BMEN 4013 -- New Course

Fri Mar 14 13:31:24 2014

Approvals Received:
Department
on 03-12-14
by Jessica Baltzley
(baltz016@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > CCE Catalog
Effective Status: Active
Effective Term: 1149 - Fall 2014
Course: BMEN 4013
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: CAD of Biomechl/transport Devi
Course Title Long: CAD of Biomechanical/transport Devices
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Catalog
Description:
This course provides an introduction to CAD modeling and analysis for medical device engineers using the SOLIDWORKS CAD platform.  Emphasis is on practical applications of CAD for engineers using real-world examples from actual industry projects.  
Print in Catalog?: Yes
CCE Catalog
Description:
This course provides an introduction to CAD modeling and analysis for medical device engineers using the SOLIDWORKS CAD platform.  Emphasis is on practical applications of CAD for engineers using real-world examples from actual industry projects.  
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:
Fall
Component 1: LAB (with final exam)
Auto-Enroll
Course:
Yes
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:
BME Upper Division or #
Course
Equivalency:
No course equivalencies
Consent
Requirement:
No required consent
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>
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 use CAD software to solve problems in the design of biomechancial/transport devices

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 complete weekly homework assignments to reinforce and demonstrate core CAD competencies. Final Exam will be a proctored exam in the Solidworks computer lab. Students will need to demonstrate CAD skills learned throughout the course.

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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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
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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Statement of Certification: This course is certified as Writing Internsive effective  as of 
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.)


BMEn 4013 CAD of Biomechanical/transport Devices
1 Credit, Time TBD
Instructor: Paul Hattan, hatta003@umn.edu
Prerequisites: BME upper-division

Course Goals and Objectives
This course provides an introduction to CAD modeling and analysis for medical device engineers using the SOLIDWORKS CAD platform.  Lecture emphasis is on practical applications of CAD for engineers using real-world examples from actual industry projects.  At the end of this course, students will be prepared to:

1.        Create and modify 3-D CAD parts and assemblies.
2.        Read, interpret, and create 2-D part and assembly drawings, including GD&T nomenclature.
3.        Design products for manufacturability (DFM) using CAD analysis tools.

Required Materials
There are no required texbooks for this course.  Students will utilize the tutorials and help files built into the Solidworks CAD application environment.  Supplemental materials will be provided in lecture and made available through the course website.
Optional textbook:  SolidWorks 2013 Bible, Matt Lombard. Wiley, 2013.  ISBN: 978-1-118-50840-4
Assignments and Projects
Students will complete weekly homework assignments to reinforce and demonstrate core CAD competencies.  

Attendance Requirements/Penalties
As a hands-on skills development course, attendance is required for all lecture sessions.  Absences must be approved ahead of time with the course instructor.  Unexcused absences will incur a 5% grade reduction.

Statement on Extra Credit
Students will be permitted to resubmit any homework assignments that did not receive full credit on initial submission.  Students will be awarded half credit for any improvements to the assignment grade.

Policy for makeup work
Late or makeup work will not be accepted except as approved by the course instructor due to exceptional circumstances.

Final Exam
Final Exam will be a proctored exam in the Solidworks computer lab.  Students will need to demonstrate CAD skills learned throughout the course.



Grading Policy
Homework        70%
Final Exam        30%

The scale below indicates the grade guaranteed by a student⿿s score.  Depending on score distribution, instructor may reduce the score requirements for each grade.
93-100:  A     90-92.9: A-
87-89.9: B+     84-86.9: B     81-83.9: B-
78-80.9: C+     75-77.9: C     72-74.9: C-
66-71.9: D+     60-65.9: D     <60:     F

Grade Definitions
Please see the University of Minnesota⿿s Grading and Transcripts policy at http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Student Conduct Code
Students in this course are expected to adhere to the University of Minnesota⿿s Student Conduct Code:  http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

Administrative Policy for Legitimate Absences
Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include illness of the student or his or her dependent, participation in intercollegiate athletic events.  For other University of Minnesota policies regarding absences and makeup work, please see http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Board of Regents and Administrative Policy on Conduct, Teaching, and Learning
Please ensure that you are familiar with both the Student Conduct Code and Administrative Policy on Teaching and Learning:
http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

Board of Regents Policy on Sexual Harassment
Please see this important information on the University of Minnesota⿿s Policy on Sexual Harassment
http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

Board of Regents Policy on Equity, Diversity, Equal Employment Opportunity, and Affirmative Action
Please see this important information on the University of Minnesota⿿s Board of Regents Policy on Equity, Diversity, Equal Employment Opportunity, and Affirmative Action
http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf

Mental Health and Stress Management Services
Please know that as part of your experience here at the University of Minnesota, there are resources for you in time of stress.  Please visit http://mentalhealth.umn.edu/ for several resources for students, their parents, faculty, and staff.

Board of Regents Policy on Academic Freedom
Please see this important information on the University of Minnesota⿿s Board of Regents Policy on Academic Freedom and Responsibility
http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf

Strategic Objectives & Consultation
Name of Department Chair
Approver:
Tanern Akkin
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

This course provides students with marketable skills and a better understanding of the application of their engineering skills to a CAD to see the development and design process of biomechanical/transport devices.  It adds to our program objective of giving students skills that will help them find employment in biomedical engineering.
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?

Yes, so no consultation needed.
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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