Programs of study
Chair: Zane Gastineau, Ph.D.
Associate Chair: Brad Miller, Ph.D.
Zane Gastineau, Ph.D.
Lambert E. Murray, Ph.D.
Brad Miller, Ph.D.
Jonathan White, Ph.D.
Charles Wu, Ph.D.
Steven Barber, Ph.D.
Lance Gibson, Ph.D.
James Huff, Ph.D.
Jeffery Massey, Ph.D.
Richard Wells, M.S.M.E., M.B.A.
*Taylor Williams, M.E.
Assisting from other Departments:
Stephen A. Baber, Ph.D.
Timothy B. Baird, Ph.D.
Gabriel Foust, M.S.E.
Frank McCown, Ph.D.
Scott S. Ragsdale, Ph.D.
Dana Steil, Ph.D.
*On educational leave.
The mission of the Department of Engineering and Physics is to prepare Christian professionals to assume engineering and physics leadership roles that improve the quality of life for individuals and society. To accomplish this mission, the faculty of the Department of Engineering and Physics is committed to:
- Attracting highly talented and motivated students to the engineering and physics professions.
- Developing relevant technical skills in students.
- Developing communication and teamwork skills in students.
- Raising awareness of professional and ethical responsibilities to society.
- Instilling a desire and ability for lifelong learning in students.
Harding University's biomedical engineering, computer engineering, electrical engineering, and mechanical engineering programs are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.
The educational objectives of the programs are to produce graduates who:
- apply technical knowledge and problem-solving skills to serve community, church, society, and profession.
- apply fundamental concepts of engineering to pursue advanced studies or continue professional development throughout their careers.
- demonstrate an ability to collaborate with others in team settings and exhibit love and respect for others in diverse environments.
- demonstrate an ability to manage work processes among diverse groups of people in the workplace and influence others to perform high-quality engineering work.
- describe how their chosen career paths integrate with core identities as disciples of Christ.
Furthermore, the student learning outcomes represent skills that our graduates should have acquired upon graduation. The student learning outcomes for Harding University are specified by ABET in the Criteria for Accrediting Engineering Programs. At the time of graduation, our students should have acquired:
- an ability to apply knowledge of mathematics, science, and engineering.
- an ability to design and construct experiments, as well as, to analyze and interpret data.
- 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.
- an ability to function on multidisciplinary teams.
- an ability to identify, formulate, and solve engineering problems.
- an understanding of professional and ethical responsibility.
- an ability to communicate effectively.
- the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
- a recognition of the need for, and an ability to engage in life-long learning.
- a knowledge of contemporary issues.
- an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Leveling Work: 0-6
As a rule, students with ACT math scores 27 and below (Math SAT 600 and below) need leveling work before taking MATH 201 . Students with ACT math scores between 22 and 25 (Math SAT between 510 and 560) should take MATH 151 (4 hours) and MATH 152 (2 hours); those with ACT math scores between 25 and 28 (Math SAT between 560 and 600) should take MATH 171 (5 hours). Leveling work increases the number of hours for an engineering major and decreases the number of electives for a physics major.
ProgramsBachelor of ScienceNon-Degree