BMEN 5601 -- New Course

Wed Dec 16 12:42:51 2015

Approvals Received:
Department
on 12-16-15
by Rachel Jorgenson
(boehm040@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1163 - Spring 2016
Course: BMEN 5601
Institution:
Campus:
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11143 - Biomedical Engineerng, Dept of
General
Course Title Short: Cardiovascular Devices
Course Title Long: Cardiovascular Devices
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Catalog
Description:
Design of cardiovascular devices with experts from local medtech companies. Discussion of clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices. Design, analysis, and testing of these and related devices.

prereq: BMEN 3011, 3111, 3211, or equivalents with instr consent; or CSE grad student
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
Course Typically Offered: Every Spring
Component 1 : LEC (no final exam)
Auto-Enroll
Course:
No
Graded
Component:
LEC
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:
BMEN 3011, 3111, 3211, or equivalents with instr consent
Course
Equivalency:
No course equivalencies
Add Consent
Requirement:
No required consent
Drop Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
BMEn upper div or CSE grad student
Editor Comments: <no text provided>
Proposal Changes: This course was offered in Spring 2015 as a Special Topics course, BMEn 5920. We wish to turn it into a permanent course effective Spring 2016 and beyond.
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.

This course will expose students to the design of cardiovascular devices by experts from local medical technology companies. Lectures will be structured so students understand the clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices (to stimulate thought on research opportunities) on a different cardiovascular device each week. Upon completion of this course, students should be able to understand the design, analysis, and testing of these and related devices. They will have opportunities to apply and reinforce engineering principles learned in prior courses. In particular, students will be required to complete a report on the design and testing of a cardiovascular device.

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 required to complete a written report on the design and testing of a cardiovascular device, worth 70% of the overall course grade.

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>
LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
<no text provided>
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.

<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>
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 5920  Cardiovascular Devices
1 Credit, Thursday 2:30-3:20
Instructor: Bruce KenKnight (kenknight.bruce@gmail.com)
Prerequisites: BMEN 3011, 3111, 3211, or equivalents with instructor consent; or CSE grad student

Course Goals and Objectives
This course will expose students to the design of cardiovascular devices by experts from local medtech companies.  Lectures will be structured to so students understand the clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices (to stimulate thought on research opportunities) on a different cardiovascular device each week.

Learning and Development Outcomes:
Upon completion of this course, students should be able to understand the design, analysis, and testing of these and related devices. They will have opportunities to apply and reinforce engineering principles learned in prior courses.

Assignments and Projects
⿢        Participation (30% of grade)
⿢        Completion of a report on design and testing of a cardiovascular device (70% of grade)
Course meetings outside of class
None

Attendance Requirements/Penalties
Students are expected to attend most class sessions. Multiple unexcused absences will result in participation reduction.

Statement on Extra Credit
There is no extra credit available.

Policy for makeup work
Late reports will be accepted only because of documented illness or personal emergency.

Final Exam
None

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:
Bob Tranquillo
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

This unique course, because of the expert speakers from local companies, connects principles to devices and better prepares our students for employment in the medtech industry.
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?

No.
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.

See below for email consultations with (1) Will Durfee in Mechanical Engineering (CSE); and (2) Michael O'Connor and Melissa Gardner in  Genetics, Cell Biology and Development (CBS):

---------------------------

(1) - Will Durfee, CSE

Rachel,

This is an excellent course. It does not overlap with any course in Mechanical Engineering, with any course in CSE, and as far as I know, with any other course at the University. The only related course, which does not represent an overlap, is the week-long cardiovascular physiology course directed by Paul Iaizzo and held in January. Your course is a great complement to that one, and vice-versa.

I hope that your course will be publicized within CSE as there are Mechanical Engineering graduate and undergraduate students who would be interested and who would have the equivalents to the listed pre-reqs.

Will


-----
William Durfee
Professor and Director of Design Education
Department of Mechanical Engineering
University of Minnesota
111 Church St SE, Minneapolis, MN 55455
612-625-0099
wkdurfee@umn.edu

---------------------------

(2) - Michael O'Connor and Melissa Gardner, CBS

Hello Rachel,

Both Melissa and i looked over the syllabus for BME 5920 and we see no overlap with present GCD courses.

Mike O'Connor

Michael B. O'Connor
Ordway Professor of Developmental Biology
Head, Department of Genetics, Cell Biology and Development
University of Minnesota
Minneapolis, MN 55455
Tel: 612-626-0642
http://www.oconnor.umn.edu/