BMEN 3411 -- New Course

Tue Jan 15 10:30:10 2013

Approvals Received:
Department
on 12-04-12
by Jessica Baltzley
(baltz016@umn.edu)
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1139 - Fall 2013
Course: BMEN 3411
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: Biomedical Systems Analysis
Course Title Long: Biomedical Systems Analysis
Max-Min Credits
for Course:		 3.0 to 3.0 credit(s)
Catalog
Description:		 Introduction to quantitative analysis of physiological/biological systems. First/second order systems, linear time-invariant systems, systems classification/identification. Introduction to linear control theory and controller synthesis. Biological examples of electrical, mechanical, thermal, and chemical/biomedical control systems.  Lecture and discussion.
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Online Course: No
Instructor
Contact Hours:		 3.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Spring
Component 1: LEC (with final exam)
Component 2: DIS (no final exam)
Auto-Enroll
Course:		 Yes
Graded
Component:		 DIS
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:		 3211, BME Upper Div, or %
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 BMEn 3211, BME Upper Div
Editor Comments: The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab.  The teaching and structure and content of the courses will remain completely unchanged.  The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture.  
Proposal Changes: <no text provided>
History Information: The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab.  The teaching and structure and content of the courses will remain completely unchanged.  The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture.
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 will be given homeworks that first establish fundamental signal and system analysis tools, then they will be required to apply the tools to biological data sets. This year all students will be provided with their own microcontroller capable of acquiring and recording data, which they will program and acquire their own data sets.

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 will write their findings in homeworks that will be graded.

- 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 in this class will learn how to model systems and do data analysis. They will apply this knowledge to biological data sets.

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.

Homeworks and exam problems that are open ended that students must identify the pertinent theories and tools to approach and answer the questions.

- 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.

These students will work at the interface of medicine and engineering. They will learn how to apply traditional engineering skills to biological problems in novel ways. The goal of the course is to provide an understanding of data analysis skills in such a way that the students will be able to generate new data analysis tools to fit their needs.

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 will be asked to generate their own problems and apply data analysis techniques to solve them in homeworks.

- Have acquired skills for effective citizenship and life-long learning

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

The field of data and systems analysis is rapidly developing. Knowledge about the fundamentals allows the students to understand the more modern advances in the field. These tools are necessary to understand any research in the engineering and biomedical engineering fields and will provide a gateway for students to understand current research.

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.

Exam problems will utilize examples from current research to assess the understanding of the students about signals and systems analysis and how they are implemented in research.

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.

 <no text provided>
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.


 <no text provided>
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.

 <no text provided>
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.

 <no text provided>
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.

 <no text provided>
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.

 <no text provided>
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?

 <no text provided>
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.

 <no text provided>
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.)


 BME 3411 Course Syllabus
January 17, 2012
BME 3401: Biomedical Systems Analysis
Classroom: Physics 170, 9:05-9:55 AM
Lab: MoosT 3-349
Recitation:
        Tu or Th: Physics 210, 3:35-4:25 PM
Instructor:
Prof. Netoff
e-mail: tnetoff@umn.edu
Office: 6-122 NHH
Office Hours: 1-2. Fridays or by appointment

Lecture Teaching Assistant:
Oscar Miranda
e-mail: miran045@umn.edu
Office: NHH 7-101
Office hours: Friday 2:30-3:30

Lab Teaching Assistant:
Craig Markovitz
e-mail: cdmarkovitz@gmail.com

Grader
David Zhang
e-mail: zhan1610@umn.edu

Course Description:
This course focuses on biomedical signal processing and control theory.  It will cover time series and image processing, system modeling and control theory.  A laboratory section will be held every other week.

Textbooks:
Signals and Systems (2nd Edition) ISBN-13: 978-0138147570
Oppenheim and Willsky. Prentice Hall .

Alternative textbook:
Introduction to Signal and System Analsyiss, Gopalan
Signal Processing and Linear Systems, Lathi
Signal and Systems using Matlab, by Chaparro, Academic press
Supplementary texts:
Schaum⿿s Outlines,  Feedback and Control Systmes 2nd ed.  DeStefano, Stubberud and Williams.  McGraw Hill, New York.

Class schedule:
Lecture: 3 hours/week. 9:05-9:55 M/W/Fri

Recitation (students can choose either recitation, but are officially assigned the following recitation times):
Tu: 3:35-4:25 in Phys210 for students attending Thursday

Midterm 1 will be held on March 7th
Midterm 2 will be held on April 16th
The final exam will be held on 8:00 AM-10:00 AM, Saturday. May 12 in the lecture hall.

Computing resources:
The homeworks will require extensive use of Matlab.  You may use a student version of Matlab supplied by IT for some of the homeworks, which will run on your own personal computer.  This can be downloaded from http://www.itlabs.umn.edu.  To download, you will need an IT Labs account.  To request an IT Labs account, go to: https://wwws.cs.umn.edu/account-management/.  If you do not have a computer to install Matlab, you can use computers in the IT labs.  You may also use computers in the IT labs remotely if you want to use your computer as a terminal to a more powerful computer.  

To log into a computer remotely, select a UNIX computer from an IT lab.  To get graphics on a windows machine, you will need to use XMing (http://www.straightrunning.com/XmingNotes/), install Xming, Xming-portablePuTTY and Xming_fonts.  Once installed, enable PuTTY to forward x11 to your computer under SSH-> X11 .  After logging into a IT Labs computer, you must run the command: ⿿module load /math/Matlab/v.r2010b⿝ in order to access Matlab, then you may run the command ⿿matlab" to open Matlab.

Grading Policy:
Tests
The goal of the tests is to ensure that you have learned the fundamentals for the course and you are sufficiently prepared to take upper division Electrical Engineering courses in signal processing.  The tests will focus on material that is considered essential knowledge for this course.  Familiarity but weak command of the fundamentals will be a C.  A comfort and confidence with the material will be expected to achieve a B.  Being able to make higher order connections and generalize the techniques will be necessary to achieve an A. You will be able to bring one sheet of hand written notes, front and back, for the each exam.

Homework:
Homeworks will be given once a week.  You will be given one week to complete the homework, including one recitation on the homework.  It will be our goal to return the homework to you within a week after receiving it.  Homeworks are intended to help you develop an understanding of the material and build a working knowledge of the subject.  It is not a test to measure your grasp of the subject.  Therefore, homeworks will be a small fraction of the final grade (15%), but strongly encouraged to be completed.  For efficiency in grading and to encourage consideration for your TA, homeworks turned in late will be given half the scored points.  It is our intention that this should not adversely affect your grade if it happens once or twice, but will become problematic for repeat offenders.
You should go to the Grad TA primarily for help for your homework.  We will make a discussion board available on Moodle for homework.  Please help each other and organize study sections, but please do not post answers on the discussion board.  


Grade breakdown:
Midterm1: 25%
Midterm2:25%
Homework 20%
Final exam: 30%


Website: Moodle
Moodle will be used to communicate and distribute information throughout the course.  A discussion group will be provided for class discussion.

PowerPoint presentations and/or lecture notes will be posted just prior to the start of class, but generally will not be available in time to print before attending class.  These are intended to be a supplement to the text and not a complete source for studying for exams.  Not all information expected of you will be contained in the PowerPoint presentations and class notes.  You are expected to take your own class notes and reading the material listed in the class schedule.

E-mail Policies:  All e-mails will be sent from the Moodle system for your privacy.  

For questions regarding the homework, please consult your fellow students first, the Moodle discussion board and then contact your TA.  If at this point you do not have an answer, or you see an obvious error in the homework or notes, please contact the professor.

For missing homeworks please contact the student grader.

Student rights:  
All students are protected under FERPA.  Please check the University⿿s policies if you have questions.  Primarily, under FERPA, you have the right to keep all of your records and identification private.  If you feel strongly about having your e-mail identity shared with your fellow students in the class, please let me know.  I will make all efforts to keep your identity secure.  FERPA also prohibits faculty from informing your parents anything about your academic record.  Your academic achievement is strictly between you and the instructor.


General Remarks:
Please show up for class on time out of consideration to the professor and your fellow classmates.  If you have a schedule that necessitates you being late regularly, you should let the professor know.
I will try to be respectful of you and I ask that you be respectful of me.  If you feel that my behavior is disrespectful, please tell me immediately rather than waiting until the end of the semester.  I will try to make any reasonable concessions.
Wireless web access is available almost everywhere on campus, however the use of laptops will not be necessary for the class.  I request that you minimize laptop use due to the temptation to do e-mail and surf the internet, which can be distracting for other students.



Scholastic Dishonesty:
Defined in the CLA Classroom Grading and Examination Procedures as:

Scholastic dishonesty is any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one⿿s own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another's work.

College of IT provides these examples of Dishonest conduct:
⿢        submission of false records of academic achievement
⿢        cheating on assignments or examinations
⿢        plagiarizing, altering, forging, or misusing a University academic record
⿢        taking, acquiring, or using test materials without faculty permission
⿢        falsifying records or obtaining dishonestly grades, honors, awards, or professional endorsement, either acting alone or in cooperation with another.
⿢        use of a prohibited device during an examination

Any dishonest conduct will be taken to the IT Student Conduct Committee and prosecuted accordingly.  Further details for the College of IT⿿s policies can be read at: http://www.it.umn.edu/students/policies/dishonest.html or www1.umn.edu/regents/policies/academic/StudentConductCode.html

Disclaimers:
Grades will not be changed except to correct clerical errors.  
Recording equipment, besides pen and paper, will not be permitted in the classroom.
I will try to make all lecture material available in a timely manner.  However, powerpoint files are not a good substitute for taking good notes.
All rules and regulations are subject to change at my will.





Additional Information on BMEn 3401 and its Role in the B.Bm.E. Curriculum
The courses required for the Bachelor of Biomedical Engineering degree program are designed to meet the Program Educational Objectives (PEOs), as defined by the BME Department (BMED), and the Program Outcomes (POs), as defined by the Accreditation Board for Engineering and Technology (ABET). Achieving the PEOs and POs is necessary to maintain program accreditation by ABET. For a full description of the PEOs, the POs, and the accreditation of the program, please refer to the BMED web site (www1.bme.umn.edu). With respect to the BMEN 3401 course, there are two PEOs that the course is meant to partially achieve:
PEO2: Gain technical depth and expertise in one particular area within BME
The POs that the BMEn 3401 course is meant to at least partially achieve are that students should have:
(a)  an ability to apply knowledge of mathematics, science, and engineering
(c) an ability to design a system, component, or process to meet desired needs
(k)  an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Course        Title        a        b        c        d        e        f        g        h        i        j        k        l        m
BMEn 3401        Neural Engineering        H        M                                                                 L       
H= High priority, M= Medium priority, L= Low priority
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.

 <no text provided>