freedom to identify, seek, and customize a program of study that can uniquely capture just about any conceivable materials-related career goal. |
|
4. |
are prepared to participate in all aspects of engineering design (electronic, atomistic, molecular, microstructural, mesoscopic, and macroscopic) that involve materials, as well as participate in the design of material processes and systems. |
In their efforts to understand material behavior, MSEs operate over many dimensional scales – from those characteristic of the electron through large engineering structures or systems. The performance and effectiveness of the latter can often be traced to characteristics of the former. Material structure at the microscopic scale is often manipulated during the processing and manufacturing stage of production. |
|
5. |
are, by virtue of extensive hands-on laboratory experiences and effective, integrated instruction of communication skills, prepared for professional practice, and have the ability to learn new skills and attain new knowledge as technology evolves. |
Graduates of the MSE Program at VT will have successfully completed a rigorous and comprehensive professional communications program, and will have taken more hands-on laboratory courses than students in all other engineering disciplines at VT. These aspects provide valuable workplace skills, experience, and professional perspective. |
|
6. |
are prepared to participate as leaders in a diverse global workplace and have an awareness of the environmental, societal, and ethical implications of engineering practice. |
The professional development series offers students the opportunity to discuss, reflect, and better understand the role of the MSE within the engineering community and society-at-large. |
Table 2 summarizes the program’s identified constituencies, plus the means by which each group is represented within the structure of the department. As shown, six primary constituencies have been identified, each with unique and clear motivations and interests in the success and prosperity of the Department. The primary mechanism(s) by which each group provides input into the relevant affairs and objectives of the department are also indicated. It has been assumed that these constituencies collectively serve and capture interests in MSE locally, at the state level, and within our profession both nationally and globally.
Table 2. Constituency groups for MSE.
|
Constituency Group |
Represented by |
Interests |
|
MSE Students |
Student Professional Societies |
Present and future stature of MSE; value of degree earned |
|
MSE Faculty |
Faculty, via committee and full meeting participation |
Stature and prestige of MSE; resource availability and allocation |
|
Graduate Programs |
Research and Graduate Studies; Other schools’ ABET coordinators |
Availability and preparedness of graduate students |
|
MSE Alumni |
MSE Advisory Board; all alumni via survey |
Stature of Department; present and long-term value of degree |
|
Industry |
MSE Advisory Board; Employers of MSE graduates |
Availability and skill-mix offered by graduates |
|
College of Engineering |
Dean’s Office |
Strength of program relative to peer departments and its influence on national reputation of College |