BMEN 5412 -- New Course

Fri Sep 23 10:27:41 2011

Approvals Received:
Department
on 09-22-11
by Rachel Jorgenson
(boehm040@umn.edu)
Approvals Pending: College/Dean  > Catalog > CCE Catalog
Effective Status: Active
Effective Term: 1119 - Fall 2011
Course: BMEN 5412
Institution:
Campus:
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11143 - Biomedical Engineerng, Dept of
General
Course Title Short: Neuromodulation
Course Title Long: Neuromodulation
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
Catalog
Description:
Fundamentals of bioengineering approaches to modulate the nervous system including bioelectricity, biomagnetism, and optogenetics. Topics include computational modeling, design, and physiological mechanisms of neuromodulation technologies. Clinical exposure to managing neurological disorders with neuromodulation technology will be emphasized.
Print in Catalog?: Yes
CCE Catalog
Description:
Fundamentals of bioengineering approaches to modulate the nervous system including bioelectricity, biomagnetism, and optogenetics. Topics include design of computational models of neuromodulation, fabrication of neural interface devices, and development of technologies to evaluate the physiological effects of neuromodulation. Clinical exposure to managing neurological diseases and disorders with neuromodulation technology will be emphasized.
Grading Basis: A-F only
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Instructor
Contact Hours:
3.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Spring
Component 1: LEC (no final exam)
Auto-Enroll
Course:
No
Graded
Component:
LEC
Academic
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Repetition of
Course:
Repetition not allowed.
Course
Prerequisites
for Catalog:
5411 or instructor approval.
Course
Equivalency:
No course equivalencies
Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
003326 - BMEn 5411
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:
Faculty
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students learn about the physiological basis for neurological disorders and how to develop technologies to treat neurological disorders.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Through weekly problem sets, students are presented with clinical problems and are evaluated on the technical rigor of the bioengineering approaches they use to solve these clinical problems, which often have no one right answer.

- Can locate and critically evaluate information

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students learn to locate and critically analyze journal articles on current topics in neuromodulation.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Through weekly problem sets, students are evaluated on the depth of their understanding of the material and their ability to articulate limitations to experimental studies in the literature.

- Have mastered a body of knowledge and a mode of inquiry

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students complete an extensive final neuromodulation design project requiring both written and oral presentation.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Students are evaluated on the effectiveness and appropriateness of their research and choice of technology.

- Understand the role of creativity, innovation, discovery, and expression across disciplines

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students are involved in a series of interactive experimental, computational, and representational argument practicums in which they must synthesize material presented in class.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Students are evaluated on the success, innovativeness, and depth of their inter-disciplinary solutions to the interactive practicums.

Liberal Education
Requirement
this course fulfills:
None
Other requirement
this course fulfills:
None
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


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Writing Intensive
Propose this course
as Writing Intensive
curriculum:
No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

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Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

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Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

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Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

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Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

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Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

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Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes the following information: course goals and description; format;structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)


This course was originally offered as a Special Topics course (BMEn 5910). A pdf of that syllabus is available upon request from Rachel at bmengp@umn.edu. See below for an unformatted version.

Course Information


Course Instructor:        Professor Matt Johnson
E-mail: john5101@umn.edu (please include ⿿BMEn 5910⿝ in the subject)
        Office: 6-134 NHH
Office Hours: TBD

Course Meetings:        T/Th 8: 15-9:30 am

Course Website:        Moodle


Course Description: Fundamentals of bioengineering approaches to modulate the nervous system including bioelectricity, biomagnetism, and optogenetics. Topics include design of computational models of neuromodulation, fabrication of neural interface devices, and development of technologies to evaluate the physiological effects of neuromodulation. Clinical exposure to managing neurological diseases and disorders with neuromodulation technology will be emphasized.

Course Text: Neuroanatomy through Clinical Cases by Hal Blumenfeld; Reading supplements will be provided to you in class.  

Course Prerequisites: BMEn 5411, or permission from the instructor.

Course Format: This is a lecture-based course consisting of two 75-minute lecture sessions per week. We will have periodic in-class demonstrations to reinforce concepts and homework sets that use real data from humans and animal models.  Students will have opportunities through this course to shadow clinicians in the implantation and programming of neuromodulation devices.

Grading Policy: Course assessment will be based on weekly homework assignments (30%), a midterm (30%), a final exam (30%), and classroom participation / final report (10%).  Grading will be based on 100-90%=A, 89-80%=B, 79-70%=C.  The threshold for grades may be lowered depending on overall class performance.

Homework (30%) -- Weekly problem sets will focus on your ability to integrate concepts across several engineering, physiology, and clinical disciplines. Assignments will be due one week after they are distributed in class.  We will use MATLAB in the homework, so familiarity with this software package will be useful.

Midterm (30%) -- The midterm will allow you to demonstrate your understanding of neural implants and the fundamentals bioelectricity, biomagnetism, and optogenetic stimulation.

Final Exam (30%) ⿿ The final exam will provide you with a chance to apply the principles you have learned through the semester and extend those concepts to other neurological disorders.

Classroom Participation / Final Project (10%) ⿿ Undergraduate students will be evaluated on participation in class whereas graduate students will write a critical review paper comparing the effectiveness and future potential of two different neuromodulation techniques for a specific neurological disorder.

E-mail Policy: I will try to respond to your e-mails as quickly as possible.  For questions on the homework, please use the discussion forum on the website so that everyone in the course can benefit.

Class Policies: Students may work in groups for the homework, but the expectation is for each student to hand in his or her own work and abide by the Student Conduct Code. Re-grades on homework and the midterm need to be submitted to me within one week of when I hand them back to you. Should you need to reschedule the midterm, please give me at least two week⿿s notice.  Any other questions or concerns ⿿ by all means, feel free to stop by during office hours or e-mail me at john5101@umn.edu.


I look forward to a great semester!



Schedule of Lectures and Assignments (tentative)


Date
Lect        Theme        Topic        Reading        Homework Distributed
18-Jan        1        Introduction        Course Introduction
⿢        Course syllabus
⿢        Macroscopic overview of the nervous system
⿢        Technology to modulate the nervous system       

20-Jan        2        Introduction        Clinical Neuroanatomy
⿢        Clinical cases: peripheral nervous system
⿢        Clinical cases: central nervous system        Blumenfeld Ch 2        HW 1
25-Jan        3        Introduction        Clinical Neuroradiology
⿢        Clinical cases: computerized tomography (CT)
⿢        Clinical cases: magnetic resonance imaging (MRI)
⿢        Clinical cases: angiography        Blumenfeld Ch 4       
27-Jan        4        Introduction        The Neurologic Exam
⿢        Guest lecture ⿿ Dr. Jerrold Vitek (Neurology)
⿢        In class demonstration        Blumenfeld Ch 3        HW 2
1-Feb        5        Meninges and Vasculature Management        Cranium, Vertebrate, and Meninges
⿢        Clinical cases: intracranial implants, herniation
⿢        Design of intracranial pressure technologies
⿢        Design of cranial and dural repair technologies        Blumenfeld Ch 5       
3-Feb        6        Meninges and Vasculature Management        Subdural Malformations
⿢        Clinical cases: tumors
⿢        Design of ablation technologies: gamma-knife, cooling, radiofrequency, electrolytic lesioning        HW 3
8-Feb        7        Meninges and Vasculature Management        Blood-Brain Barrier
⿢        Clinical cases: tumors, edema
⿢        Design of intracranial drug-delivery technologies
⿢        Design of technologies to bypass the BBB       
10-Feb        8        Meninges and Vasculature Management        Cerebral Vasculature
⿢        Clinical cases: stroke and aneurysms
⿢        Design of diagnostic tools
⿢        Design of intravascular delivery approaches        Blumenfeld Ch 10        HW 4
15-Feb        9        Neuromodulation
Approaches        Treatment for Stroke
⿢        Guest lecture ⿿ Dr. Kenneth Baker (Neurology)
⿢        Design of epidural and subdural stimulation systems
⿢        Design of stimulation to induce neural plasticity       
17-Feb        10        Neuromodulation
Approaches        Non-Invasive Neuromodulation I
⿢        Principles of transcranial magnetic stimulation (TMS)
⿢        Modeling electromagnetic fields in neural tissue
⿢        Effects of TMS frequency on neurophysiology        Liepert
2000        HW 5
22-Feb        11        Neuromodulation
Approaches        Non-Invasive Neuromodulation II
⿢        Principles of transcranial direct current stimulation
⿢        Modeling electric fields in the neural tissue
⿢        Effects of constant current versus pulse trains        Hummel 2005       
24-Feb        12        Neuromodulation
Approaches        Modeling Electrical Fields in Neural Tissue I
⿢        Homogeneous finite element models
⿢        Current versus voltage-controlled stimulation
⿢        Design of multi-polar stimulation systems        HW 6
1-Mar        13        Neuromodulation
Approaches        Modeling Electrical Fields in Neural Tissue II
⿢        Heterogeneous finite element models
⿢        Diffusion tensor imaging and impedance tomography
⿢        Tissue response to intracranial implants       
3-Mar        14        Neuromodulation
Approaches        Optogenetic Neuromodulation I
⿢        Principles of light-activated ion channels
⿢        Strategies for delivering microbial opsin genes
⿢        Optimizing expression and function        Gradinaru 2010        prepare for midterm
8-Mar        15        Neuromodulation
Approaches        Optogenetic Neuromodulation II
⿢        Design of intracranial infusion systems
⿢        Neural responses to optical stimulation
⿢        Optical control of behavior        Zhang
2010       
10-Mar        16        Midterm       
15-Mar        --        Spring Break       
17-Mar        --       
22-Mar        17        Neuromodulation
Approaches        Design of Electrodes I
⿢        Designing multi-channel electrode geometries and configurations specifically for the anatomical target
⿢        Insulation and biocompatibility issues       
24-Mar        18        Neuromodulation
Approaches        Design of Electrodes II
⿢        Microfabrication processes: photolithography, chemical vapor deposition, metal deposition, etching
⿢        Polymer versus silicon substrates        HW 7
29-Mar        19        Neuromodulation
Approaches        Design of Electrodes III
⿢        Integration of drug delivery channels
⿢        Integration of optrode design
⿢        Optimization for biocompatibility        Zhang
2009       
31-Mar        20        Evaluating Neuromodulation Therapies        Measuring Effects of Neuromodulation I
⿢        Non-invasive functional imaging (fMRI, EEG, MEG)
⿢        Designing therapies for clinical subtypes
⿢        MR / device compatibility issues        HW 8
29-Mar        21        Evaluating Neuromodulation Therapies        Measuring Effects of Neuromodulation II
⿢        Intracranial microelectrode recordings
⿢        Stimulus artifact suppression techniques
⿢        Signal processing algorithms for spikes and LFPs        
31-Mar        22        Evaluating Neuromodulation Therapies        Measuring Effects of Neuromodulation III
⿢        Intracranial neurotransmitter recordings
⿢        Voltammetry and amperometry
⿢        Microdialysis techniques         HW 9
5-Apr        23        Evaluating Neuromodulation Therapies        Physiological Mechanisms of Neuromodulation
⿢        Excitation or inhibition?
⿢        Release of neurotransmitters
⿢        Effects on synchronicity       
7-Apr        24        Neuromodulation
Applications        Neuromodulation for Pain
⿢        Pathophysiology and clinical cases
⿢        Spinal cord and thalamic stimulation
⿢        Multi-channel programming        Blumenfeld Ch 7-9        HW 10
12-Apr        25        Neuromodulation
Applications        Neuromodulation for Essential Tremor
⿢        Pathophysiology and clinical cases
⿢        Sculpting stimulation according to brain somatotopy
⿢        Designing settings to avoid paresthesia side-effects        Blumenfeld Ch 16       
14-Apr        26        Neuromodulation
Applications        Neuromodulation for Parkinson⿿s disease
⿢        Pathophysiology and clinical cases
⿢        Mechanisms underlying multiple stimulation targets
⿢        Possible neuroprotective effects of stimulation        HW 11
19-Apr        27        Neuromodulation
Applications        Neuromodulation for Dystonia
⿢        Pathophysiology and clinical cases
⿢        Stimulation-induced neural plasticity
⿢        Temporal effects of therapeutic onset/cessation       
21-Apr        28        Neuromodulation
Applications        Neuromodulation for Epilepsy
⿢        Pathophysiology and clinical cases, Dr. Abosch
⿢        Identification of pathological brain regions
⿢        Automated closed-loop stimulation        Blumenfeld Ch 18        HW 12
26-Apr        29        Neuromodulation
Applications        Neuromodulation for Depression and OCD
⿢        Pathophysiology and clinical cases
⿢        Fiber tractography and neuromodulation
⿢        Issues of power consumption and battery life       
28-Apr        30        Neuromodulation
Applications        Neuromodulation ⿿ Emerging Areas
⿢        Alzheimer⿿s disease, obesity, Tourette⿿s syndrome,
⿢        Designing stimulation systems to the target anatomy
⿢        Ethical issues with neuromodulation        Blumenfeld Ch 17        grad project abstract due
3-May        31        Translational Neuroengineering        Intellectual Property and Seed Funding
⿢        Provisional patents and patents through UMN
⿢        NIH SBIR/STTR grants and venture capital       
5-May        32        Translational Neuroengineering         FDA Process
⿢        Phases of clinical trials
⿢        Process for bringing a device to market        grad project
report due
??-May        Finals        Final Exam       

Strategic Objectives & Consultation
Name of Department Chair
Approver:
<no text provided>
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

<no text provided>
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?

<no text provided>
Strategic Objectives -
Consultation with Other
Units:
In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

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