Nov 30, 2023  
2013-2014 Undergraduate Catalog 

Mechanical Engineering (MEE)

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The Department of Mechanical Engineering offers an upper-division curriculum which leads to the B.S. in mechanical engineering. The curriculum is based on a strong foundation of fundamental courses in the pure sciences and engineering, and professional courses in mechanical engineering. The curriculum also provides a background in the design, analysis, development, and applications of both complete mechanical systems and a wide variety of individual system components in many different fields.

The B.S. program offered by the Department of Mechanical Engineering encompasses many areas, such as solid mechanics, dynamics and controls, fluid mechanics, thermodynamics, heat and mass transfer, energy conversion, and manufacturing. This background is strengthened and integrated through application in a sequence of broad engineering design and laboratory courses. The department has significant equipment for experimental investigations.

Computers are used extensively throughout the curriculum, with emphasis on interactive computer-aided design, computer-aided manufacturing, and simulation of engineering systems. The Cooperative Education/Internship Program is also available to qualified students.

The department also offers an integrated B.S./M.S. Sequence that leads to a M.S. in Mechanical Engineering after students received a B.S. in Mechanical Engineering. With approval, up to three technical electives taken in the last semester of the B.S. can be counted toward the M.S. program. Students who are interested in the B.S./M.S. sequence should refer to the Graduate Catalog for details.


The mission of the Mechanical Engineering Department is to provide a high-quality, visionary engineering education that reflects professional engineering standards and prepares students to become engineers and leaders capable of solving technical challenges that industry and society face now and in the future; to conduct quality research by developing and/or applying engineering knowledge and tools to address society’s technical needs and challenges; and to provide quality professional and public services to our communities.

Educational Objectives

The undergraduate mechanical engineering program is designed to prepare students for successful careers in engineering by providing them with the following: a balanced education in mechanical engineering fields; a foundational knowledge in mathematics and physical sciences; a broad general education in the humanities/arts, social sciences and interdisciplinary studies; training for effective communication and team work; and an understanding and commitment of an engineer’s professional and ethical responsibilities. Our educational objectives are based on the needs of the program’s constituencies: employers, alumni, students and faculty. We expect our graduates to attain the following educational objectives within a few years of graduation: 1. to become successful professionals; 2. to successfully apply engineering knowledge and tools to solve technical problems and challenges, and to design and/or manufacture valuable products or processes; 3. to make contributions to their professional fields, exhibit effective communication skills, and become valuable team members; and 4. to continue professional development and assume professional and leadership responsibility.

Program Outcomes

The graduates of undergraduate mechanical engineering program should attain the following outcomes by the time of graduation: an ability to apply knowledge of mathematics, science, and engineering; an ability to design and conduct experiments, as well as to analyze and interpret data; an ability to design a system, component, or process to meet desired needs within realistic constraints such as scheduling, economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; an ability to function on multi-disciplinary teams; an ability to identify, formulate, and solve engineering problems; an understanding of professional and ethical responsibility; an ability to communicate effectively and professionally; the broad education necessary to understand the impact of engineering solutions in a global and societal context; recognition of the need for, and an ability to engage in life-long learning; knowledge of contemporary issues; and an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Department Requirements

All mechanical engineering students must have their schedule reviewed, approved, and signed by their faculty adviser each semester. Any deviation from an approved course schedule may delay graduation.

Major GPA will be calculated using all MEE courses and up to one course taken outside the department which satisfies the group B technical elective requirement. The GPA calculation will only include courses taken at NIU.

Writing Across the Curriculum Courses

The Department of Mechanical Engineering recognizes that competence in technical writing is essential for engineers. To build upon the foundation for writing acquired in ENGL 103, Rhetoric and Composition I, and ENGL 104, Rhetoric and Composition II, or ENGL 105, Rhetoric and Composition, the Department of Mechanical Engineering has selected 300- and 400-level courses which are identified as writing intensive courses in the course description. These courses are MEE 390, MEE 425, MEE 481, MEE 482, and MEE 490. Each of these courses requires a significant technical writing component which will be reviewed by both the course instructor and a technical writing tutor.

Mechanical Engineering Faculty

Pradip Majumdar, Ph.D., Illinois Institute of Technology, professor, acting chair
Brianno Coller, Ph.D., Cornell University, professor
Behrooz Fallahi, Ph.D., P.E., Purdue University, professor
Jenn-Terng Gau, Ph.D., Ohio State University, associate professor
Abhijit Gupta, Ph.D., P.E., Pennsylvania State University, professor
Meung Jung Kim, Ph.D., Virginia Polytechnic Institute and State University, professor
Milivoje Kostic, Ph.D., P.E., University of Illinois, Chicago, professor
Nicholas A. Pohlman, Ph.D., Northwestern University, assistant professor
Federico Sciammarella, Ph.D., Illinois Institute of Technology, assistant professor
Scott R. Short, Ph.D., P.E., University of Dayton, assistant professor

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