Self-Study Report For
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SELF-STUDY REPORT FOR BIOMEDICAL ENGINEERING (BSBMED)
A. Background Information
1. Degree Titles
Bachelor of Science in Biomedical Engineering (BSBMED) Bachelor of Science in Biomedical Engineering (Cooperative Plan) (BSBMED-Cooperative) Bachelor of Science in Biomedical Engineering (International Plan) (BSBMED-International)
2. Program Modes
A conventional day program, Cooperative Plan, and International Plan are available. Students on the Cooperative Plan must complete the same curriculum as students in the conventional program. Students who participate in the cooperative program and graduate receive the designation “Cooperative Plan” on their diplomas.
The purpose of the International Plan is to develop international competence within the context of the major. Degree requirements are not modified, but are satisfied with appropriate choices of elective courses as well as an international component to their senior design project. Participating students must spend a minimum of 26 weeks abroad interning, attending classes, and/or performing research. Students who complete the requirements for the undergraduate degree in their major and who complete the International Plan requirements will be recognized by the designation "International Plan" on the transcript and diploma.
3. Actions to Correct Previous Shortcomings
The Final Statement pertaining to the 2004 EAC/ABET accreditation visit described a concern relating to the Bachelor of Science in Biomedical Engineering Program.
Program Concern. “Criterion 3: Program Outcomes. Program outcomes for biomedical engineering courses are well defined and some rubrics for assessing one of them are detailed. “Findings” and “actions” are well defined, but measurements of the effectiveness of these actions are sparse. This new program has not yet benefited from successive feedback loops. A number of required courses are not “mapped” into the program outcomes. The level of assessment in these courses varies, and a formal process that communicates these assessments to inform curricular improvements needs to be strengthened.”
The program outcome assessment process has matured considerably since the 2004 EAC/ABET accreditation visit. The original process relied primarily on indirect assessment methods without the benefit of performance criteria defined for each program outcome. The current process utilizes performance criteria to enable at least two, and in most cases three, direct measures of attainment for every program outcome. A description of the current program outcome assessment process and the most recent assessment data can be found in Section XX. Documentation of continuous improvement of the program using evaluation of program outcome results from successive feedback loops is included in Section XX.
4. Contact Information
Larry V. McIntire, Ph.D., Chair Coulter Department of Biomedical Engineering Georgia Institute of Technology Atlanta, GA 30332-0535 404-385-0124 VOICE 404-385-4243 FAX [email protected]
Paul Benkeser, Ph.D., Professor and Associate Chair for Undergraduate Studies Coulter Department of Biomedical Engineering Georgia Institute of Technology Atlanta, GA 30332-0535 404-894-2912 VOICE 404-385-4243 FAX [email protected]
B. Accreditation Summary
1. Students
a. Admissions
Georgia Tech admits students to the College of Engineering with specific, declared majors and as “undeclared engineering majors.” Each year for the past three years roughly 200 - 250 entering first-year students have declared Biomedical Engineering (BME) as their major, either upon admission or through the unrestricted “changes of major” process during the students’ first year. The Department of Biomedical Engineering also accepts approximately 15 - 25 new transfer students each year. Both groups of newly enrolled students come from an applicant pool that is large and of high quality. For example, the median SAT score for freshman entering the major has consistently been in the neighborhood of 1340 (M = 700, V = 640). Of the transfer student applications, priority is given to students who participate in either the Regents’ Engineering Transfer Program (RETP) or one of the “dual-degree” programs Georgia Tech has with a number of partner institutions, mostly liberal arts colleges. Students in the BME program are a relatively diverse group. Approximately 45% are women, 35% Asian, 5% African American and 4% Hispanic. Only 50% of the BME students are Georgia residents and 5% are international students.
Table 1-1. History of admissions standards for freshmen admissions for past five years
b. Evaluation and Advisement of Students
The Academic Office within the Coulter Department has the primary responsibility for coordinating the evaluation, advisement and monitoring of the students in the program. Its mission is to empower students to develop and implement sound educational plans that are consistent with their personal goals and career plans. The figure below illustrates the organization of this Office.
Associate Chair for Associate Chair for Undergraduate Studies Graduate Studies (Prof. Paul Benkeser) (Prof. Steve DeWeerth)
Director - Student, Alumni and Industrial Relations (Ms. Sally Gerrish)
Undergraduate Academic Graduate Academic Academic Advisor Assistant Advisor (Mr. Paul Fincannon) (Ms. Kim Paige) (tbn)
Figure 1-1. Organization of Coulter Department’s Academic Office
The Associate Chair for Undergraduate Studies is responsible for the oversight of the program’s multi-level advisement process. He is a resource for students on departmental/curriculum policies, handles all issues dealing with departmental policy and serves as the pre-med advisor for the program. The primary advisement of the students is the responsibility of the Undergraduate Academic Advisor and the Director of Student, Alumni and Industrial Relations, who advise the students on all matters related to the curriculum, careers, graduate school and other post graduation plans. Students seeking advisement about curriculum and program questions make appointments with the Academic Advisor using the University-wide advisement scheduling system (www.advising.gatech.edu). This system, initiated by Georgia Tech in 2005, has increased the number of advising appointments and reduced the number of no-shows throughout the campus. The Advisor also keeps walk in appointments available everyday and monitors the students’ progress by reviewing their academic transcripts each semester.
The Director of Student, Alumni and Industrial Relations sees students by appointment and walk in basis. Students are advised on career issues including graduate school, medical school, professional school, internships and co-ops and general career related questions. A data base has been set up to track what occupations or continued education students move into after graduating from the department.
{add descriptions of the career fair and workshops (co-)sponsored by the Academic Office}
Departmental faculty hold group advisement sessions for students throughout the academic year on topics such as a graduate school readiness, benefits of undergraduate research and how to apply, what is an MD/PhD, etc. Students are encouraged to consult with faculty outside these group meetings to continue discussions on research, career options, networking, etc. They are encouraged to use faculty as a resource, not just an instructor.
{add exit survey results to demonstrate that the students are satisfied with the advisement they are receiving} c. Policies for Transfer Student Admission and Validation of Transfer Credit
The process used to admit transfer students is handled outside the Department and is described in Appendix II, Institutional Profile. The Institute-wide guidelines can be found at http://www.admiss.gatech.edu/transfer/#requirements).
Transfer credit for most courses is handled by the Registrar’s Office with the aid of a Transfer Equivalency Catalog, which is a database of all courses previously approved for transfer credit to Georgia Tech (see (https://oscar.gatech.edu/pls/bprod/wwtraneq.P_TranEq_Ltr). Students who wish to obtain transfer credit for a course unknown to the Registrar’s Office may have the course evaluated by the Associate Chair for Undergraduate Studies, Professor Paul Benkeser. If, after reviewing course documentation (syllabus, text, class notes, exams, etc.), the course is determined to be substantially equivalent to the Georgia Tech course, he completes a Non-Resident Credit Report form and sends it to the Registrar’s Office for awarding of the transfer credit.
Table 1-2. Transfer students for past five academic years d. Procedures to Assure All Students Meet Program Requirements
The Academic Office provides one-on-one and group advisement as well as web-based resources to inform the students of the program requirements. Procedures are in place to assure all students meet the program requirements by the time of graduation.
Course pre-requisites are electronically enforced through the web-based registration system. A student who attempts to register for a course and fails to meet the pre-requisites will have an error message appear on the add/drop registration page, and the course will not be added to the student's schedule.
In order to graduate, early in the semester prior to the anticipated graduation semester, the student must complete a Petition for Degree form. The student uses this petition to demonstrate that by the end of the following semester they will meet all Institute requirements for the degree. After a careful audit by the Coulter Department’s Academic Office for both Institute and program requirements, the degree petition is submitted to the Department of Degree Certification within the Office of the Registrar for the institutional audit. Any discrepancies are resolved prior to acceptance of the petition. The Department of Degree Certification is responsible for evaluating degree candidates and certifying that all graduation requirements have been met prior to the awarding of degrees.
e. Enrollment and Graduation Trends
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Table 1-3. Enrollment trends for past five academic years
Historically, within six months post graduation 45% of the program’s graduates will continue their education (15% in medical school, 30% in graduate school) and roughly 30% will obtain a job in industry. Another 10% are employed in other fields (e.g. high-school teaching). The post-graduation activities of 15% of the program’s graduates are unknown. Table 1-4 details the post-graduation endeavors of 25 of the December 2007 graduates.
Table 1-4. Program graduates
2. Program Educational Objectives
a. Program Educational Objectives The program’s educational objectives (PEOs) are to produce graduates who are expected to demonstrate the following during the first few years after graduation: 1. mathematics, science, and engineering fundamentals expertise at the interface of engineering and the life sciences which enables them to take leadership roles in the field of biomedical engineering 2. an ability to use their multidisciplinary background to foster communication across professional and disciplinary boundaries with the highest professional and ethical standards 3. the ability to recognize the limits of their knowledge and initiate self-directed learning opportunities to be able to continue to identify and create professional opportunities for themselves in the field of biomedical engineering
These objectives are published on the department’s website (http://www.bme.gatech.edu/programs/bs_ed_obj.shtml). b. Consistency of the Program Educational Objectives with the Mission of the Institution <
The PEOs are consistent with the emphasis on interdisciplinarity, lifelong learning and leadership expressed in Georgia Tech’s mission statement (http://www.gatech.edu/president/strategic-plan.html), which states in part
“Georgia Tech’s mission in education and research will provide a setting for students to engage in multiple intellectual pursuits in an interdisciplinary fashion. Because of our distinction for providing a broad but rigorous education in the multiple aspects of technology, Georgia Tech seeks students with extraordinary motivation and ability and prepares them for lifelong learning, leadership, and service. As an institution with an exceptional faculty, an outstanding student body, a rigorous curriculum, and facilities that enable achievement, we are an intellectual community for all those seeking to become leaders in society.”
The theme of integration is also prominent in the mission statement of the College of Engineering (http://www.coe.gatech.edu/about/vision.php)
“The College of Engineering (COE) must define engineering education in a changing world. The term engineering education is used to include undergraduate and graduate education; the creation and application of new knowledge that is rapidly infused into our curricula; and a liberal education that integrates engineering, the life sciences, and the humanities in an increasingly technological world. The responsibility of COE is to provide a national and international undergraduate education that prepares graduates for a career in engineering or other professions such as medicine, law, business, and public policy.”
The Coulter Department’s mission statement (http://www.bme.gatech.edu/welcome/vision.shtml) also echoes the integration theme “The mission of the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory University is to shape and advance the discipline of biomedical engineering through innovative research and inspiring education, with the goal of comprehensive integration of engineering methods into the mainstream of health care.” c. Program Constituencies
The primary constituents of the program are the following:
the program’s students the faculty of the Coulter Department biomedical industry the program’s graduates (alumni)
The program’s students are represented in the processes of the evaluation of objectives and assessment of program outcomes through the Coulter Department’s Student Advisory Board (SAB). The alumni and biomedical industry are represented in those processes through their members on the Coulter Department’s External Advisory Board (EAB). The Coulter Department’s faculty have delegated the primary responsibility for oversight of the program to its Undergraduate Committee (UC). d. Process for Establishing Program Educational Objectives <
The process for establishing/reviewing the PEOs to demonstrate that they are based on the needs of the program’s constituencies directly involves three groups, the UC, EAB and SAB. The Associate Chair for Undergraduate Studies initiates the process by requesting that these three groups review the current PEOs and provide him with feedback on their appropriateness. The feedback is collected and disseminated to all three groups for comments. Any proposed changes to the PEOs that arise from this process must be reviewed by all three groups before being presented to the Coulter Department’s faculty for approval. This process was first completed in 2004, and was documented in the program’s previous self-study report. The process was most recently completed in 2007, with the results documented in Section XX of this report. In the future, this process will be repeated at least every three years in conjunction with the process for the evaluation of achievement of the PEOs. Earlier initiation of this process would occur at the request of the EAB, SAB, or the UC. e. Achievement of Program Educational Objectives <
The process for evaluating the degree to which the PEOs are attained, directly involves three groups representing the program’s constituents, the UC, EAB and SAB. This process, along with the processes for establishing/reviewing the PEOs and program outcomes is illustrated in Fig. 2-1.
The Associate Chair for Undergraduate Studies initiates the evaluation process by performing an initial analysis of the data collected from Georgia Tech’s triennial alumni and employer surveys using the performance indicators listed in Table 2-1. The Associate Chair will convene focus groups of alumni to better inform the process should the data from these surveys prove to be insufficient for the purposes of this evaluation. The results of the analyses are then reviewed by the UC, EAB and SAB. The recommendations from each group are collected and shared with all three groups and then are presented to the Coulter Department’s faculty for action. This process was in place in 2004 and was documented in the program’s previous self-study report. However, little data was available to inform the process as the program did not produce its first graduates until May 2004. The process was most recently completed in 2007, with the results documented in Section XX of this report. In the future, this evaluation process will be repeated every three years. Constituent Representatives Student Advisory Board (students) Compare External Advisory Board Compare (industry and alumni) BME Undergraduate Committee (faculty) Actual Program Actual Outcomes Professional Achievement
Performance Criteria BME Faculty
Evaluation Tools Assessment Tools
Desired Program Desired Course Professional Educational Program Objectives & Achievements Objectives Outcomes Outcomes
Evaluation of Program Formulation & Assessment of Program Objectives Examination of Objectives Outcomes & Outcomes
Figure 2-1. Process for assessment/evaluation of Program Outcomes/Objectives Table 2-1. Performance indicators and evaluation tools for the Program Educational Objectives
Performance Program Educational Objective Evaluation Tools Indicators 1. mathematics, science, and engineering progressive alumni survey fundamentals expertise at the interface of movement towards employer survey engineering and the life sciences which enables leadership roles them to take leadership roles in the field of focus group continuation to biomedical engineering graduate study job function employer satisfaction promotions salary data 2. an ability to use their multidisciplinary job function and alumni survey background to foster communication across performance employer survey professional and disciplinary boundaries with employer the highest professional and ethical standards focus group satisfaction
3. the ability to recognize the aspiration to alumni survey limits of their knowledge and initiate self- graduate study focus group directed learning opportunities to be able to activity in continue to identify and create professional professional opportunities for themselves in the field of societies biomedical engineering changes in career paths 3. Program Outcomes
a. Process for Establishing and Revising Program Outcomes <
The process for establishing/revising the program outcomes (POs) to is illustrated in Fig. 2-1, and is virtually identical to the process used to establish/review the PEOs. The program’s constituencies, as represented by the UC, EAB and SAB, are integrally involved in this process. The Associate Chair for Undergraduate Studies initiates the process by requesting that these three groups review the current POs and provide him with feedback on their appropriateness to enabling the graduates achieve the PEOs. The feedback is collected and disseminated to all three groups for comments. Any proposed changes to the POs that arise from this process must be reviewed by all three groups before being presented to the Coulter Department’s faculty for approval.
The original program outcomes were created and revised using this process in 2001 and 2003, respectively. Those actions were documented in the program’s previous self-study report. The process was most recently completed in 2006 (???), with the results documented in Section XX of this report. In the future, this process will be repeated at least every three years in conjunction with the process for the evaluation of achievement of the PEOs. Earlier initiation of this process would occur at the request of the EAB, SAB, or the UC.
b. Program Outcomes <>
The POs reflect the skills that the students will have obtained by the time of graduation from the program. The current outcomes for this program are:
1. an ability to identify, formulate and solve authentic biomedical engineering problems by integrating and applying basic principles of mathematics, life sciences, and engineering 2. an ability to use modern science and engineering techniques, skills, and computational tools to support biomedical engineering analysis and design 3. an ability to meet the desired needs of a client by designing a biomedical engineering system, component, or process 4. an ability to design and conduct experiments as well as to measure, analyze, and interpret experimental data from living systems 5. an ability to communicate effectively in both written reports and oral presentations 6. an ability to function effectively within multi-disciplinary teams 7. a broad education that enables an understanding of how ethical, social, and professional responsibilities impact the practice of biomedical engineering 8. an ability to recognize the limits of their knowledge and engage in self-directed learning 9. a knowledge of contemporary issues and challenges facing biomedical engineers The POs are documented on the Coulter Department’s web site ( XXXX) and in the Institute’s on-line General Catalog (http://www.catalog.gatech.edu/colleges/coe/bmed/ugrad/bsbmed/geninfo.php).
Performance criteria have been established for each PO to aid in their assessment, and are listed in Table 3-1. The use of these performance criteria in assessment is discussed in detail in Section XX. However, they will be used in this section to help demonstrate that the POs encompass both Engineering Criterion 3 and the program criteria for biomedical engineering programs. But first, a review of Engineering Criterion 3 (a – k) and Engineering Criterion 9 outcomes is needed.
The Engineering Criterion 3 program outcomes are:
(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, manufacturing, 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 (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
The Engineering Criterion 9 program outcomes for biomedical engineering programs are:
(l) an understanding of biology (m)an understanding of physiology (n) capability to apply advanced mathematics including differential equations to solve the problems at the interface of engineering and biology (o) capability to apply advanced mathematics including statistics to solve the problems at the interface of engineering and biology (p) ability to make measurements on living systems (q) ability to interpret data from living systems (r) ability address the problems associated with the interaction between living and non- living materials and systems
Table 3-2 shows the relationships between the POs and the required (a) – (r) outcomes. Table 3-1. Coulter Department Program Outcomes and Performance Criteria
Program Outcome Performance Criteria 1. Ability to identify, formulate and solve a. Identifies biomedical engineering problems with authentic biomedical engineering problems integration by integrating and applying basic b. Formulates biomedical engineering principles of mathematics, life sciences, problems with integration and engineering c. Solves biomedical engineering problems with integration 2. Ability to use modern science and a. Identifies appropriate modern science and engineering engineering techniques, skills, and techniques and computational tools computational tools to support biomedical b. Applies the identified modern science and engineering engineering analysis and design techniques and computational tools c. Interprets the results obtained by applied modern science and engineering techniques and computational tools 3. Ability to meet the desired needs of a client a. Identifies appropriate design criteria by designing a biomedical engineering and constraints system, component, or process b. Generates and thoroughly analyzes alternative solutions c. Determines and documents specifications of the best design alternative 4. Ability to design and conduct experiments a. Determines appropriate experimental variables and as well as to measure, analyze, and controls and designs experiments accordingly interpret experimental data from living b. Applies appropriate statistical methods the analysis of systems experimental data c. Demonstrates the ability to contextualize data, integrating data analysis with experimental limitations 5. Ability to communicate effectively in both a. Recognize and demonstrates awareness of different written reports and oral presentations problem solving approaches across disciplines b. Communicates technical information across disciplinary boundaries c. Integrates multi-disciplinary perspectives in effective design solutions 6. Ability to function effectively within a. Recognize and demonstrates awareness of different multi-disciplinary teams problem solving approaches across disciplines b. Communicates technical information across disciplinary boundaries c. Integrates multi-disciplinary perspectives in effective design solutions 7. Broad education that enables an a. Demonstrates understanding of ethical issues in understanding of how ethical, social, and conducting biomedical research involving human professional responsibilities impact the subjects practice of biomedical engineering b. Recognizes moral/societal issues in BME c. Demonstrates understanding of Professional Code of Ethics for Engineers 8. Ability to recognize the limits of their a. Recognizes areas of intellectual deficiency knowledge and engage in self-directed b. Engages in self directed learning learning 9. Knowledge of contemporary issues and a. Can identify contemporary issues challenges facing biomedical engineers associated with biomedical engineering design b. Is able to recognize current technological challenges in the field
Table 3-2. Relationships between Coulter Department POs and ABET Criterion 3 & 9
ABET Outcomes Criterion 3 Criterion 9 a b c d e f g h i j k l m n o p q r a i a X X X X X X r e t
i 1 b X X X X X X r
C c X X X X X X
e
c a X n
a 2 b X m
r c X o f
r a X e P
3 b X &
c X s e a X X X m o
c 4 b X X t
u c X X O a X m
a 5 b X r g
o c X r P
a X t
n 6 b X e
m c X t r
a a X X p
e 7 b X D
r c X e t l a X u 8 o b X C a X 9 b X c. Relationship of Program Outcomes to Program Educational Objectives <
The Coulter Department’s POs are designed to prepare its graduates to achieve its PEOs. The relationship between these POs and PEOs is shown in Table 3-3.
Table 3-3. Mapping Coulter Department’s Program Outcomes to Program Educational Objectives
Program Educational Program Outcome Objective 1 2 3 4 5 6 7 8 9 1 X X X X 2 X X X 3 X X
In order to achieve PEO 1, the graduates of the program must have a firm grasp of engineering and life science fundamentals that are relevant to the field of biomedical engineering. We believe that the attainment of POs 1 through 4 is indicative of a strong foundation in those fundamentals. The professional skills articulated in POs 5 through 7 are vital to the graduate’s ability to achieve the communication skills detailed in PEO 2. Finally, the learning skills and awareness of contemporary issues detailed in POs 8 and 9 are directly correlated to the ability of our graduates to attain the professional advancement in their careers that is articulated in PEO 3. d. Relationship of Courses in the Curriculum to the Program Outcomes <
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Table 3-4 shows the relationship between the curriculum’s course outcomes and Coulter Department POs. The display materials that will be available to the evaluation team will be organized both by course number and by program outcome to make it easier to access the desired information. The materials will include course syllabi, examples of student work, as well as program outcome assessment data. Table 3-4. Mapping course outcomes to Coulter Department Program Outcomes
Program Outcome 1 2 3 4 5 6 7 8 9 BIOL 1510 X CHEM 1310/1315/3511 X MATH 1501/1502/2401/2403 X PHYS 2211/2212 X CS 1371 X LCC 3401 X COE 2001 X X ECE 2025/3710/3741 X X MSE 2001 X X Humanities/Social Science X BMED 1300 1,4 1 5 3 1,2 1 BMED 2210 1-3 1-3 s e BMED 2300 6 1-8 6 9 3 m o BMED 2400/ISYE 3770 c t u BMED 3160 1-9,12 2,8 14 10,13 O BMED 3161 1,2 3,5,6 3-6 6 6 e s r BMED 3300 1-5 1-5 u o BMED 3400 1-6 1,2,5,6 C BMED 3500 1-3,7 1-7 3-7 7 7 BMED 4600/4601 1,2 2,3 1-3,6 1,6 4,5 BMED 4400 1,5,6 3,5 2,3 4 2 1 BMED 4500 1,2 1,3,4 1,4 1 2,3 BMED 4750 1,2 2 3 BMED 4751 1,2 1-3 3 4 BMED 4752 1-4 4 4 BMED 4757 1-5 3-5 BMED 4758 1-5 1-5 BMED 4765 BMED 4783 1-2 2,3 BMED 4784 1-4 4 e. Achievement of Program Outcomes << Explain the assessment and evaluation processes that periodically document and demonstrate the degree to which the Program Outcomes are attained. Describe the level of achievement of each Program Outcome. Discuss what evidence will be provided to the evaluation team that supports the levels of achievement of each Program Outcome>>
The process for assessment and evaluation of Coulter Department POs is illustrated in the right half of Fig. 2-1. Like the processes used to establish/review the PEOs and POs, the program’s constituencies, as represented by the UC, EAB and SAB, are integrally involved in this process. The process begins with the UC selecting for each performance criteria listed in Table 3-1: (1) the assessment method to be used, (2) the venue for assessment, (3) the term the data will be collected, and (4) the UC member responsible for the data collection.
Once the assessment data is collected, the UC evaluates the results and makes recommendations for program improvement. Both the data and the recommendations are reviewed by the EAB and the SAB, and their feedback is shared with the UC. The UC may revise its recommendations based on this feedback before making its final recommendations to the Coulter Department faculty. The Associate Chair for Undergraduate Studies is responsible for initiating any actions necessary to implement the final recommendations. Examples of such actions are detailed in Section B.4.b of this report.
This process was first completed in 2004, with the results documented in the previous self- study report. The most recent completion of this process occurred in Spring 2008. The process will be repeated every three years for each PO. In the future, this process will be repeated every three years in conjunction with the process for the evaluation of achievement of the PEOs.
Rubric-based assessment methods are used to differentiate student performance into one of four categories: (1) exceptional, (2) proficient, (3) apprentice, and (4) novice. A PO is deemed to be fully achieved if every associated performance criteria has at least 75% of the students assessed are rated at least at the level of proficient. The results of the assessment of the nine POs through December 2007 are illustrated in Figs. 3-1 through 3-9. {Add commentary on data}
Figure 3-1. Assessment results for Program Outcome 1
Figure 3-2. Assessment results for Program Outcome 2
Figure 3-3. Assessment results for Program Outcome 3
Figure 3-4. Assessment results for Program Outcome 4
Figure 3-5. Assessment results for Program Outcome 5 Figure 3-6. Assessment results for Program Outcome 6
Figure 3-7. Assessment results for Program Outcome 7
Figure 3-8. Assessment results for Program Outcome 8
Figure 3-9. Assessment results for Program Outcome 9
4. Continuous Improvement
a. Information Used for Program Improvement <
Multiple sources of information are used to inform decisions regarding program improvements. The results from the Criteria 2 and 3 processes discussed in Sections B.2 and B.3, respectively, are the primary sources. Secondary sources include exit surveys completed by graduating students, advisement surveys administered both by the Institute and the Coulter Department’s academic office, feedback from “town hall” meetings coordinated by the SAB, and feedback from faculty retreats. Examples of the information from each of these secondary sources will be included in the display materials for the evaluation team.
b. Actions to Improve the Program <
1. Advisement
The previous self study report included data from the May 2004 exit survey completed by graduating students. This data suggested that improvements to student advising, particularly in the area of career advising, were needed. In response, the position of Director of Student Services within the Academic Office (see Section B.1.b) was created in fall 2004. The creation of this position, and the subsequent creation of the Academic Assistant position in fall 2006, provided the staffing necessary to address the career advisement needs of the students. This action has led to significant improvements in student satisfaction with the advisement they are receiving, as evidenced by the results from the 2007 exit surveys shown in Table 4-1.
These improvements were also reflected in comparisons between the results of the 2005 and 2007 advising surveys of all undergraduate students conducted by the Georgia Tech Office of Assessment. Those results indicated that overall quality of academic advisement improved from 2.47 in 2005, to 3.53 in 2007 (4=Excellent, 3=Good, 2=Fair and 1=Poor). Table 4-1. BMED Graduation Exit Survey: Comparison of results from 2004 & 2007 advisement questions
2004 2007 4=Excellent 3=Good 2=Fair 1=Poor N Mean N Mean Career advising 23 1.83 49 2.88 Access to advisors 25 3.12 53 3.58 Sufficient time with advisors 23 2.96 52 3.56 Accuracy of information about degree requirements & course sequencing 25 2.44 54 2.91 Assistance with major concentration and elective selection 25 2.68 52 2.88 Quality of advising overall 25 2.60 53 3.26
2. Faculty
The number of undergraduate students majoring in biomedical engineering within the Coulter Department has increased from XX in 2004/2005 to XX in 2007/2008 (see Table 1-3). To meet the needs of this growing student population, 11 additional FTE faculty and 2 academic professionals have been hired.
3. Graders
4. Curriculum
5. Curriculum
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a. Introduction The processes for achieving the program outcomes involve successfully completing a required curriculum of study. The curriculum includes a solid foundation in fundamental engineering, mathematics, and the sciences – biology, chemistry, and physics – as well as grounding in the humanities, social sciences, and communication skills. A unique aspect of the curriculum is the incorporation of problem-based learning (PBL) methodologies to foster the development of problem-solving skills in a team-based environment and self-directed learning skills. Students receive their introduction to biomedical engineering through a PBL course, BMED 1300 Problems in Biomedical Engineering I they take in their freshman year of study. In their sophomore year, they take their first biomedical engineering fundamentals course, BMED 2210 Conservation Principles in BME, and their first design course, BMED 2300 Problems in BME II. The junior year contains the bulk of the required BME core curriculum: BMED 3300 Biotransport, BMED 3400 Introduction to Biomechanics, BMED 3500 Sensors & Instrumentation, and BMED 3160/3161 Systems Physiology I/II.
In their junior and senior years, students take three BME technical electives to build depth in their studies. The curriculum is capped with a two-semester design project where students work in teams to complete real-world design projects for a client. These clients are typically associated with one of the Emory Health Care System hospitals, Emory University or Georgia Tech research laboratories, or local biomedical industry. This experience provides students with a broad understanding of the impact of technological solutions in a global, societal, environmental and health care context.
In the Georgia Tech system, one credit hour equates to one hour (actually 50 minutes) of lecture per week, two recitation hours per week, and three laboratory hours per week. The BME curriculum requires a total of 132 credit hours. Complete course descriptions are included in Appendix A. Information on course section size and frequency of offerings is contained in Table XX in Appendix I.A. b. Major Design Experience
Design is formally introduced in the second year and integrated into several third-year BME courses. The curriculum culminates in a two-course capstone design experience during the senior year. Teamwork and team building are emphasized in every one of these courses. Teams are encouraged to clearly define the responsibilities of each team member early in the design process. Examples of the incorporation of design in the curriculum follow, including a detailed description of the capstone design experience.
In the second year of the curriculum, the students work in teams of four to complete five design projects in BMED 2300. Examples of recent projects include the designs of devices to measure thumb flexion forces, ergonomic surgical scalpels and hydraulic micromanipulators. Through these projects students begin the process of learning project planning, building and testing prototypes, FDA regulatory issues, intellectual property concerns, and maintaining lab notebooks.
In the third year of the curriculum, the students in BMED 3161 complete a experimental design project that requires them to pose a physiologically-oriented hypothesis and design an experimental protocol to test that hypothesis. This is followed in BMED 3500 with a project in which the students design and test a biomedical diagnostic device that incorporates all of the major components of the course (i.e. biomedical sensor, analog signal conditioning, data acquisition, and digital signal processing). Both these projects culminate in poster presentations.
The fourth year of the curriculum is capped with a two-semester design project in BMED 4600/4601 where students have access to the Emory Health Care System hospitals, Emory and Georgia Tech faculty research laboratories, and local biomedical industrial contacts for conducting real-world design projects. This experience prepares students for engineering practice through a major design experience incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political. c. Mathematics and Basic Sciences
Forty-two hours of mathematics and basic science topics are required by the curriculum, as shown in Table 5-1. These include four courses in mathematics, including ordinary differential equations; three chemistry courses including one laboratory; two courses in calculus-based physics, including two laboratories; and three courses in biology and physiology, including three laboratories. d. Engineering Topics
Students develop the ability to apply engineering knowledge; design and conduct experiments; statistically analyze and interpret data; identify, formulate, and solve engineering problems; and use the techniques, skills, and tools in engineering practice by taking a significant number of engineering courses. These make use of the mathematics and basic science learned in the courses described above. Acquaintance and experience with modern engineering tools is acquired through hands-on laboratories and demonstrations. Many of these skills are honed in the capstone design sequence of courses (see above). Fifty- six hours of engineering topics are included in the required curriculum, as shown in Table 5-1. e. General Education Component
The general education component of the curriculum comprises the broad education necessary for students to develop an understanding of the impact of engineering solutions in a global and societal context. As can be seen in Table 5-1, it consists of 28 credit hours that includes two courses in English composition (6 credit hours); 6 credit hours of humanities/modern language electives; a 3 credit hour social science course selected from a list of five courses in history, public policy, political science, and international affairs; a 3 credit hour course in economics, also a social science; 6 additional credit hours of social science electives; and a 2 credit hour course technical communications. One of the social science or humanities courses must be selected from a list of approved ethics courses. Additional materials will be available for review during the visit to demonstrate achievement related to this criterion. These include:
examples of students work from the curriculum’s required and elective courses text books used in the BME curriculum posters from design projects in BMED 2300, 3161 and 3500 reports and lab notebooks from BMED 4600/4601 Table 5-1. Curriculum
Category (Credit Hours) c i s n a o i B t s n
a c g i c i &
p s r Year; Course u h e e o d t h T a D E t
Semester (Department, Number, Title)
r l r O M a g g s r n n e e c E E n n e e i G c MATH 1501 Calculus I 4 S CHEM 1310 General Chemistry 4 1;1 ENGL 1101 English Composition I 3 BIOL 1510 Biological Principles 4 HPS 1040 Wellness 2 MATH 1502 Calculus II 4 BMED 1300 Problems in BME I 3 1;2 CHEM 1315 Survey of Organic Chemistry2 3 ENGL 1102 English Composition II 3 PHYSICS 2211 Physics I 4 MATH 2401 Calculus III 4 PHYS 2212 Intro. Physics II 4 2;1 CHEM 3511 Survey of Biochemistry 3 CS 1371 Computing for Engineers3 2 1 Social Science (GA Constitution Req) 3 MATH 2403 Differential Equations 4 BMED 2210 Conservation Principles BME 4 2;2 ECE 3710 Circuits and Electronics 2 COE 2001 Statics 2 BMED 2300 Problems in BME II 3 X Table 5-1. Curriculum (continued)
Category (Credit Hours) c i s r r s a g g n e l n n B o c a r Year; Course i E r E n t e s e & n e a h
i c n c t Semester (Department, Number, Title) g i h c i e u t p s O S a d e G o E T D M
CEE/ISYE 3770 Statistics & Applications OR 3 BMED 2400 Intro Bioengineering Statistics BMED 3400 Intro to Biomechanics 4 3;1 ECE 2025 Intro to Signal Processing 4 ECE 3741 Instrumentation and Electronics 1 BMED 3160 Systems Physiology I 2 2 BMED 3500 Biomedical Sensors and Instr 3 X BMED 3161 Systems Physiology II 2 2 3;2 BMED 3300 Biotransport 4 Humanities/Social Science Elective (Ethics Req) 3 LCC 3401 Tech Communications Practices 2 MSE 2001 Prin & Appl Engineering Materials 3 BMED 4600 Senior Design Project I 2 X 4;1 BME Technical Electives (2) 6 Humanities Elective 3 Free elective 3 BMED 4600 Senior Design Projects II 3 X BMED Technical Elective 3 4;2 ECON 2100 or 2105 or 2106 3 Humanities/Social Science Electives (2) 6 Free Elective 2 Totals – ABET Basic-Level Requirements 42 56 28 6 Overall Total for Degree: 132 Percent of Total 32% 42% 21% 5% Totals must Minimum semester credit hours 32 48 satisfy one set Minimum percentage 25% 37.5% Table 5-2. Course and section size summary
Course Responsible Faculty # of Avg. Type of Class (Department, Number, Title) Member Sections Enrollment Lec Lab Rec Other Offered per Section % % % % Su 07 – Sp 08 F 07 – Newstetter 2/? ?/? BMED 1300 Probs in BME I 25 75 Sp 08 - Newstetter (Lec/Teams) (Lec/Teams) Fa 07 – Lee 2/? ?/? 75 25 BMED 2210 Conserv Prin BME Sp 08 (Lec/Rec) (Lec/Rec) Su 07 – Bost 3/? ?/? 25 75 BMED 2300 Probs in BME II Fa 07 – Bost (Lec/Lab) (Lec/Lab) Sp 08 – Bost Fa 07 – Boyan 2/? ?/? 75 25 BMED 3160 Systems Phys I Sp 08 (Lec/Lab) (Lecture/Lab) Fa 07 – LaPlaca 2/? ?/? 75 25 BMED 3161 Systems Phys II Sp 08 (Lec/Lab) (Lec/Lab) Fa 07 – Kemp 2/? ?/? 75 25 BMED 3300 Biotransport Sp 08 (Lec/Rec) (Lec/Rec) Fa 07 – Zhu 2/? ?/? 75 25 BMED 3400 Intro Biomechanics Sp 08 (Lec/Rec) (Lec/Rec) Su 07 – Benkeser 3/? ?/? 67 33 BMED 3500 Biom Sens & Instr Fa 07 – M. Wang (Lec/Lab) (Lec/Lab) Sp 08 BMED 4500 Cell/Tissue Engr Lab Fa 07 – Babensee 1 ? 33 67 Su 07 – Bost 2 ? 25 75 BMED 4600 Senior Design Proj I Fa 07 – Bost Sp 08 – Bost Su 07 – Benkeser 1 ? 25 75 BMED 4601 Senior Design Proj II Fa 07 – Bost Sp 08 – Bost BMED 4750 Diag Imag Physics Sp 08 – Oshinski 1 ? 100 Fa 07 – Milam 2 100 BMED 4751 Intro Biomaterials (MSE) Sp 08 – Temenoff BMED 4752 Intro Neuroscience Fa 07 – Potter 1 58 100 BMED 4757 Biofluid Mechanics Fa 07 – Yoganathan 1 31 100 BMED 4758 Biosolid Mechanics Sp 08 – Gleason 1 ? 100 BMED 4765 Drug Des Dev & Del 1 100 BMED 4783 Intro Med Imag Proc Fa 07 – Skrinjar 1 73 100 Fa 07 – Frasier BMED 4784 Engr Electrophys 1 ? 100 (ECE) Figure 5-1a. Prerequisite flow chart for required courses
Year 1 Year 2 Year 3 Year 4
CHEM CHEM 1310 1315 CHEM MSE 3511 2001 BMED BIOL 3160 1510
BMED 3161
MATH CEE / 1501 MATH ISYE 2401 3770 MATH 1502 BMED BMED BMED 3400 4600 4601 MATH 2403 PHYS BMED BMED 2211 2210 3300
BMED BMED BMED 1300 2300 3500
COE 2001 ECE 2025 CS 1371 ECE ECE 3710 3741 PHYS 2212 prerequisite w/concurrency prerequisite Figure 5-1b. Prerequisite flow chart for elective courses
Year 1 Year 2 Year 3 Year 4
CHEM BMED 3511 4765
MSE BMED 2001 4751
BMED BMED 3160 4752 BMED 4400
BMED 4500
BMED BMED 3400 4758
BMED BMED 3300 4757
BMED BMED 3500 4750
ECE BMED elective 2025 4784
required CEE / ISYE BMED 3770 4783 or BMED 2400 prerequisite prerequisite w/concurrency 6. Faculty
a. Leadership Responsibilities <
b. Authority and Responsibility of Faculty <
c. Faculty <
d. Faculty Competencies <
e. Faculty Size <
f. Faculty Development <
7. Facilities
a. Space <
On the Georgia Tech campus, the Coulter Department is located in the U.A. Whitaker Biomedical Engineering Building. Construction on the 90,000 square foot facility of administrative offices, clerical offices, research offices, instructional and research labs was completed in July 2003. The Coulter Department also has faculty that have offices and/or lab space in the Pettit Biotechnology Building, which connects to the Whitaker Building, and in the adjacent Molecular Science and Engineering Building.
There is over 6000 sq/ft of dedicated space in the lower level of the Whitaker Building to for instructional laboratories. This space includes the following instructional laboratories: Cell/Tissue Engineering (BMED 4400 and 4500), Design Studio (BMED 2300, 4600 and 4601), Biomedical Systems and Signals (BMED 3161 and 3500), and Cellular and Biomolecular Measurements (BMED 3160). In addition, a machine shop for student project work is also located in the lower level. Over $1M has been spent since 2003 to provide these laboratories with state-of-the-art equipment. These funds are primarily obtained through the technology fees that students pay each semester.
There are three classrooms in the BME Building, each fully equipped with modern audio visual equipment. The largest classroom is also equipped with state-of-the-art video conferencing equipment. These classrooms are centrally scheduled. In addition, there are five small conference-size rooms specially configured for PBL groups. Substantial atrium space is available in the building for studying and lounging. These areas are equipped with wired and wireless internet connections for use with portable computers
b. Resources and Support
In addition to the Institute’s computer facilities, the Coulter Department maintains a computer cluster of 30 Dell personal computers for use by BME students in the Computer Lab, and an additional 20 Dell personal computers in two instructional laboratories. Site-licensed software available on all these computers includes AutoCAD, ANSYS, MATLAB, Microsoft Office, Minitab, LabVIEW, Pro Engineer, PSpice, and Solid Edge. These machines are connected to high capacity printers. All machines are connected to the Internet and World Wide Web through the Georgia Tech network. All faculty members and staff have individual personal computers that are connected to the Georgia Tech network. All of the laboratories and graduate student offices are similarly equipped.
Students are required to own a computer and many bring laptops to campus as freshmen. They have access to the Georgia Tech network through high-speed connections in dormitory rooms and in fraternity and sorority houses. In addition, wireless network access is available to the students throughout the campus.
The departmental computer hardware, software and networks are managed and maintained by the Coulter Department’s Computer Systems support staff. This staff consists of an Operating Systems Analyst, a Computer Services Specialist, and a student assistant.
<>
8. Support
Program Budget Process and Sources of Financial Support <
Sources of Financial Support <
Adequacy of Budget <
Support of Faculty Professional Development <
Adequacy of Support Personnel and Institutional Services <
9. Program Criteria
<
The program criteria biomedical engineering programs and their incorporation into two of the Coulter Department POs (1 & 4) is discussed in Section XX. The levels of achievement of these two POs are discussed in Section XX.
APPENDIX A – COURSE SYLLABI
BMED 1300 Problems in Biomedical Engineering I {Required}
Credit: 1-6-3
Prerequisite(s) MATH 1501 (w/ minimum grade of “C”) and BIOL 1510 (w/concurrency)
Catalog Description Biomedical engineering problems from industrial and clinical applications are addressed and solved in small groups using problem-based learning methodologies.
Textbooks None
Objectives The overall objective for this course is to prepare students to tackle complex real-world problems in biomedical engineering. This requires them to become self-directed learners who possess excellent inquiry skills. They must also become serious knowledge builders. And finally they must increase their understanding of effective communication strategies while improving group skills. What they learn in this course is foundational to the curriculum they will follow for the next three years.
Outcomes Specifically at the end of the courses, students should be able to do the following things:
1. Tackle a complex real-world problem (Program Outcomes 1, 4, 8 and 9) a. Define the problem and identify the problem goals b. Explore the problem statement to identify critical problem features c. Develop provisional models and hypotheses that frame problem-solving d. Plan an attack strategy e. Carry out strategy and evaluate it 2. Conduct self-directed inquiry (Program Outcome 8) a. Recognize inadequacies of existing knowledge b. Identify learning needs c. Set specific learning objectives d. Make a plan to address these objectives e. Evaluate inquiry f. Assess reliability of sources g. Digest findings and communicate effectively to self and others h. Apply knowledge to problem 3. Demonstrate effective group skills (Program Outcome 6) a. Help group develop team skills b. Willingly forego personal goals for group goals c. Avoid contributing excessive or irrelevant information d. Express disappointment or disagreement directly e. Give emotional support to others f. Demonstrate enthusiasm and involvement g. Complete tasks on time h. Monitor group progress i. Facilitate interaction with other members j. Assess group skills of self and others 4. Build knowledge in disciplines relevant to BME (Program Outcome 1) a. Digest findings and communicate them effectively to others b. Identify deep principles for organizing knowledge c. Construct an extensive knowledge base in all problem aspects d. Ask probing questions to propel further analysis of problem 5. Communicate solutions of problems (Program Outcome 5) a. Written reports b. Oral presentations
Students will build these skills and knowledge in the area of biomedical engineering by participating on a team that will tackle three problems. At the end of each problem cycle, the team will come to a problem resolution which two team members will present to the other teams and to BME experts. The team will write a final problem report that responds to expert suggestions and critiques. Students will also attend weekly lectures on topics relevant to the current problem and/or presentations on potential career paths for students in this major.
Prepared by Wendy Newstetter Last modified March 16, 2007 BMED 2210 Conservation Principles in Biomedical Engineering {Required}
Credit: 4-0-4
Prerequisite(s): BMED 1300 (w/minimum grade of “C”), MATH 2403 (w/concurrency) and PHYS 2211 (w/minimum grade of “C”)
Catalog Description Study of material and energy balances applied to problems in biomedical engineering
Text Basic Principles and Calculations in Chemical Engineering, D.M. Himmelblau, Prentice-Hall (1996), on reserve at campus library
Objectives This course introduces you to the engineering approach to problem solving. By applying principles of mass and energy conservation, this course prepares you to analyze and solve problems involving complex biological systems. Problem solving includes breaking a system down into its components, establishing the relationships between known and unknown system variables, assembling the information needed to solve for the unknowns, then obtaining the solution.
Outcomes By the end of the course you should be able to: 1. Know the basics of conducting engineering calculations (Program Outcomes 1 and 2) a. Convert quantities from one set of units to another quickly and accurately b. Define, calculate, and estimate system and material properties such as fluid density, flow rate, chemical composition variables (mass and mole fractions, concentrations), fluid pressure, temperature, enthalpy, entropy, work, and heat capacity c. Draw and label process flowcharts from verbal process descriptions 2. Comprehend concepts and principles of mass and energy conservation (Program Outcomes 1 and 2) a. Identify principles in restated form b. Describe examples of the principles c. State hypotheses that are in harmony with the principles d. Distinguish between correct and incorrect interpretations of the principles 3. Apply these concepts and principles to the analysis of biological systems (Program Outcomes 1 and 2) a. Write and solve material and energy balance equations for ‘single-unit’ and ‘multi-unit’ systems, systems with multi-component streams, systems with reactive processes, and dynamic systems b. Calculate internal energy and enthalpy changes for fluids that undergo specified changes in temperature, pressure, phase, and chemical composition and incorporate the results of these calculations into system material and energy calculations
Topical Outline 1. Introduction to Engineering Calculations a. Units and dimensions b. Force and weight c. Pressure and temperature d. Mass, moles and molecular weight e. Concentration f. Kinetic, potential and internal energy g. The chemical equation and stoichiometry h. Basis of calculations 2. Introduction to Conservations Principles a. Accounting versus conservation equations b. Algebraic balances c. Differential balances d. Integral balances 3. Introduction to Mass Balances a. The mass balance b. Program of analysis of mass balance problems c. Solving problems that do not involve reactions d. Solving problems that do involve reactions e. Solving problems that involve multiple subsystems f. Solving transient mass balance 4. Degree-of-Freedom Analysis a. Counting the number of variables, equations and specifications b. Determine if a problem is under, over, or correctly specified c. Determine the order in which calculations must be performed in order to obtain a solution 5. Gasses, Vapors, Liquids and Solids a. Ideal gas law calculations b. Vapor pressure and liquids c. Vapor-liquid equilibria d. Saturation, partial saturation and humidity e. Mass balances that involve condensation and vaporization 6. Introduction to Energy Balances a. Concepts and units b. The general energy balance c. Application of the general energy balance to systems without reactions occurring d. Application of the general energy balance to systems with reactions occurring 7. Solving Simultaneous Mass and Energy Balances a. Analyzing degrees of freedom in a steady-state process b. Solving mass and energy balances at steady-state c. Unsteady-state mass and energy balances
Prepared by Joe LeDoux Last modified March 16, 2007 BMED 2300 Problems in Biomedical Engineering II {Required}
Credit: 1-6-3
Prerequisite(s) BMED 1300 (w/minimum grade of “C”) and 2210 (w/concurrency) and COE 2001 (w/concurrency)
Catalog Description Biomedical engineering problems from industrial and clinical applications are addressed and solved in small groups using problem-based learning methodologies.
Textbook Eggert, R.J. 2005. Engineering Design. Upper Saddle River, NJ: Prentice Hall.
Objectives The overall objective for thise courses is to introduce students to real-world design problems in biomedical engineering. Engineering design concepts, tools and methodologies are discussed in weekly lectures. Students are challenged through in several design problems to put these concepts and methodologies into practice. What they learn in this course is foundational to the design experiences in the curriculum they will encounter over the last half of their program of study.
Outcomes Specifically at the end of the courses, students should be able to do the following things:
6. Explain the “big picture” of engineering design (Program Outcome 3) a. Differentiate engineering analysis and design b. Characterize design problems and the process used to solve them c. Explain the relationship between the form and function of a product 7. Define and solve design problems (Program Outcome 3) a. Characterize the different types of design problems b. Decompose and diagram a product’s components c. Select and apply design problem solution strategies 8. Formulate a design problem (Program Outcomes 3 and 6) a. Describe the overall process of formulating a design problem b. Determine customer and company requirements c. Prepare and engineering design specification d. Establish a consensus among members of a design team 9. Create concept designs (Program Outcome 3) a. Distinguish alternative design concepts as different abstract embodiments of physical principles, material and geometry b. Clarify the functional requirements of a design c. Describe and apply function decomposition diagrams d. Generate alternative design concepts using various methods e. Evaluate concepts using weighted-rating method 10. Select appropriate materials (Program Outcome 3) a. Explain the interdependency of product function, material, process and geometry b. Describe fundamental material classes and properties c. Establish criteria for screening materials 11. Build and test prototypes (Program Outcomes 2, 3 and 4) a. Describe why companies build and test parts/products b. Describe tests to validate form, fit and function c. Characterize traditional and rapid prototyping processes 12. Design for failure, safety, tolerances, and environment (Program Outcome 3) a. Identify product failure modes b. Establish failure mode causes, likelihood and detectability c. Describe and apply safety hierarchy fundamentals d. Explain the differences between dimensions and tolerances 13. Consider human factors/ergonomics (Program Outcome 3) a. Describe the human-machine system model b. Specify human limitations for applying forces and torques c. Specify size and range of motion limitations d. Describe and apply three strategies for design for fit 14. Communicate solutions of problems (Program Outcome 5) a. Written reports b. Oral presentations
Prepared by Paul Benkeser Last modified March 20, 2007 BMED 3160 Systems Physiology I {Required}
Credit: 2-5-4
Prerequisite(s): BIOL 1510 (w/minimum grade of “C”) and (CHEM 3511 (w/concurrency) or CHEM 4511 (w/concurrency))
Catalog Description A study of physiologic properties of human cells, with specific attention focused on organization, membrane-level transport and kinetics, cell signaling and energy requirements.
Textbooks: Essential Cell Biology, Albert et al. (Required); Human Physiology, Silverthorn (Suggested) Directed reading of original literature
Objectives To introduce BME students to the physiology of mammalian cells with an emphasis on structure, organization and function of organelles, cellular communication and transport, cell growth and death, and gene expression. In addition, concepts of homeostasis, the role of the extracellular matrix, stem cells, cell and tissue engineering, and excitable cell physiology will be introduced. Laboratory experiments will be used to both help reinforce the lecture topics and to develop experimental skills in the students. Lectures and laboratory assignments will stress the development of quantitative analytical techniques and their use in the study of cells and tissues as well as to produce products for cell and gene therapy and tissue engineering.
Outcomes At the end of the course, the students will: 1. understand the structure and functional organization of cell organelles, especially membrane, cystoskelton, extracellular matrix and nucleus (Program Outcome 1) 2. know the fundamental engineering design problems that were overcome to allow physical separation, isolation, and analysis of organelles and macromolecular assemblies (Program Outcomes 1 and 2) 3. understand the quantitative aspects of membrane transport and cell signaling pathways (Program Outcome 1) 4. understand the mechanisms regulating cell growth and death (Program Outcome 1) 5. understand basic regulatory mechanisms of gene expression and protein synthesis and apply them to problems in biomedical engineering (Program Outcome 1) 6. understand homeostasis and how it is achieved in cell systems and be able to apply this information to product design problems (Program Outcome 1) 7. understand the role of membranes in excitable cell physiology (Program Outcome 1) 8. understand how cells interact with their substrate and apply this knowledge to the design of cell-scaffold constructs for tissue engineering (Program Outcomes 1 and 2) 9. know basic constituents of the extracellular matrix produced by cells and how they contribute to the mechanical properties of cells and tissues (Program Outcome 1) 10. develop the ability to read scientific literature (Program Outcome 9) 11. know historic milestones in cell and tissue engineering 12. acquire first hand knowledge of biologic variability and its impact on engineering systems design (Program Outcome 1) 13. develop the ability to apply course outcomes 1-12 to the study of applications in biomedical engineering and tissue-engineered medical products (Program Outcome 9) 14. develop the ability to address the challenges associated with the interaction between cells and non-living materials and systems to conduct experiments as well as to measure, analyze and interpret experimental data from cells and cellular structures (Program Outcome 4).
Topical Outline 1. Introduction to cells 2. Membranes 3. Caveolae/lipid rafts 4. DNA 5. RNA 6. Gene expression 7. DNA technology 8. Cytoskeleton 9. Cell signaling, cycle, division & death 10. Cell/cell interactions 11. Cell adhesion 12. Integrins 13. Extracellular matrix 14. Biomineralization 15. Mitochondria 16. Membrane transport and excitable cell physiology 17. Homeostasis 18. Use of stem cells in tissue engineering 19. Vesicle transport 20. Other organelles 21. Applications of cellular and molecular technology
Laboratory Modules 1. Microscopes and Histochemistry 2. Cell Fractionation 3. Enzyme Kinetics: Catalase 4. Protein Assay, Gel Electrophoresis, and Western Blotting 5. Cell Culture/ Cell Cycle 6. Recombinant DNA and Genetic Cloning a. PCR and gel electrophoresis b. Plasmid Prep and Restriction Digest c. Transformation and Transfection
Prepared by Barbara Boyan Last modified March 16, 2007 BMED 3161 Systems Physiology II {Required}
Credit: 2-5-4
Prerequisite(s): BMED 2300 and 3160 and CEE/ISYE/MATH 3770 (w/concurrency)
Catalog Description Quantitative model-oriented approaches to the study of human physiologic functions and integrative analysis of the control of homeostatic processes.
Text Human Physiology, Silverthorn, D.U., Prentice Hall, Upper Saddle River, NJ, 3rd edition, 2003.
Objectives The goals of this course are to introduce students to the major organ systems and the corresponding function(s). The concepts of homeostasis and the means by which several organ systems combine to maintain homeostasis will be discussed. In addition, the students will apply engineering skills learned in other biomedical engineering courses to solving physiological problems. Laboratory experiments will be used to both help reinforce the lecture topics and to develop experimental skills in the students.
Outcomes By the end of this course the students will: 1. become familiar with anatomical structures and physiologic functions of major organ systems (Program Outcome 1) 2. understand homeostatic processes and integration of human organ systems (Program Outcome 1) 3. develop quantitative skills for analyzing physiologic processes (Program Outcomes 2 and 4) 4. develop the ability to address the challenges associated with the interaction between living systems and non-living materials and systems when designing and conducting experiments (Program Outcomes 4) 5. develop the ability to measure, statistically analyze, and interpret experimental data from living systems (Program Outcomes 2 and 4) 6. complete an open-ended team-based experimental design project that will culminate in a poster presentation (Program Outcomes 2, 4, 5 and 6).
Topical Outline 1. Introduction to Physiology and Pathophysiology 2. Review of Cell Physiology 3. Membranes and Transport 4. Action Potentials and Excitable Cells 5. Cell-Cell Communication 6. Homeostasis 7. Anatomical Compartments and Body Fluids 8. Sensory Physiology and Spinal Cord 9. Brain and Higher Order Function 10. Autonomic Nervous System 11. Neural Injury/Disease 12. Muscle Physiology 13. Neuro-muscular Integration 14. Endocrine System – Hormones/Pituitary 15. Endocrine System – Thyroid/Adrenal 16. Endocrine System – Disease 17. Cardiovascular Physiology – Heart 18. Cardiovascular Physiology – Peripheral Vasculature and Blood 19. Cardiovascular Physiology – Blood Pressure and Disease 20. Respiratory Physiology – Lungs 21. Respiratory Physiology – Gas Transport 22. Renal Physiology and Fluid Balance 23. Cardio-Respiratory-Renal Integration 24. Inflammation/Immune Function 25. Immune Diseases
Laboratory Modules 1. Neural Anatomy/Physiology a. EEG measurements 2. Skeletal Muscle Anatomy/Physiology a. EMG measurements (human) b. EMG measurements (frog) 3. Cardiovascular Anatomy/Physiology a. ECG measurements (human) b. ECG measurements (frog) 4. Blood Pressure a. Pulse and pressure measurements 5. Respiratory Anatomy/Physiology a. Pulmonary function measurements 6. Research Project
Prepared by Michelle LaPlaca Last modified March 16, 2007 BMED 3300 Biotransport {Required}
Credit: 4-0-4
Prerequisite(s): BMED 2210 (w/minimum grade of “C”)
Catalog Description Fundamental principles of fluid, heat, and mass transfer with particular emphasis on physiological and biomedical systems.
Text Fundamentals of Momentum, Heat, and Mass Transfer, J.R. Welty, C.E. Wicks, R.E. Wilson, G. Rorrer, 4th ed, John Wiley & Sons, Inc., New York, NY, 2001.
Objectives The overall objective of this course is to introduce students to the fundamentals of momentum, heat and mass transfer for their application to biotransport problems.
Outcomes Specifically at the end of the course students will be able to: 1. formulate differential equations that represent the physical situation of biomedical problems involving mass, momentum and/or heat transfer and determine appropriate boundary conditions. (Program Outcomes 1 and 2) 2. apply conservation laws of fluid flow to describe the system for various geometries, particularly for flow through conduits. (Program Outcomes 1 and 2) 3. distinguish between modes of heat transfer or mass transfer, explain analogies between hear and mass transfer and apply the correct equations to describe each mode. (Program Outcomes 1 and 2) 4. apply differential mass or heat balances to determine concentrations or temperatures at a particular point or concentration/temperature profiles with and without (biochemical) reactions, and to determine mass/heat fluxes, respectively. (Program Outcomes 1 & 2) 5. determine convective mass/heat transfer coefficients using appropriate analogies for the geometric situation. (Program Outcomes 1 and 2)
Topical Outline 1. Fundamental Molecular Mass Transfer Concentrations, mass and molar velocities, fluxes Fick’s law, diffusivity Rate equations for mass transfer in a binary mixture Membrane permeability, molecular/pore diameter, partition coefficient, solute molecular weight Convection mass transfer definition, mass transfer coefficient 2. Differential Equations of Mass Transfer Differential species mass balances – control volume, equation of continuity Special forms of the continuity equation – Fick’s second law, Laplace equation Common boundary conditions Shell Mass balances Steps for modeling processes involving molecular diffusion Diffusion with chemical reaction and diffusional resistances in series 3. Convective Mass Transfer Dimensionless parameters Concentration boundary layer analysis Mass, energy, and momentum analogies Transport of solute between a capillary and the surrounding tissue Overall mass transfer coefficient; Solute transport in a vascularized bed Membrane processes, fluid side mass transfer coefficient with a permeable membrane 4. Fundamental Fluid Mechanics Fluid properties – point, system, element Velocity and acceleration of fluid elements Shear stress vs. shear rate, viscosity, wall shear stress, wall shear rate Newtonian and Non-Newtonian fluids; Steady flow in a circular pipe 5. Principles of Fluid Flow Macroscopic mechanical energy balance Bernoulli Equation and applications Friction losses – friction factor, friction loss and pump work Hydraulic networks – pipes in series and pipes in parallel Flow past immersed bodies – wall drag and form drag and drag coefficients 6. Fundamental Heat Transfer Conductive heat transfer, thermal conductivity, resistances Connvection and radiative heat transfer Combined mechanisms of heat transfer, resistances in series, overall heat transfer coefficient 7. Differential Equations of Heat Transfer Differential equation for heat transfer Bioheat equation Special forms of the differential energy equation Common boundary conditions Conduction in systems with heat sources Heat transfer with phase change 8. Convective Heat Transfer Dimensionless parameters Convective heat transfer coefficient correlations – Natural and forced convection, laminar flow, turbulent flow, different geometries 9. Transient Heat Transfer Lumped parameter analysis Transient conduction charts, 2D an 3D transport Heat transfer into a semi-infinite medium 10. Heat Exchangers Single-pass heat-exchanger analysis Crossflow and shell-and-tube heat exchangers Overall heat transfer coefficient
Prepared by Julia Babensee Last modified March 16, 2007 BMED 3400 Introduction to Biomechanics {Required}
Credit: 4-0-4
Prerequisite(s): (MATH 2403 (w/concurrency) or MATH 2413 (w/concurrency)) and COE 2001 (w/minimum grade of “C”)
Catalog Description An introduction to the basic concepts and methods in mechanics, as applied to biological systems, including mechanics of materials and rigid-body dynamics. The biomedical applications of mechanics will be illustrated.
Text None
Objectives
The overall objective of this course is to provide students the basic concepts, approaches, and biomedical applications of mechanics. Emphasis is placed on teaching students problem-posing and problem-solving skills and illustrating how the fundamentals of mechanics are applied to biological problems.
Outcomes
At the end of the course the students should be able to: 1. Draw free-body diagrams and solve for forces and moments in a musculoskeletal system (Program Outcomes 1 and 2) 2. Obtain stress and strain distributions in bone and other simple structures under tension, compression, torsion and bending (Program Outcomes 1 and 2) 3. Describe the mechanical properties of biological tissues (Program Outcome 1) 4. Apply Newton’s laws to predict the motion of rigid particles (Program Outcome 1) 5. Analyze the dynamics of rigid bodies and solve for velocities, acceleration or forces (Program Outcomes 1 and 2) 6. Apply basic mechanics to other biological problems (Program Outcomes 1 and 2)
Topical Outline
1. Statics Review Application of statics to biomechanics
2. Mechanics of Materials Axial loading and deformation - Normal Stress-Strain relations - Hooke’s Law, Poisson’s ratio - Axial deflection with distributed loads - Axial deflection with variable geometry - Axial loading and failure criteria - Principle of superposition - Solving statically indeterminate problems Torsional loading and deformation - Shear Stress-Strain relations - Torsion in circular shafts - Torsional deflection, failure criteria - Distributed loads, superposition, static indeterminacy Bending loading and deformation - Shear force and bending moment - Shear and moment diagrams review - Bending stress in beams - Shear stress in beams - The elastic curve and deflection in beams - Combined loadings - Principal stresses 3. Dynamics of Rigid Bodies Linear particle kinematics and kinetics Free vibration; spring-mass-damper system Forced vibration Viscoelastic modeling of biological tissues Curvilinear particle motion Kinematics of rigid bodies Relative velocity Relative acceleration Kinetics of rigid bodies Equations of motion Energy methods, Impulse and Momentum
Prepared by Lena Ting Last modified March 16, 2007 BMED 3500 Biomedical Sensors and Instrumentation {Required}
Credit: 2-3-3
Prerequisite(s): ECE 2025 and ECE 3741(w/concurrency) and BMED 2300 and CEE/ISYE/MATH 3770 (w/concurrency)
Catalog Description A study of basic concepts, analysis, and design of electronic sensors and instrumentation used in biomedical measurements. Standard clinical measurement techniques will also be examined.
Text Bioinstrumentation, J. Webster, ed., John Wiley & Sons, Hoboken, NJ, 2004
Objectives The overall objective of this course is to introduce students to the basic principles and design issues of biomedical sensors and instrumentation, including: the physical principles of biomedical sensors, analysis of biomedical instrumentation systems, and the application-specific biomedical sensor and instrumentation design
Outcomes By the end of the course the students will be able to: 1. classify systems modeling biomedical sensors and instrumentation (Program Outcomes 1 & 2) 2. use LaPlace Transforms to analyze and solve mathematical models of sensors and instrumentation (Program Outcomes 1 & 2) 3. measure the static and dynamic characteristics of bioinstrumentation systems (Program Outcomes 1, 2 & 4) 4. design simple analog circuits (e.g. instrumentation amplifiers and active filters) used in bioinstrumentation (Program Outcomes 2 & 4) 5. apply sampling theorem fundamentals to design and implement A/D conversion processes for biomedical signal acquisition (Program Outcomes 2 & 4) 6. design and conduct experiments involving biomedical sensors (e.g. biopotential, pressure, force, displacement, and/or blood and gas flow sensors) as well as to measure and interpret experimental data from living systems (Program Outcomes 2 & 4) 7. complete an open-ended team-based design project that will culminate in a poster presentation (Program Outcomes 1, 2, 4, 5, & 6)
Topical Outline 1. Representation of Systems a) Forms of mathematical models b) System classification 2. LaPlace Transforms a) Definition and properties b) Convolution integral c) Important transform pairs d) Inverse transforms 3. Biopotential Sensors a) Electrodes b) Applications 4. Bioinstrumentation Systems a) Basic Concepts & Characteristics b) Single-Time Constant Circuits c) Review of Op Amp Fundamentals d) Signal Conditioning e) Digital Signal Processing 5. Pressure, Force and Displacement Sensors a) Transduction method b) Applications 6. Blood and Gas Flow Sensors a) Electromagnetic flowmeter b) Ultrasonic flowmeter c) Thermodilution catheter
Laboratory Modules a. Review of concepts and instrumentation b. Introduction to LabVIEW c. Frequency analysis of biopotentials d. Dynamic modeling of analog filters e. Dynamic modeling of the kenetic response of a thermistor f. Modeling and analysis of biopotential electrodes g. Bandpass filters for ECG applications h. Pressure Sensors for phonocardiogram (PCG) measurement i. Design project
Prepared by Paul Benkeser Last modified March 16, 2007 BMED 4400 Neuroengineering Fundamentals {Elective}
Credit: 2-6-4
Prerequisite(s): BMED 3500 and BMED 4752
Catalog Description Lab and Lecture on current topics in NeuroEngineering, including electrophysiology, clinical and diagnostic neuroengineering, neural prosthetics, sensory-motor integration, neuromorphic VLSI, neurodynamics, neurorobotics.
Text Neuroscience, 3rd ed. by Purves et al.
Objectives In this course students will gain the knowledge and laboratory skills necessary for the study of feedback and dynamics of neural systems. Each laboratory module will incorporate literature searching, experimental design, modeling of some aspect of the system under study, data visualization and analysis, scientific writing. The teaching approach will build on problem-based learning (PBL) skills in small groups.
Outcomes 1. To become conversant in all of the fields where technology and neural tissue meet, in both clinical and basic research settings (Program Outcomes 1 and 9). 2. To hone self-directed inquiry skills through the design and execution of laboratory experiments (Program Outcomes 4 and 8). 3. To learn and apply modeling and data analysis tools to real data obtained during lab (Program Outcomes 2 & 4). 4. To hone group skills, working as small teams in and out of the lab (Program Outcome 6). 5. To learn both single-unit and multi-unit neurophysiology (Program Outcomes 1 and 2). 6. To develop an appreciation of neural dynamics, including sensory-motor integration and feedback (Program Outcome 1).
Topical Outline Lecture 1. Review of basic neurobiology a. The nervous system, its inputs and outputs b. Basic cellular neurobiology c. Neuron activity, neurodynamics, oscillations and bursts 2. Neuromorphic engineering: VLSI silicon (electronics) models of neural systems 3. Hybrid neural microsystems 4. Neural interfacing for sensory and motor prosthetics 5. Neural interfacing for treatment of disease (functional electrical stimulation) 6. Neural interfacing for in vitro brain models 7. Real-time neural data analysis and feedback; 8. Neurally-controlled robots 9. Diagnostic neural interfacing 10. Optical recording in research and the clinic 11. Models of neural trauma and neuropathology 12. Neural tissue engineering, repair and regeneration 13. Motor control 14. Neuromuscular and neuromechanical systems Laboratory Modules The Laboratory component will include three modules that will emphasize feedback and the dynamics of neural systems. We will begin at the single-neuron level of analysis in the first module, get into networks in the 2nd module, and look at the Big Picture in the 3rd module:
1. Single-unit recording and stimulation with sharp microelectrodes. This will utilize ganglia from Helisoma (pond snail) and/or Aplysia (sea hare), and will be advised by Prof. Butera, who applies these ideas and methods in his research. Emphasis will be on cellular dynamics. 2. Multi-unit recording and stimulation with multi-electrode arrays. This will use cultured mammalian neurons . Emphasis will be on network dynamics. It will be advised by Prof. Potter, who uses these techniques in his research. 3. Sensory-motor integration. Here the students will conduct psychophysical experiments on each other. It will be advised by Prof. Ting, who studies such issues in her research. Emphasis will be on whole-organism dynamics.
Each module will incorporate literature searching, experimental design, modeling of some aspect of the system under study, data visualization and analysis, scientific writing and oral presentation. The teaching approach will build on problem-based learning (PBL) skills in small groups.
Prepared by Steve Potter Last modified March 16, 2007 BMED 4500 Cell and Tissue Engineering Laboratory {Elective}
Credit: 1-6-3
Prerequisite(s): (BMED 3160 or BIOL 3331) and BMED 3300 and BMED 3400
Catalog Description The principles of cell and tissue engineering will be presented in a hands-on laboratory experience. Cell engineering topics include receptor/ligand interactions, cell cycle/metabolism, cell adhesion, cellular mechanics, cell signal transduction, and cell transfection. Tissue engineering topics include applications, biomaterials/scaffolds and cells for reparative medicine, bioreactors and bioprocessing, functional assessment, and in vivo issues.
Text Tissue Engineering, Bernhard O. Palsson, Sangeeta N. Bhatia, Pearson Prentice Hall, Inc., Upper Saddle River, NJ, (2004).
Objectives The overall objective of this course is to present the engineering, biological and basic science aspects of cell and tissue engineering through an active learning laboratory approach to stress the research nature of this field. Furtherance of this objective includes familiarity with a set of techniques and experimental skills, translation of theoretical concepts to the development of practical materials and devices and evaluation of the critical issues and choices needed in developing a tissue engineered construct.
Outcomes Specifically at the end of the course students will be able to:
1. apply their acquired laboratory skills and experimental design skills to cell and tissue engineering experiments through the use of experimental variables and controls and gain experience in data generation, analysis (including statistical analysis) and presentation (Program Outcomes 1, 2, 4 & 5) 2. identify the engineering and biological issues relevant to cell and tissue engineering (Program Outcomes 1 & 9) 3. evaluate the critical issues and choices needed in developing a tissue engineered construct (Program Outcomes 2 & 9) 4. evaluate the governing principles of cell and tissue engineering through comparison of what is physically performed in the laboratory with what is presented in the corresponding lecture component (Program Outcomes 2 & 4)
Topical Outline
The cell engineering topics (and experiments) are: • Cell culture (Tissue culture fundamentals) • Cell cycle/Metabolism (Cell viability assays - MTT assay, LIVE/DEAD™ assay, trypan blue), • Receptor/ligand interactions (EGF binding to A431 cells – Scatchard plot), • Cell adhesion (Centrifugation assay for cell adhesion to fibronectin gradients), • Cellular migration (fibroblast scratch assay).
The tissue engineering topics (and experiments) are: • Applications – cardiovascular, orthopeadic, nervous system, metabolic organs, • Biomaterials/scaffolds for reparative medicine (Preparation of PLGA scaffolds), • Cells for repair (Seeding scaffolds with a bone cell line), • Bioreactors and bioprocessing (Culture under static versus dynamic conditions, assessment of cell growth and function), • Functional assessments (Cell growth using a DNA assay, alkaline phosphatase activity and calcium deposition using alizarin red staining), • In vivo issues (Host response and bone formation in tissue engineered bone constructs using light microscopy).
Prepared by Julia Babensee Last modified March 16, 2007 BMED 4600/4601 Senior Design Project I/II {Required}
Credit: 1-3-2 (4600); 1-6-3 (4601)
Prerequisite(s) BMED 4600 – BMED 3161 (w/concurrency) and BMED 3500 (w/concurrency) BMED 4601 – BMED 4600
Catalog Description Team-oriented major design project in biomedical engineering, incorporating engineering standards and realistic design constraints.
Textbooks None
Objectives To prepare students for engineering practice through a major design experience incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.
Outcomes Specifically, at the end of the two-course sequence the students will be able to: 1. develop a problem statement and design requirements/constraints for a design problem of interest to a client (Program Outcomes 1, 3 and 5) 2. use design requirements/constraints to develop a design solution by evaluating a number of alternative designs (Program Outcomes 1, 2 and 3) 3. build a prototype, model or related proof of concept of your design (Program Outcomes 2 and 3) 4. identify and describe the potential social impact and ethical concerns associated with the product of their design efforts (Program Outcome 7) 5. explain the pre- and post-market impact of FDA regulations (Program Outcome 7) 6. complete a final report and poster presentation which includes, where applicable, analysis of critical processes, components or assemblies, CAD drawings (including tolerances and assembly drawings), costs of production (time and materials), material selection and rationale, manufacturing considerations (process selection and rationale), etc. (Program Outcomes 3 and 5)
Prepared by Paul Benkeser Last modified March 16, 2007 BMED/MP/NRE 4750 Diagnostic Imaging Physics {Elective}
Credit: 3-0-3
Prerequisite: NRE/MP 3112 or BMED 3500
Catalog Description Physics and image formation methods for conventional X-ray, digital X-ray CT, nuclear medicine, and magnetic resonance and ultrasound imaging.
Textbook Cho ZH, Jones JP, Singh M: Foundations of Medical Imaging, (John Wiley & Sons, N.Y.), 1993.
Objective 1. To train students in the fundamentals of image acquisition, deconvolution, radiation production back projection
2. To teach students about various imaging devices and applications.
Outcomes By the end of the course the students will be able to demonstrate: 1. an understanding of x-ray ultrasound and magnetic resonance interactions with tissue and the various components of imaging systems. (Program Outcome 1) 2. the ability to use fundamentals of mathematics and physics to analyze image data. (Program Outcomes 1 and 2) 3. a knowledge of modern imaging devices and their application in medicine and in industry. (Program Outcome 9)
Topical Outline
1. Conventional Planar Imaging (a) X-ray production (b) X-ray image formation and contrast (c) Photographic process and film characteristics (d) Fluoroscopic imaging systems (e) Image Noise
2. Digital X-ray Imaging and Computed Tomography (a) Digital imaging systems and image processing (b) Computed tomography (CT) image formation (c) CT image quality (d) Specialized digital techniques (e) Bioeffects and safety
3. Nuclear Medicine Imaging (a) The gamma camera (b) Detection and process of gamma-ray signals (c) Tomographic image formation (d) Image quality (e) Bioeffects and safety
4. Magnetic Resonance Imaging (MRI) (a) Intrinsic and extrinsic parameters affecting MRI contrast (b) The magnetic field B0 and the equilibrium distribution (c) The Larmor Frequency and the radiofrequency field B1 (d) Relaxation mechanisms (T1, T2, T2*) and effects of common contrast agents (e) The spin-echo sequences (f) Spatial coding using linear magnetic field gradients (g) Imaging quality (h) Bioeffects and safety
5. Ultrasound Imaging (a) Ultrasound plane waves (b) Propagation of sound waves through tissue (c) Single element transducers (d) Transducer arrays (e) Pulse echo equipment signal processing (f) B-mode Imaging (g) Continuous wave and pulse Doppler (h) Flow imaging with ultrasound (i) Imaging quality (j) Bioeffects and safety
Prepared by John Oshinski Last modified March 16, 2007 BMED/MSE 4751 Introduction to Biomaterials {Elective}
Credit: 3-0-3
Prerequisite(s): MSE 2001
Catalog Description Introduction to different classes of biomaterials (polymers, metals, ceramics) and physiological responses to biomaterial implantation. Topics include material properties, host response, and biomaterial characterization techniques.
Text J.S. Temenoff and A.G. Mikos. Biomaterials: The Intersection of Biology and Materials Science. Upper Saddle River, NJ: Pearson Prentice Hall, expected c 2008. (Currently available as class-notes)
Objectives To provide a broad-based introduction for undergraduates to different types of biomaterials (metals, ceramics, polymers) and the body’s natural responses to biomaterial implantation. Emphasis will be placed on how basic principles in chemistry and physics result in structural and functional differences in biomaterial types. The second half of the course will center on how biomaterial properties affect biological responses. Characterization techniques for both material properties and biological responses will be included in each section where appropriate.
Outcomes By the end of the course the students will understand the: 1. structure-properties relationships in ceramic, metal, and polymer biomaterials (Program Outcomes 1, 2) 2. biological environment and mechanisms within the ‘host’ that interacts with implanted biomaterials and ultimately determine their function in vivo (Program Outcomes 1, 2) 3. basic principles and applications of characterization techniques for surface and bulk properties of materials, as well as biological response to materials (Program Outcomes 2, 4) 4. basic biomedical applications of ceramic, metal, and polymer biomaterials (Program Outcome 9)
Topical Outline Materials science of biomaterials 1. Materials for biomedical applications Types of biomaterials - metals, ceramics, synthetic & naturally-derived polymers Important properties & characterization of biomaterials Principles of chemistry - atomic structure; ionic, covalent and metallic bonds 2. Chemical structure of biomaterials Crystal types (metals, ceramics); polymerization methods Principles of bulk analysis techniques 3. Physical properties of biomaterials Crystallinity and thermal transitions Principles of DSC 4. Mechanical properties of biomaterials Comparison of properties between material types Introduction to mechanical testing procedures 5. Biomaterial degradation Corrosion; polymer hydrolysis Biodegradable materials 6. Biomaterial processing Strengthening techniques (cold working, drawing, etc.) Shape-forming techniques (casting, extrusion, etc.) Sterilization methods 7. Surface properties of biomaterials Introduction to physical chemistry of surfaces; Surface modification techniques Principles of surface analysis techniques & relationship to bulk analysis techniques The biology of biomaterials 1. Protein interactions with biomaterials Thermodynamic principles governing protein adsorption General protein structure (primary to tertiary); protein adsorption – Vroman effect Protein rearrangement on surfaces; Principles of assays for protein type and amount 2. Cell interactions with biomaterials Cellular structure and function of organelles; Components of extracellular matrix Cell cycle and cell differentiation, discussion of cell phenotype Models of cell adhesion, spreading and migration Overview of cytotoxicity assays, DNA and RNA assays and immunostaining 3. Biomaterials and thrombosis Overview of extrinsic and intrinsic coagulation cascade Role of platelets, endothelium Assays for thrombogenicity of biomaterials (in vitro, in vivo, ex vivo) 4. Biomaterial implantation and acute inflammation Innate vs. acquired immunity; Types of leukocytes Overview of inflammation up to 1 day (macrophage maturation) 5. Wound healing and the presence of biomaterials Resolution after biomaterial implantation Introduction to in-vivo assessment of biocompatibility (ISO standards, choice of model, means of assessment) 6. Immune response and biomaterials Humoral vs. cellular immunity Overview of antigen presentation and leukocyte maturation B cells - types, characteristics of antibodies; T cells - types Overview of the complement cascade; Hypersensitivity and biomaterials 7. Infection, tumorigenesis and calcification of biomaterials Overview of steps to infection and role of biomaterial surface Types of bacteria; Definitions of tumorigenesis, carcinogenesis, etc. Chemical vs. foreign-body carcinogenesis Mechanisms of pathologic calcification
Prepared by Johnna Temenoff Last modified March 16, 2007 BMED/BIOL 4752: Introductory Neuroscience {Elective}
Credit: 3-0-3
Prerequisite(s): Senior standing or consent of instructor
Catalog description Goals are to understand the components of the nervous system and their functional interactions, and appreciate the complexity of higher order brain functions and pathways.
Text Purves, et al.. Neuroscience, 3rd Edition, Sinauer Associates, Sunderland, MA. with Sylvius CD Additional reading as assigned.
Objectives To learn the components of the nervous system and their functional interactions, and appreciate the complexity of higher order brain functions and pathways.
Outcomes Specifically at the end of the course students will be able to: 1. Understand the building blocks of the nervous system and how they functionally interact 2. Appreciate the complexity of higher order brain functions and begin to understand the pathways involved 3. Synthesize new connections, ideas and approaches about neuroscience research drawing from examples given in lecture, handouts and the textbook 4. Independently obtain and report, in written and oral form, topical neuroscience information.
Topical Outline 1. Neuroanatomy 2. Development and wiring 3. Membranes 4. Synaptic transmission, neurotransmitters and signaling 5. Somatic sensory system 6. Vision 7. Chemical senses 8. Pain 9. Sensorimotor integration 10. Motor neurons and circuits and motor system control 11. Synaptic and activity-mediated plasticity 12. Association cortices 13. Learning and memory 14. Language and speech 15. Drug abuse 16. Functional brain imaging 17. Consciousness 18. Auditory & vestibular systems 19. Emotions 20. Neuroethcs 21. Sleep and dreams
Prepared by Steve Potter Last modified April 18, 2007 BMED/ME 4757 Biofluid Mechanics {Elective}
Credit: 3-0-3
Prerequisite(s): AE 2020 or BMED 3300 or ME 3340
Catalog Description Introduction to the study of blood flow in the cardiovascular system. Emphasis on modeling and the potential of flow studies for clinical research application.
Text Chandran, KB, Yoganathan AP, and Rittgers S. “Biofluid Mechanics: The Human Circulation”, CRC 1st Edition (November 15, 2006), ISBN: 084937328X
Objectives To introduce undergraduate students to basic biofluid mechanic studies and current clinical research problems with emphasis on the cardiovascular system.
Outcomes Specifically at the end of the course students will develop a foundation in: 1. Fluid and solid mechanics that are pertinent to blood flow in heart and vessels. (Program Outcome 1) 2. Cardiovascular physiology. (Program Outcome 1) 3. Fluid mechanical analysis of the human circulation, primarily applied to blood flow at the arterial level. (Program Outcome 1 and 2) 4. Fluid mechanical analysis of vascular implants (e.g. prosthetic valves) and measurements in the cardiovascular system. (Program Outcome 1 and 2) 5. Velocity measurement techniques relevant to blood flow (e.g. MRI, Ultrasound Doppler, etc). (Program Outcome 1 and 2)
Topical Outline 1. Introduction/Review of Fluid Dynamics 2. Introduction to Solid Mechanics 3. Review of Cardiovascular Physiology 4. Blood Rheology and Blood Vessel Mechanics 5. Hydrostatics and Steady Flow Models 6. Unsteady Flow and Non-Uniform Geometric Models 7. Native Heart Valve Dynamics 8. Prosthetic Heart Valve Fluid Dynamics 9. Vascular Therapeutic Techniques 10. Fluid Dynamic Measurement Techniques relevant to Blood Flow
Prepared by Ajit Yoganathan Last modified April 17, 2007 BMED/ME 4758 Biosolid Mechanics {Elective}
Credit: 3-0-3
Prerequisite(s): BMED 3400 or COE 3001
Catalog Description The mechanics of living tissue, e.g., arteries, skin, heart muscle, ligament, tendon, cartilage, and bone. Constitutive equations and some simple mechanical models. Mechanics of cells. Applications.
Text Cardiovascular Solid Mechanics, JD Humphrey, Springer New York, 2004. (required)
Biomechanics. Mechanical Properties of Living Tissues, 2nd Edition, YC Fung, Springer New York, 1993. (recommended)
Objectives
The overall objective of this course is to provide students with the mathematical preliminaries and theoretical framework to analyze the mechanics of biological materials. Much of the course will consider modeling biological tissues as non-linear, elastic, homogeneous, anisotropic, incompressible materials. Additional consideration will be given to viscoelasticity, heterogeneities, and linearized elasticity and quasi-linear viscoelasticity.
Outcomes
At the end of the course the students should be able to: 1. Perform basic tensor algebra operations and employ index notation to manipulate expressions containing scalar, vector and second-order tensors. (Program Outcomes 1 and 2) 2. Understand the concepts and various definitions of stress and strain and identify the 3D state of stress and strain under different loading scenarios, including uniaxial and biaxial extension and compression, simple and pure shear, and inflation and extension of a residually stressed tube. (Program Outcomes 1 and 2) 3. Delineate the general mechanical characteristics of different biological materials and identify an appropriate theoretical framework to perform stress analysis on these materials. (Program Outcomes 1 and 2) 4. Apply the basic postulates of classical physics (conservation of mass, linear and angular momentum, and energy and the entropy inequality) to determine the 3D distribution of stress and strain in biological tissues under various loading scenarios with a given constitutive equation. (Program Outcomes 1 and 2) 5. Apply the basic postulates of classical physics to formulate constitutive equations and determine material parameters for biological tissues modeled as non-linear, elastic, heterogeneous, anisotropic, incompressible materials. (Program Outcomes 1 and 2) Topical Outline
1. Introduction 2. Mathematical Preliminaries Properties and Manipulation of Scalars, Vectors, and Tensors Matrix Methods 3. Continuum Mechanics Kinematics: Deformation and Concept of Strain Stress, Traction Balance Relations Constitutive Formulation 4. Finite Elasticity for Soft Tissue Biomechanics Uniaxial Extension Planar Biaxial Extension Inflation, Extension, and Torsion of a Thick Walled, Residually Stressed Tube 5. Soft Tissue Viscoelasticity Finite Viscoelasticity Linear and Quasi-Linear Viscoelasticity
Prepared by Rudy Gleason Last modified April 24, 2007 BMED/CHEM/CHBE 4765 Drug Design, Development and Delivery {Elective}
Credit: 3-0-3
Prerequisite(s): CHEM 3511 or 4511
Catalog Description Introduction to the pharmaceutical development process, including design of new drugs, synthesis and manufacturing issues, and methods for delivery into the body. Includes student presentations.
Text None
Objectives The course introduces the student to drug design, development, and delivery in the context of the process of generating pharmaceutical therapies. The curriculum is designed to include an interdisciplinary mix of ideas that emphasize the intersection of engineering and chemistry/biochemistry applied to pharmaceuticals.
After an introduction to the critical issues in drug design, development, and delivery, the course focuses on a series of case studies of actual drug products involving written and oral student reports. Students are expected to participate heavily in class discussions and project preparation/presentation. Class attendance and familiarity with the assigned readings are required.
Outcomes After completing this course, students should be able to: appreciate critical issues, perform analysis, and make quantitative calculations related to drug design appreciate critical issues, perform analysis, and make quantitative calculations related to drug development appreciate critical issues, perform analysis, and make quantitative calculations related to drug delivery integrate concepts from drug design, development and delivery and appreciate their interdependence understand the different phases of the pharmaceutical process appreciate the role of alternative methods and broader implications of the pharmaceutical process communicate with professionals in the pharmaceutical community.
Topical Outline Introduction Challenges of drug design, development and delivery Current practice of developing new drugs Successful examples of drug design and development Tutorial on transport phenomena Tutorial on transport phenomena Tutorial on bioorganic chemistry Drug Design Drug characteristics; Sources of drugs Structure-based drug design; High throughput screening The story of four enzymes
Drug Development Chirality; Chemo- and biocatalysis; Pharma process development (Tamiflu) Hydrolyses & condensation reactions; Thermodynamic & kinetic control; Peptides Redox reactions; Oxidoreductases; Phenylalkanol drugs; Steroids Additions; Development of a protein therapeutic Development of vaccines (influenza vaccine)
Drug Delivery Conventional delivery methods; Pharmacokinetic models Polymeric controlled release systems Transdermal delivery; Ocular and other routes of delivery; Future directions in drug delivery Pharmaceutical marketing Introduction to testosterone patch
Case Study I: Testosterone Patch Chemical synthesis of testosterone; Microbial synthesis of testosterone synthesis Transdermal patch delivery of testosterone; Other methods of testosterone delivery Broader implications: steroid abuse Introduction to ocular dorzolamide
Case Study II: Ocular Dorzolamide Dorzolamide synthesis by conventional chemoenzymatic synthesis Dorzolamide synthesis by novel chemoenzymatic routes Topical dorzolamide delivery to the eye Structure-permeability relationships for ocular delivery Broader implications: race-based health disparities Introduction to leuprolide implant
Case Study III: Leuprolide Implant Solid-state synthesis of leuprolide Enzymatic synthesis of leuprolide Polymeric controlled release of leuprolide Protein stability in controlled release systems Chemical vs. enzymatic synthesis of nifedipine Broader implications: FDA approval process
Prepared by Mark Prausnitz Last modified March 22, 2007 BMED/ECE 4783 Introduction to Medical Image Processing {Elective}
Credit: 3-0-3
Prerequisite(s): ECE 2025 and (MATH 3770 or ISYE 3770 or CEE 3770)
Catalog Description A study of mathematical methods used in medical image acquisition and processing. Concepts, algorithms, and methods associated with acquisition, processing, and display of two- and three- dimensional medical images are studied.
Text Digital Image Processing, R. C. Gonzalez, R. E. Woods, Second Edition, Prentice Hall.
Objectives To overall objective of this course is to provide an overview of mathematical tools used in medical imaging and an introduction to medical image processing.
Outcomes By the end of the course the students should be able to:
1. know the basics of methods common to medical image acquisition and medical image processing (Program Outcome 1) a. distinguish continuous from discrete images b. distinguish linear from nonlinear image operators c. understand and apply discrete and continuous two- and higher-dimensional Fourier transform d. understand image formation and representation
2. understand and apply basic image processing techniques - enhancement and restoration (Program Outcomes 1, 2) a. understand the mathematics behind these techniques b. implement these techniques in Matlab
3. understand and apply advanced image processing techniques - segmentation, registration, and motion analysis - to medical problems (Program Outcomes 1, 2) a. understand the mathematics behind these techniques b. use basic image processing techniques to improve the performance of advanced ones c. implement these techniques in Matlab and apply them to real-life medical problems
Topical Outline 1. Linear 2-D Transforms a. Linear systems and convolution b. Continuous Fourier transform c. Discrete Fourier transform d. Generalization to N-D transforms 2. Image Formation and Representation a. Sampling and sampling theorem b. Quantization c. Color images 3. Image Enhancement and Restoration a. Image noise b. Histogram equalization and matching c. Low and high pass filtering d. Median filtering e. Inverse filtering f. Wiener filtering 4. Image Analysis a. Edge detection b. Segmentation c. Registration d. Motion analysis e. Mathematical morphology 5. Image Compression a. Error-free compression 6. Reconstruction from Projections a. Radon transform b. Filtered backprojection c. Iterative Reconstruction
Prepared by Oskar Skrinjar Last modified November 6, 2006 BMED/ECE 4784 Engineering Electrophysiology {Elective}
Credit: 3-0-3
Prerequisite(s): ECE 3040 or BMED 3500
Catalog Description Basic concepts of electrophysiology from an engineering perspective. Students learn the function of relevant organs and systems and the instrumentation tools which monitor electrophysiological function.
Text Bioelectricity: A Quantitative Approach, R. Plonsey and R. Bar, 2nd edition, 2000
Objectives The overall objective of this course is to introduce students to the basic principles and design issues of biomedical sensors and instrumentation, including: the physical principles of biomedical sensors, analysis of biomedical instrumentation systems, and the application-specific biomedical sensor and instrumentation design
Outcomes By the end of the course the students will understand the: 1. basic concepts of electrophysiology (Program Outcome 1) 2. analogies between active/passive electrical circuits and electrophysiology (Program Outcome 1) 3. function of organs and systems in the body relevant to electrophysiology (Program Outcome 1) 4. tools used to monitor and quantify the electrophysiological properties of biological systems (Program Outcomes 1 and 2)
Topical Outline 1. Membrane biophysics a. Diffusion across a cell membrane b. Nernst potentials c. Diffusion potentials d. Goldman equation 2. Action potentials a. Membrane behavior b. Origin of action potentials c. Hodgkin-Huxley equations d. Modeling e. Propagation of action potentials f. Subthreshold stimuli 3. Extracellular fields a. Monopole and dipole models 4. Cellular analysis technologies a. Coulter counter b. Impedance spectroscopy c. Fluorescence spectroscopy d. Molecular tagging e. Electrodes 5. Electrophysiology of the heart a. Anatomy/physiology of the heart b. Heart vector c. Electrode configurations d. Recording e. Body surface potentials f. Interface electronics 6. Neuromuscular junction a. Transmitters b. Poisson statistics c. Post-junctional responses 7. Skeletal muscle a. Anatomy/physiology of muscle b. Myofibrils and filaments c. Excitation contraction 8. Functional neuromuscular stimulation a. Electrodes b. Nerve excitation 9. Interface circuitry/systems a. Neurophysiological analysis systems b. Skeletal muscle interfaces c. Blood analysis 10. Advanced electrophysiological analysis systems a. Micro systems b. Metabolite monitoring c. Prosthetic devices / bionics
Prepared by Bill Hunt Last modified March 22, 2007
APPENDIX B – FACULTY RESUMES (Limit 2 pages each) APPENDIX C – LABORATORY EQUIPMENT