Bachelor of Science in Mechanical Engineering

Offered By: College of Science, Engineering, & Technology

BS in Mechanical Engineering

The Bachelor of Science in Mechanical Engineering was developed with industry guidance to address the broad, foundational knowledge and skills required to be contributors in fields such as mechanical engineering, industrial engineering, systems engineering, manufacturing engineering, design engineering, project engineering, and engineering sales. This program teaches topics and assesses competency in mechanical design principles; solid, structural, and fluid mechanics; thermodynamics, thermofluids, materials science, heat transfer, circuits, robotics, power, and controls.

This program integrates math, chemistry, physics, biology, and computer programming with an emphasis on critical thinking, problem solving, real-world application and practical project management 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 University’s Christian worldview. For more information regarding the Bachelor of Science in Mechanical Engineering view our Academic Catalog.

The Bachelor of Science in Mechanical Engineering program is accredited by Engineering Accreditation Commission of ABET.

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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)

  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 mechanical engineering technology, and adhere to ethical codes of conduct.
    • Research the historical, social, professional, ethical and legal aspects of mechanical engineering technology.
    • Articulate and demonstrate how teamwork is integrated in the sciences, and how mechanical engineering technology supports an organization.
    • Recognize and demonstrate the importance of professional oral and written communication skills.
  4. Computer Aided Engineering -
    • Apply physical fundamentals to construct design solutions.
    • Utilize software and programming tools to analyze and provide solutions to technical problems.
    • Analyze and interpret results from computational analysis.
  5. Materials -
    • Apply scientific principles to explain the characteristics and properties of materials used in structural, electronic, or biological applications as a function of internal structure and the influence of an external environment.
  6. Solid Mechanics -
    • Analyze the behavior of structures as a function of their material properties, shape and interconnection.
    • Analyze the distribution of forces (stress, shears and torque), fluxes (strain, deformation), and energy (work) applied to, generated or dissipated throughout a structure.
    • Apply concepts from Physics and Mathematics to analyze and describe the effects of applied forces on rigid bodies.
  7. Transport -
    • Analyze the static and dynamic behavior of fluids (liquids and gases) and of the interaction between fluids and solid structures.
    • Identify, formulate, and solve engineering problems in the areas of thermo-fluid and mechanical systems.
    • Analyze the transport, storage and dissipation of energy, heat and work for a system.
    • Establish the relationship of heat transfer phenomena principles to thermal system behavior and develop methodologies for predicting behaviors.
  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.
  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 mechanical systems.

Enrollment Numbers

 

Enrollment Data for BS in Mechanical Engineering

 

Academic Year

Enrollment Year

Total

Undergrad

Total

Graduate

Degrees Awarded

 

1st

2nd

3rd

4th

5th

Bachelors

 

Current Year

2020-21

FT

164

68

78

79

0

389

0

0

 

PT

3

2

0

13

0

18

0

6

 

2019-20

FT

117

83

102

76

0

378

0

53

PT

2

1

2

10

0

15

0

5

 

 

2018-19

FT

123

91

96

36

0

343

0

24

 

PT

1

4

1

4

0

10

0

3

 

2017-18

FT

121

91

49

3

0

264

0

0

 

PT

2

5

2

0

0

9

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
    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 Mechanical 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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