BMEN 4015 -- New Course

Fri Mar 14 13:31:19 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 4015
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: CAE of Biomech/transport Devic
Course Title Long: CAE of Biomechanical/transport Devices
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Catalog
Description:
Students use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical devices.
Print in Catalog?: Yes
CCE Catalog
Description:
Students use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical devices.
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 (no 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:
3011, 3015, 3111, 3115
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 use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical 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.

Homework assignments will mainly consist of analysis of biotransport and biomechanics related problems using the CAE software. They will be related to lectures and you will apply what you learn in class. Unless indicated otherwise, all assignments will have the same value. No credit will be given for homework submitted late. A final project is required for the course. The final project will be on a transport or mechanics problem from biomedical engineering field. You are free to choose your project topic. You can look into the biomedical engineering literature for ideas. You are highly encouraged to discuss the selected topic with the instructor early in the project. A report for the final project is due on final exam day. A late project report won't be accepted. A poster presentation is also required on the final exam day. There won't be a final exam for this 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 4015 CAE of Biomechanical/transport Devices
1 Credit
Instructor: Ismail Guler
Lectures: Time TBD, Location IT Instructional Computer Lab (TBD)
Office Hours: One hour following each lecture at IT Instructional Computer Lab
E-mail: guler001@umn.edu (please put "BMEn 4xxx" at the start of the subject line")

Course Goals and Objectives
1)        Learn fundamentals of Computer Aided Engineering (CAE)
2)        Gain hands on experience with a commercial CAE software
3)        Use the CAE software to analyze transport and mechanics problems involving biomedical engineering and medical devices

Prerequisites
BMEn upper-division undergraduate and completion of BMEn 3011/15 (Biomechanics) and BMEn BMEn 3111/15 (Biomedical Transport Processes).

Required Materials
There is no required textbook for this course. The following reference materials are available either through the CAE software or the University of Minnesota Libraries online:
⿢        Introduction to COMSOL Multiphysics
⿢        COMSOL Multiphysics User's Guide
⿢        COMSOL Multiphysics Reference Guide
⿢        Computational Engineering: Introduction to Numerical Methods, Michael Schafer, Springer, 2006.
⿢        An Introduction to Modeling of Transport Processes: Application to Biomedical Systems, Ashim K. Datta and Vineet Rakesh, Cambridge University Press, 2010.
Assignments and Projects
Homework assignments will mainly consist of analysis of biotransport and biomechanics related problems using the CAE software. They will be related to lectures and you will apply what you learn in class. Unless indicated otherwise, all assignments will have the same value. No credit will be given for homework submitted late.

A final project is required for the course. The final project will be on a transport or mechanics problem from biomedical engineering field. You are free to choose your project topic. You can look into the biomedical engineering literature for ideas. You are highly encouraged to discuss the selected topic with the instructor early in the project.  A report for the final project is due on final exam day. A late project report won't be accepted.  A poster presentation is also required on the final exam day. There won't be a final exam for this course.

Course meetings outside of class
There won't be any meetings outside of class.

Attendance Requirements/Penalties
Students are expected to be in class on time. They are highly encouraged to utilize the office hours as much as possible.

Statement on Extra Credit
There won't be any extra credit for this course.

Policy for makeup work
No make-up work will be offered unless approved by the instructor in advance.

Final Exam
There won't be a final exam for this course. Instead poster presentations for the final projects will take place on the final exam day.

Grading Policy
Homeworks        70%
Final Project        30%

The course will be graded using the scale below:
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

Depending on the overall performance of the class, the course grade may be based on a curve established by the instructor. ⿿
Lecture        Week        Topic
1        1        Course overview, An introduction to CAE for biomedical engineers
2        2        Anatomy and physiology of a CAE software, An introduction to COMSOL
3        3        Spatial discretization (an introduction to finite element method), Case study: Blood flow through a stented artery
4        4        Time discretization and verification of computational models, Case study: Drug release from a stent coating
5        5        Case study: Transmural fluid flow in an arterial wall (Darcy's equations for flow in porous media)
6        6        Element types and numerical integration, Case study: Drug transport in an arterial wall (convection, diffusion, binding)
7        7        Convergence and grid independence, Case study: Hemodynamics of a cerebral aneurysm treated by a flow diverting stent
8        8        Coupled problems, source terms, Case study: Thermo-electrical analysis of RF ablation of liver tumors, thermal damage
9        9        TBD
10        10        Case study: Torsion of a circular shaft, Stresses in driveshaft of a chronic total occlusion (CTO) device
11        11        Validation of computational models, Case study: Bending stiffness of a catheter  shaft
12        12        Case study: Distension of an artery during cardiac cycle (arterial wall mechanics)
13        13        Nonlinear problems and linearization, Case study: Radial force analysis of a stent
14        14        Solution of linear algebraic system of equations, Case study: Fatigue analysis of a stent
15        15        TBD
Final        16        Final project report due and poster presentation during finals
⿿
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:
Taner 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 CAE 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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