Bachelor of Science in Engineering

Offered By: College of Science, Engineering, & Technology

BS in Engineering, with or without an Emphasis in Robotics

Grand Canyon University’s Bachelor of Science in Engineering was developed to address the foundational knowledge and skills required to begin a career in the various fields of engineering. This degree offers students an interdisciplinary engineering curriculum along with foundational skills in science, technology, engineering, and mathematics (STEM) in order to produce well-rounded, and versatile professionals.

Students will complete a rigorous engineering curriculum with or without a robotics emphasis which will prepare them for a variety of careers upon graduation. The Christian worldview is integrated into the classroom with importance placed on ethics and professionalism. Engineering graduates enter the workforce prepared to work in diverse teams and communicate results effectively or may opt to pursue an advanced degree.

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Program Educational Objectives (PEOs)

  • Graduates will meet or exceed the expectations of employers of Engineers
  • Qualified graduates will pursue advanced learning if desired
  • Graduates will pursue leadership positions 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 identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. 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
  3. An ability to communicate effectively with a range of audiences
  4. 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
  5. 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
  6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies

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Domains

  1. Mathematics Foundations -
    • Apply the fundamentals of mathematics in engineering disciplines.
    • Apply mathematics in the analysis, evaluation of problems and formulation of solutions.
    • Apply an appropriate area of mathematics in the planning or design of a portion of a facility, structure, system, or product.
  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 the field and demonstrate professional and ethical conduct.
    • Interact effectively and contribute on multidisciplinary team activities.
    • Examine the historical, social, ethical and legal aspects of the engineering profession.
    • Recognize and demonstrate the importance of professional oral and written communication skills.
  4. Computer Aided Engineering -
    • Apply physical fundamentals to construct mathematical models.
    • Utilize software and programming tools to analyze and provide solutions to engineering problems.
    • Analyze and interpret results from computational analysis.
    • Use statistical and mathematical models for continuous and discrete simulation, and develop applications for complex systems.
  5. Engineering -
    • Demonstrate the fundamentals of solid physics as applied to structures under static and dynamic and loading conditions.
    • 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 engineering 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 practice.
    • Examine and assess contemporary issues and emerging challenges.
    • Explain the principles of design for manufacturability for mechanical systems.
  6. Engineering Management -
    • Management and Organizational Behavior: Determine how management principles, strategies, and processes affect organizational subsystems and the behavior of its stakeholders to achieve effective outcomes.
    • Quantitative Methods - Analyze business financial decisions through the application of quantitative techniques.
    • Interpret Empirical Data - Use and interpret empirical data to interpret business problems.
    • Application Software - Utilize application software and selected computer technologies to meet strategic organizational goals.
    • Production/Operations Management: Apply concepts of production and operations management to manage operations and improve organizational efficiency.
    • Determine practices for diffusing innovations within organizations to create competitive advantage.
    • Integrate principles of servant leadership with essential management practices and describe how servant leadership influences individual, group, and organizational behavior.

Enrollment Numbers

Combined enrollment data for both emphases:

BS in Engineering 

BS in Engineering with an Emphasis in Robotics

 

Academic Year

Enrollment Year

Total

Undergrad

Total

Graduate

Degrees Awarded

 

1st

2nd

3rd

4th

5th

Bachelors

 

Current Year

2020-21

FT

69

20

18

6

0

113

0

0

 

PT

2

1

1

2

0

6

0

0

 

2019-20

FT

79

35

9

4

0

127

0

1

PT

1

1

0

0

0

2

0

0

 

 

2018-19

FT

97

32

7

0

0

136

0

0

 

PT

0

0

0

0

0

0

0

0

 

2017-18

FT

81

13

4

0

0

98

0

0

 

PT

0

0

0

0

0

0

0

0

 Note: The above table 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
    Professor
    Biomedical Engineering
  • C. Wright, PhD
    Associate Professor
    Biomedical Engineering
  • Donald Ellis, MEng, MS, MBA
    Associate Professor
    Electrical Engineering
  • Michael Awaah, PhD
    Associate 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 Engineering

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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