Mon Feb 4 10:44:05 2013
| Approvals Received: |
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| Approvals Pending: | College/Dean > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1139 - Fall 2013 | |
| Course: | BMEN 5701 | |
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Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11143 - Biomedical Engineerng, Dept of | |
| General | ||
| Course Title Short: | Cancer Bioengineering | |
| Course Title Long: | Cancer Bioengineering | |
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Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
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Catalog Description: |
Understanding of cancer-specific cell, molecular and genetics events and cover quantitative applications of bioinformatics and systems biology, optical imaging, cell and matrix mechanics, and drug transport (with some examination of design of novel therapeutics). | |
| Print in Catalog?: | Yes | |
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CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F or Aud | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
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Instructor Contact Hours: |
3.0 hours per week | |
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Years most frequently offered: |
Every academic year | |
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Term(s) most frequently offered: |
Fall | |
| Component 1: |
LEC (with final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
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Course Prerequisites for Catalog: |
Upper division CSE undergraduate, CSE graduate student, or consent of instructor. | |
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Course Equivalency: |
No course equivalencies | |
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Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
000370 - CSE upper div or grad student | |
| Editor Comments: | <no text provided> | |
| Proposal Changes: | <no text provided> | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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| 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. The course project is a short (5 page) grant application, followed by a short presentation, proposing to either apply current engineering principles to a cancer biology problem in a new way or to apply novel engineering strategies to a well studied or understudied cancer biology problem. 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. Grading the course project, which is 40% of the total grade (25% paper + 15% oral presentation). - 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 should read assigned papers in advance of class. Students are encouraged to form study groups to discuss and critically evaluate the paper in advance of class. Prior to the discussion of a paper, a brief lecture will be given to provide additional background and perspective on the topic. The paper will then be discussed in class, section by section. For some topics assigned student groups may lead parts of the discussion. 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 expected to understand what was done, why it was done, and the significance of what was done. If students are unclear on any of these issues, they are expected to ask in class (or in advance of class). Part of the grade for the course will depend on classroom participation. Generally, students should earn full credit for this component. However, if there are lapses in the discussion and no student answers the question posed by the instructor or student leaders, then the instructor will randomly query students from the class list to assess their preparedness. Failure to prepare adequately could result in a lowered score for participation. Students are also encouraged to email questions to the instructor in advance of class. - 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. The course project is a short (5 page) grant application, followed by a short presentation, proposing to either apply current engineering principles to a cancer biology problem in a new way or to apply novel engineering strategies to a well studied or understudied cancer biology problem. 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. Grading the course project, which is 40% of the total grade (25% paper + 15% oral presentation). | |
| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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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:
<no text provided> |
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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:
<no text provided> |
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| Writing Intensive | ||
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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> |
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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. <no text provided> |
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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. <no text provided> |
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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. <no text provided> |
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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? <no text provided> |
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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. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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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.) Preliminary Course Syllabus BMEn 5701 ⿿ Cancer Bioengineering Fall 2013 Location: TBD Time: WF 9:45-11:00 Office hours: Monday 11:15-12:15 Instructor: Prof. Paolo P. Provenzano Office: 7-120 Hasselmo Hall Phone: (612) 624-3279 E-Mail: pprovenz@umn.edu Course Description: Cancer bioengineering provides a wealth of opportunities for physical scientists to deepen their understanding of fundamental biologic principles while learning how engineering can contribute to oncology. This course will emphasize the understanding of cancer-specific cell, molecular and genetics events and cover quantitative applications of bioinformatics and systems biology, optical imaging, cell and matrix mechanics, and drug transport (with some examination of design of novel therapeutics). At the end of this course students will be able to integrate key aspects of cancer biology and recent bioengineering efforts utilizing engineering analysis and technology to elucidate mechanisms of tumor progression and rationally develop novel diagnostics and therapies. Prerequisites: Upper division undergraduate or graduate student, or consent of instructor. In addition to previous course work in engineering and/or physics, a working understanding of cell and molecular biology is highly recommended. Course Goals: The goals of this course are to leave the student with a deep understanding of cancer biology and real-world application of engineering principles and technologies. By focusing on areas where quantitative and engineering tools and analysis have provided, or promise to provide, novel insight into fundamental disease processes the student will learn new engineering principles. The intent is that the focus areas listed in the course description (basic cancer biology, bioinformatics/systems biology, cell mechanics, optical imaging, and physical mechanisms of therapeutic resistance) will help expand, broaden and deepen understanding of both engineering and biology. Course Expectations: Students should read assigned papers in advance of class. Students are encouraged to form study groups to discuss the paper in advance of class. Prior to the discussion of a paper, a brief lecture will be given to provide additional background and perspective on the topic. The paper will then be discussed in class, section by section. For some topics assigned student groups may lead parts of the discussion. Students are expected to understand what was done, why it was done, and the significance of what was done. If students are unclear on any of these issues, they are expected to ask in class (or in advance of class). Part of the grade for the course will depend on classroom participation. Generally, students should earn full credit for this component. However, if there are lapses in the discussion and no student answers the question posed by the instructor or student leaders, then the instructor will randomly query students from the class list to assess their preparedness. Failure to prepare adequately could result in a lowered score for participation. Students are also encouraged to email questions to the instructor in advance of class. Textbook (required): Weinberg R.A., The Biology of Cancer, 2007 Garland Additional Resources: A standard cell biology textbook is recommended as a reference. Alberts et al., Molecular Biology of the Cell, Garland. Bray, D., Cell Movements: From Molecules to Motility, Garland. Lodish et al., Molecular Cell Biology, W.H. Freeman and Co. For basic background on cell mechanics, transport, and reaction kinetics/thermodynamics, refer to: Boal, D., Mechanics of the Cell, 2002, Cambridge Univ. Press. Howard, J., Mechanics of Motor Proteins and the Cytoskeleton, 2001, Sinauer Assoc. Truskey A., Transport Phenomena in Biological Systems, 2009, Pearson Prentice Hall An optional ⿿interesting readings list will be provided on Moodle for each lectures/section for students to dig deeper into a topic of interest Course Grading: 50% homework; 40% project (25% written + 15% presentation); participation 10%. Homework will span standard question and answer formats to critical analysis of key papers and concepts in the field. The course project is a short (5 page) grant application, followed by a short presentation, proposing to either apply current engineering principles to a cancer biology problem in a new way or to apply novel engineering strategies to a well studied or understudied cancer biology problem. The deadline for proposal topic selection is Nov. 1st. Project reports are due on Dec. 3rd. Grading will be on the following scale (using university criteria, which may be found at http://process.umn.edu/groups/senate/documents/policy/gradingpolicy.html): 90-100 A 80-83.3 B 70-73.3 C <60 F 86.7-89.9 A- 76.7-79.9 B- 67.7-69.9 C- 83.4-86.6 B+ 73.4-76.9 C+ 63.4-67.6 D Additional Information on BMEn 5701 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 Student Outcomes (SOs), as defined by the Accreditation Board for Engineering and Technology (ABET). Achieving the PEOs and SOs is necessary to maintain program accreditation by ABET. For a full description of the PEOs, the SOs, and the accreditation of the program, please refer to the BMED website (bme.umn.edu/undergrad/index.html) and the ABET website (www.abet.org/forms.shtml). The POs that the BMEn 5701 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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Week 1: Assigned Reading Review of fundamental biologic processes Hanahan & Weinberg, Hallmarks of Cancer, 2011 Summary overview of each section of the course Introduction to cancer biology (Basic concepts, diagnostic criteria and stages of disease progression) Week2: Discuss Hallmarks of Cancer Paper Eisen et al., 1998, Sorlie et al., 2001 Diversity of Cancer (Clustering, clustering metrics, divisive algorithms, systems mapping of cancer genetics) Oncogenesis / Oncogenes Week 3: Oncogenesis / Oncogenes cont. Kumar et al., 2011; Kim et al., 2007 Growth Factors Week 4: Olive et al., 2004 Growth Factors cont. Tumor suppressor genes Week 5: TBD Apoptosis Chemotherapy Week 6: Egeblad et al., 2010 Cancer as an organ/system Small molecule therapies Week 6 Wirtz & Searson, 2011 Cell motility / migration overview Integrins / Focal adhesions (force transducers, signaling) Week 7 Stages of metastasis (biological and physical factors) Provenzano et al., 2009 Contact guidance Week 8 Provenzano et al., 2008, Condeelis, 2004 MPLSM / SHG Intravital imaging of invasion and metastasis Week 9 Leventhal et al., 2009 Contact Guidance ⿿ Rho-mediated contractile force Stiffness and migration ⿿ durotaxis Week 10 Computational modeling of cell invasion Zaman et al., 2005, 2006 Project ideas (past and future) Week 11 Jain TBD Tumor microenvironment Physical resistance to drug therapy (diffusion and convection) Week 12 Olive et al., 2009 Physical resistance to drug therapy (diffusion and convection) Stroma targeting therapy - Vascular Week 13 Provenzano et al., 2012 Stroma targeting therapy ⿿ Fibroblasts Stroma targeting therapy ⿿ ECM Week 14 TBD Drug delivery: Nanoparticles Immune therapy Week 15 Project presentations |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
<no text provided> | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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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> |
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