Bachelor of Science in Electrical Engineering Technology

Offered By: College of Science, Engineering, & Technology

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.

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Program Educational Objectives (PEOs)

  • Graduates will meet or exceed the expectations of employers of engineering technology graduates
  • 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)

  1. An ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;
  2. An ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;
  3. An ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
  4. An ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and
  5. An ability to function effectively as a member as well as a leader on technical teams.

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Domains

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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

Enrollment Year

Total

Undergrad

Total

Graduate

Degrees Awarded

 

1st

2nd

3rd

4th

5th

Bachelors

 

Current Year

2020-21

FT

17

7

3

2

0

29

0

0

 

PT

0

2

1

1

0

4

0

1

 

2019-20

FT

19

6

2

5

0

32

0

2

PT

1

0

0

0

0

1

0

0

 

 

2018-19

FT

16

10

5

0

0

31

0

0

 

PT

0

2

0

0

0

2

0

0

 

2017-18

FT

22

2

0

0

0

24

0

0

 

PT

1

2

0

0

0

3

0

0

Note: The table above reflects enrollment and completion data as of 11/6/2020.

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
  • Jeffrey La Belle, PhD
    Professor
    Biomedical Engineering, Research
  • David Kwartowitz, PhD
    Associate Professor
    Biomedical Engineering
  • C. Wright, PhD
    Associate Professor
    Biomedical Engineering
  • Donald Ellis, MEng, MS, MBA
    Associate Professor
    Electrical Engineering
  • Michael Awaah, PhD
    Assistant Professor
    Electrical Engineering
  • Samantha Russell, MS
    Assistant Professor
    Electrical Engineering
  • Michael De Gregorio, PhD
    Instructor
    Mechanical 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
  • Greg Bullock, MS
    Instructor
    Mechanical Engineering
  • Dina Higgins, MS, PE
    Instructor
    Mechanical Engineering Technology
  • Ed Koeneman, MT
    Instructor
    Electrical 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, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, 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.

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.

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.

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.

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