GCU TODAY • 1 3
D
r. Michael Sheller enjoyed seeing
the reactions from engineers
when he encouraged them to “stop
thinking in terms of lectures and
working problems out of a book.”
As he worked with fellow faculty
members and Arizona industry leaders on
curriculum for Grand Canyon University’s
three new engineering programs, which
this fall welcomed the pioneer wave of
undergraduate students, the associate dean
of the College of Science, Engineering and
Technology said he often received reactions
like, “Oh, you want it to be
real
.”
Yes, Sheller found himself reiterating —
GCU wants its bachelor’s degree programs
in biomedical, electrical and mechanical
engineering to develop students in a way
that reflects industry standards for project
management, interdisciplinary overlap and
technology standards. He wants to make
sure the first wave of Lope engineers will be
prepared to fill workforce needs immediately.
“Every engineer outside of academia
gets very excited when I describe that,” said
Sheller, a longtime biomedical engineer and
entrepreneur who was drawn to GCU a year
ago by the opportunity to build engineering
programs from scratch and link those
programs into the Christian fabric of the
University. “They’ll say something like, ‘This
is exactly what I’ve always dreamed of for a
university.’”
At academic conferences this summer,
looking at it through the average
undergraduate’s perspective, Sheller quickly
saw how students could be overloaded with
information in traditional engineering
programs or feel disconnected from the
craft, especially if they miss the real-world
applications of physics, statics, dynamics,
mathematics and other complex scientific
concepts.
To combat that challenge, Sheller and
his GCU colleagues developed engineering
programs that combine classical,
authoritative principles with a more
collaborative lab space to prepare students
for the rigors of their disciplines.
The University opened a four-story
engineering building, the first of two on
its campus, this summer. As the program
develops, new labs will be outfitted with
atomic microscopes, voltmeters and other
equipment, enabling students to work
together on cross-disciplinary projects.
For example, students in GCU’s College
of Nursing and Health Care Professions
or Colangelo College of Business could
collaborate with CSET engineering,
computer science or information technology
students early in their programs.
“I say, ‘Get them engaged,’” Sheller said.
“I think what GCU is building is more
reflective of industry practice.”
Lectures and interactive exercises are
essential to teaching and learning, Sheller
agreed, but he and others have sought to
design a curriculum that equips students to
navigate the work environments in which
they soon will find themselves.
“They just don’t know how to work
together or to be driven by a project-
management schedule,” said Sheller, who
received that feedback time and time again
from industry leaders about the readiness of
new engineering graduates in Arizona to fill
key jobs.
“So are you providing a learning
environment or creating an industry-ready
student? That’s what educators really
grapple with.”
GCU’s new programs magnify the
importance of preparing students
for jobs via practical applications
GCU’s Dr. Michael Sheller holds a robotic hand prototype at Escape Velocity Mechanical Design in
Phoenix. Students will program the hands in a team project that teaches the basics of electrical
circuitry and engineering principles and introduces the impact of science on humanity.
