BMEN 3415 -- New Course

Tue Jan 15 10:31:04 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 3415
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: Systems Analysis Lab
Course Title Long: Biomedical Systems Analysis Lab
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 Lab that accompanies BMEn 3411 Biomedical Systems Analysis
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:		 1.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Spring
Component 1: LAB (no final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 LAB
Academic
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 3211, &3411, BME Upper Div, or %
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 BMEn 3211, &BMEN 3411, 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.

In this lab course, students will be given very general problems, the tools to acquire data and analyze the results. The students will be responsible for designing experiments and executing them, analyzing the results and writing them up. Analysis tools learned in lecture will be required to achieve these goals.

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 up their results and show plots of their findings. Lab TA will grade the results.

- 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.

In the lab, the students will acquire data. Students will have to determine whether the signal they are recording are actual biological signals or coming from other sources. They will do tests to identify whether signals are modulated by experimental conditions they expect should change the resulting waveforms.

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 up their results and show plots of their findings. Lab TA will grade the results.

- 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.

The lab will test the student⿿s understanding of signals and systems. They will utilize Fourier Transforms, data acquisition tools, control theory and data analysis.

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.

Lab write-ups and lab performance

- Can communicate effectively

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

Labs will require students to write up their findings. They will have to assess what aspects of their results are important to report. They will have to provide background explanation for the experiments they have done. They will have to convey their findings and report their results succinctly.

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.

Lab write-ups

- 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.

In the lab they will learn how to utilize data acquisition systems. They will only be given a very basic introduction, but will then have to rely on exploring the software packages to achieve the goals proposed in the lab. Making students explore and learn software packages in lab without being told explicitly how to solve problems, is a skill that biomedical engineers require to be successful in industry and 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.

Outcome of the experiments as written in their lab reports.

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.

 <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.

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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.)


 BME 3415 Course Syllabus
November 2, 2012
BME 3411: Biomedical Systems Analysis Lab
Lab: MoosT 3-349
Instructor:
Prof. Netoff
e-mail: tnetoff@umn.edu
Office: 6-122 NHH
Office Hours: 1-2. Fridays or by appointment

Lab Teaching Assistant:
Alyona Haritonova
e-mail: harit005@umn.edu

Course Description:
This course focuses on applying biomedical signal processing and control theory.  It will develop skills in data acquisition and data analysis.

Class/lab schedule:
Each student will attend lab every other week.  You will be assigned to either the 1st or 2nd week and a partner.  Assignments will be posted at the first class.  
sec 2: Tue 10:10-12:00,
sec 3: Tue 8-9:50,
sec 4: Thu 10:10-12:00
sec 5: Thu 8:00-9:50

Grading Policy:
Each lab will contribute equally to the overall lab grade.

Lab:
The lab is designed to complement the course and develop practical skills in signal processing.  The lab will focus on acquiring signals and processing them and assessing statistical significance.  There will be a write up for each lab detailing the steps required to achieve the lab⿿s goals, any code required to accomplish these goals, analysis of the results and concluding remarks.  If you miss a lab, you must contact the lab TA to schedule a makeup lab.  You cannot show up at another lab unannounced and expect to make up.  Missing a lab may be counted against your lab grade at the TA⿿s discretion.  Lab write-ups will be due at the beginning of your next lab.  Lab write-ups can be done in groups.  You will be assigned to either the 1st or 2nd week lab and a partner.  Midway through the semester partners will be switched.


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

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 lab 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.
Wireless web access is available in the lab, please limit the use to lab related purposes.  

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.


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


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>