Tue Nov 25 10:53:33 2014
| Approvals Received: |
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| Approvals Pending: | College/Dean > Provost > Honors > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1153 - Spring 2015 | |
| Course: | BMEN 4794H | |
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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: | Directed Research Honors | |
| Course Title Long: | Directed Research Honors | |
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Max-Min Credits for Course: |
4.0 to 1.0 credit(s) | |
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Catalog Description: |
Independent laboratory research under faculty supervision. | |
| Print in Catalog?: | Yes | |
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CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F only | |
| Topics Course: | No | |
| Honors Course: | Yes | |
| Online Course: | No | |
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Instructor Contact Hours: |
4.0 hours per week | |
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Years most frequently offered: |
Every academic year | |
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Term(s) most frequently offered: |
Fall, Spring, Summer | |
| Component 1: |
IND (with final exam) |
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Auto-Enroll Course: |
Yes | |
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Graded Component: |
IND | |
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Academic Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Repetition of Course: |
Allow up to 2 repetition(s) totalling up to 6.0 credit(s). | |
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Course Prerequisites for Catalog: |
BME UD, UHP student, #, % | |
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Course Equivalency: |
No course equivalencies | |
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Consent Requirement: |
Department | |
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Enforced Prerequisites: (course-based or non-course-based) |
000892 - BMEN upper div | |
| 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 overall project will be determined before the research commences. Prior to registration, the student will write a research abstract detailing the goals of the project, and particular assignments will be decided at regular intervals based on the progress of the 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. Students are required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). - 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. The overall project will be determined before the research commences. Prior to registration, the student will write a research abstract detailing the goals of the project, and particular assignments will be decided at regular intervals based on the progress of the 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. Students are required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). - 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 overall project will be determined before the research commences. Prior to registration, the student will write a research abstract detailing the goals of the project, and particular assignments will be decided at regular intervals based on the progress of the 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. Students are required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). - 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. Students are required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). Particulars of the paper requirements can be found in the proposed course syllabus. 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 required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). Particulars of the paper requirements can be found in the proposed course syllabus. - Understand the role of creativity, innovation, discovery, and expression across disciplines Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students learn advanced research methods and data interpretation and apply skills they have learned in their engineering courses to a research setting. 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 required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). Particulars of the paper requirements can be found in the proposed course syllabus. | |
| 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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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 |
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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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| Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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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.) BMEn 4794H Honors Directed Research 1-4 Credits Instructor: Casim Sarkar, 612-626-0525, csarkar@umn.edu Prerequisites: BME upper-division Course Goals and Objectives The Directed Research registration category allows students to earn academic credit for an independent research project performed under the supervision of a faculty advisor. Students learn advanced research methods and data interpretation and apply skills they have learned in their engineering courses to a research setting. In alignment with administrative policy (Undergraduate Student Learning and Development Outcomes: Twin Cities, Crookston, Morris, Rochester), students in this course: Can identify, define, and solve problems Can locate and critically evaluate information Have mastered a body of knowledge and a mode of inquiry Can communicate effectively Understand the role of creativity, innovation, discovery, and expression across disciplines Required Materials Required materials will be provided by the faculty PI (primary investigator) of the lab. Assignments and Projects Students are required to devote at least three hours to the lab per week for each credit they are earning. The overall project will be determined before the research commences. Prior to registration, the student will write a research abstract detailing the goals of the project, and particular assignments will be decided at regular intervals based on the progress of the research. Students are required to complete a final report at the end of the research project. The final report will be evaluated by the faculty PI as well as the BME Honors Faculty Representative (who serves as the official instructor of record for the course). Particulars of the paper requirements can be found on page 3. Course meetings outside of class This course does not have any formal meetings. Weekly schedules will be determined by the student and his/her faculty PI and/or any lab staff the student is also working with. Attendance Requirements/Penalties Students are required to devote at least three hours per week to the lab for each credit they are earning. Weekly schedules will be determined by the student and his/her faculty PI and/or any lab staff the student is also working with. Policy for makeup work The student and the faculty PI will determine their policy for making up any missed hours. Final Exam This class does not have a final exam, but a required paper (see ⿿Assignments and Projects section). 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 Department of Biomedical Engineering Directed Research (BMEn 4710H) Guidelines for Final Report Format The final report submitted to your Directed Research/Study advisor should be approximately five pages in length per credit taken (including figures) and should be single⿐spaced. The report must include the following sections: Report Cover Sheet (page 2 of this document) Project summary Background Objectives Materials and methods Results Discussion Conclusions and future directions References This is a technical report and should therefore be written in third person. For example, the statement, ⿿The temperature was measured... is preferable to ⿿I measured the temperature.... If others performed an experiment or contributed to the project in some way, their contributions should be explicitly acknowledged. |
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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 consultation required as this course meets the exemption for courses common to all units. |
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