2009–2010 - Grove City College

150 / Grove City College
2. Graduates will engage in life-long learning through self-study, employer sponsored
continuing education courses or workshops, or through formal graduate level education
leading to an advanced degree.
3. Graduates will demonstrate ethical behavior in the workplace and will carry out their
professional duties in a manner that is consistent with a Christian worldview.
Our graduates possess the following program outcomes upon graduation:
a) An ability to apply knowledge of mathematics, science, and engineering.
b) An ability to design and conduct experiments as well as to analyze and interpret
data.
c) An ability to 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.
d) An ability to function on multi-disciplinary teams.
e) An ability to identify, formulate, and solve engineering problems.
f) An understanding of professional and ethical responsibility in a Christian context
including recognition of the fundamental worth of individuals as creations of God,
resulting in a consistent commitment to the safety and health of individuals, honesty,
and impartiality in all affairs and faithfulness in serving both employers and clients.
g) An ability to communicate effectively. This outcome includes the ability to write
clearly and cohesively about technical subjects, communicate mathematical analyses
in a comprehensible form, and orally communicate on technical subjects with
people at different levels of technical ability.
h) The broad education necessary to understand the impact of engineering solutions in
a global and societal context. The following liberal arts areas are considered important
in giving the Christian student a background for making judgments concerning
engineering solutions: history of civilization, Biblical revelation, philosophy, literature,
visual art, music, and modern civilization in international perspective.
i) Recognition of the need for and an ability to engage in life-long learning.
j) Knowledge of contemporary issues from a Christian perspective.
k) An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
l) The ability to apply principles of engineering, basic science, and mathematics
(including multivariate calculus, differential equations, statistics, and linear algebra)
to model, analyze, design, and realize physical systems, components or processes.
m)The ability to work professionally in both thermal and mechanical systems areas.
These outcomes are met over a 4-year curriculum that starts with an exposure to the fundamentals
of science and engineering and culminates in our senior capstone design experience.
Freshman Year – Introduction to the fundamentals of chemistry, physics, calculus,
engineering computations, the profession of engineering, and the design process.
Sophomore Year – Emphasis on the analysis of problems in statics/dynamics, materials
science, and thermodynamics, and on the design and manufacturing process; students are
exposed to modern machine shop practice through the fabrication of their own Stirling
engines. They also learn to use Pro/Engineer, a state-of-the-art CAD tool.
Junior Year – Analysis skills are honed in engineering math, circuit analysis, fluid
mechanics, heat transfer, and mechanics of materials. Sound experimental and design techniques
are reinforced in the required laboratory sequence. Students receive a solid grounding
in dynamic systems analysis and simulation, machine design, and stress analysis.
Opportunities for international study and travel are offered through our partnership with the
engineering school at the University of Nantes, in Nantes, France.