Electrical Engineering Technology
Grand Canyon University’s Bachelor of Science in Electrical Engineering Technology was developed with industry guidance to address the broad, foundational knowledge and skills required to be contributors as electrical engineering technicians, electronics engineering technicians, service engineers, industrial automation technicians, robotics technicians, telecommunications technicians, electric machinery technicians, and technician supervisors. This program teaches topics and assesses competency in circuits, analog and digital electronics, signal processing, communications, computer design, electronic materials, controls and robotics, power and machinery, and technical documentation.
This program integrates math, chemistry, physics, and biology and emphasizes critical thinking, real-world applications, and practical project management project experience. In addition, students develop valuable workplace skills, including effective communication, teamwork, initiative, strong work ethic, analytical skills, adaptability, and self-confidence. Students learn professional and ethical practices associated with engineering through the lens of the Christian worldview.
Loading Form
Loading Image
Program Educational Objectives (PEOs)
- Graduates will meet or exceed the expectations of employers of Mechanical Engineers
- Qualified graduates will pursue advanced learning if desired
- Graduates will pursue leadership roles in their profession and/or communities
- Graduates will apply Christian principles of stewardship and discipline with a commitment to professional and ethical standards
Student Outcomes (SOs)
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
- An ability to communicate effectively with a range of audiences.
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
Loading Image
Domains
-
Mathematics Foundations -
- Apply the fundamentals of mathematics in engineering disciplines.
- Apply an appropriate area of mathematics in the planning or design of a portion of a facility, structure, system, or product.
- Apply mathematics in the analysis, evaluation of problems and formulation of solutions.
-
Science Foundations -
- Design, conduct, and report experiments, analyze and interpret data.
- Employ scientific method and associated inquiry processes to test basic theories as they apply to engineering projects.
- Critically manipulate and analyze numerical data and observable facts.
-
Professionalism and Ethics -
- Analyze the social and professional context of electrical engineering technology, and adhere to ethical codes of conduct.
- Research the historical, social, professional, ethical and legal aspects of electrical engineering technology.
- Articulate and demonstrate how teamwork is integrated in the sciences, and how electrical engineering technology supports an organization.
- Recognize and demonstrate the importance of professional oral and written communication skills.
-
Computer Aided Design -
- Apply physical fundamentals to construct design solutions.
- Utilize software and programming tools to analyze and provide solutions to technical problems.
- Review and update drawings and schematics.
- Conduct standard tests and measurements; analyze and interpret experiments; and apply experimental results to improve processes.
-
Materials and Processes -
- Determine properties, performance, safe working limits, failure modes, and other inherent parameters of materials relevant to the engineering technology discipline.
- Identify, select, and apply the materials, processes, resources, and equipment relevant to the engineering technology discipline.
-
Components -
- Verify the function of electrical and electronic components in order to maintain or modify a system or process.
- Identify the input and output signals for electrical and electronic components and common circuits that they are used in.
- Diagnose and troubleshoot down to component level in order to modify current systems, components, or process.
- Design new systems if necessary to overcome limitations of current systems.
-
Electrical Engineering Technology -
- Analyze integrated analog and mixed-signal circuits to determine relevant outputs.
- Use CMOS and SOI technologies, optoelectronic and sensor amplifiers, and circuits.
- Describe the common protocols for transmitting and receiving data.
- Explain the functions of common types of motors and generators.
-
Instrumentation/Measurement -
- Utilize instruments to make technical measurements.
- Determine the accuracy of measurements using statistical methods.
- Apply cross disciplinary engineering concepts to utilize instrumentations.
- Make computer aided measurements.
- Describe and apply microscopy methods used in the characterization of materials.
-
Design and Manufacturing -
- Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
- Identify, formulate, and solve technical problems.
- Examine the impact of engineering solutions in a global, economic, environmental, and societal context.
- Utilize the techniques, skills, and modern engineering tools necessary for engineering technology.
- Examine and assess contemporary issues and emerging challenges.
- Explain the principles of design for manufacturability for electrical systems.
Enrollment Numbers
Enrollment Data for BS in Electrical Engineering Technology
Academic Year | FT/PT | 1st | 2nd | 3rd | 4th | 5th | Total Undergraduates | Total Graduates |
2021-2022 | FT | 10 | 5 | 8 | 1 | 0 | 24 | 0 |
PT | 0 | 1 | 2 | 1 | 0 | 4 | 0 | |
2020-2021 | FT | 15 | 12 | 2 | 2 | 0 | 31 | 2 |
PT | 1 | 2 | 1 | 2 | 0 | 6 | 2 | |
2019-2020 | FT | 19 | 6 | 2 | 3 | 0 | 30 | 1 |
PT | 1 | 0 | 0 | 1 | 0 | 2 | 1 | |
2018-2019 | FT | 16 | 8 | 4 | 0 | 0 | 28 | 0 |
PT | 0 | 4 | 1 | 0 | 0 | 5 | 0 |
Last Updated on November 30, 2021
Faculty
GCU Engineering uses a multidisciplinary approach to engineering education, with collaboration across all programs. Faculty are typically assigned to a primary program but instruct across multiple disciplines according to their subject matter expertise.
- Janet Brelin-Fornari, PhD, PE
Associate Dean and Professor
Engineering - Richard Mulski, EdD
Assistant Dean and Assistant Professor
Engineering - David Kwartowitz, PhD
Professor
Biomedical Engineering - Jeffrey La Belle, PhD
Professor
Biomedical Engineering, Research - Michael Awaah, PhD
Associate Professor
Electrical Engineering - ByungCheol Lee, PhD
Professor
Industrial Engineering - Amr Metwally, PhD
Associate Professor
Electrical Engineering - C. Wright, PhD
Associate Professor
Biomedical Engineering - Donald Ellis, MEng, MS, MBA
Associate Professor
Electrical Engineering - Michael De Gregorio, PhD
Assistant Professor and Area Chair
Mechanical Engineering - Samantha Russell, MS
Assistant Professor
Electrical Engineering - Kyle Jones, PhD
Instructor
Biomedical Engineering - Eugene Kong, PhD
Instructor
Mechanical Engineering - Kyle Staggs, PhD
Instructor
Biomedical Engineering - Kevin Williams, PhD
Instructor
Mechanical Engineering - Luciano Albuquerque, MEng
Instructor
Electrical Engineering and Computer Engineering - Greg Bullock, MS
Instructor
Mechanical Engineering - Dina Higgins, MS, PE
Instructor
Mechanical Engineering Technology - Jennifer Peterson, MS
Instructor
Mechanical Engineering - Craig Price, MS
Instructor
Mechanical Engineering - Li Tan, MS
Instructor
Mechanical Engineering - Christine Emily Tomforde, MS
Instructor
Mechanical Engineering
Disclosure Categories Related to Professional Licensure
Bachelor of Science in Electrical Engineering Technology
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Republic of Palau
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.