BMEN 2151 -- New Course

Fri Sep 9 11:48:43 2016

Approvals Received:
Department
on 09-06-16
by Rachel Jorgenson
(boehm040@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1173 - Spring 2017
Course: BMEN 2151
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: Intro Med Device Prototyping
Course Title Long: Introductory Medical Device Prototyping
Max-Min Credits
for Course: 		2.0 to 2.0 credit(s)
Catalog
Description: 		Engineering drawing; Computer aided design and SolidWorks; Computer aided manufacturing; 3D printing; Metals, polymers and composite materials; Lathe, mill, and other shop instruction; Biocompatibility; Digital and analog electronics; Programming in C/C++; Embedded microcontrollers - Arduino and PIC; Electronic test equipment; MatLab & LabView interfacing; Sensors, servos, motors and other actuators

Prereq: CSE lower division student, BMEn 2401
Print in Catalog?: Yes
CCE Catalog
Description: 		<no text provided>
Grading Basis: A-F only
Topics Course: No
Honors Course: No
Online Course: No
Instructor
Contact Hours: 		2.0 hours per week
Course Typically Offered: Every Spring
Component 1 : LEC (with final exam)
Component 2 : LAB (no final exam)
Auto-Enroll
Course: 		Yes
Graded
Component: 		LAB
Academic
Progress Units: 		Not allowed to bypass limits.
2.0 credit(s)
Financial Aid
Progress Units: 		Not allowed to bypass limits.
2.0 credit(s)
Repetition of
Course: 		Repetition not allowed.
Course
Prerequisites
for Catalog: 		<no text provided>
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) 		CSE lower division student, BMEn 2401
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.

The purpose of this team-based course is to train undergraduate students in the skills necessary for designing and fabricating medical devices, with an emphasis in engineering drawing, CAD/CAM, mechatronics, microcontrollers, programming, sensors and actuators, and operation of machine shop equipment. Students will learn to identify medical problems amenable to medical devices, and how to go about designing and building these devices. This includes learning and applying problem solving in the areas of mechanical and electrical engineering; material science and computer programming. The content of this course has come from recommendations from our medical device industry advisors, student feedback, and recognition of the need to be inclusive of relevant training found traditionally in mechanical and electrical engineering degree programs. Classwork includes assigned exercises in engineering drawing, materials, CAD/CAM software, biocompatibility, 3D printing, analog and digital electronics, microcontrollers, C/C++ programming and use of machine shop tools.

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.

Assessment of learning will be accomplished by written midterm and final examinations, and by graded exercises (both written and project).

- 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 will have had no previous experience in conceiving, designing or building medical devices. For most students this will be their first exposure to engineering drawing, CAD/CAM, mechatronics, microcontrollers, programming, sensors and actuators, and operation of machine shop equipment. This course introduces students to a number of resources, including our Medical Device Center, Student Workshops and Student Machine Shop that will be useful in their later Senior Design courses. In addition, students will interact with engineers, physicians and with students from other departments. The use of team conference rooms assists in the process of accessing relevant information, discussion, and assistance in critically evaluating new ideas. Purchased and licensed software will be complemented by a number of free applications that can be downloaded from the internet. Similarly, a limited number of textbooks will be required, with other material provided in the form of handouts and free resources on the internet.

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.

Assessment of a student's ability to locate and critically evaluate information will be assessed by graded exercises.

- 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.

This is a preparatory course for students who will eventually participate in our Senior Design course. The latter consists of a clinical emersion experience, followed by team design, fabrication and presentation of a medical device. By virtue of mastering the topics of this course, students will more effectively participate in Senior Design, be more competitive when making applications for internships, and ultimately will be more desirable in the job market. This course will also stimulate the subset of students inclined to full-time employment in the medical device industry.

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.

Baseline metrics include student backgrounds in each of the skill building areas, educational levels on course entry and demographics. Outcome measures include exercise results (written and project), performance in their Senior Design course, achievement of internships, full-time employment opportunities, and career path, all relative to students who do not take this elective course. Survey instruments, tabular results of graded material, and feedback from the participants comprise the data to assess the value and future direction of the course.

- Understand diverse philosophies and cultures within and across societies

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Beyond simply designing and fabricating medical devices, students will need to understand the motivation, importance, ethical ramifications and affordability of what they create. Cultural, ethnic and socioeconomic status of potential recipients can influence even the most promising medical device. This is perhaps best taught via didactic sessions, and later by clinical emersion.

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.

This will be assessed by critiquing and grading student participation in discussions.

- 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.

Team discussions, presentations and engineering drawings are cornerstones for communication in designing and building medical devices, and are emphasized in this course.

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.

Assessment of communication skills will be accomplished by graded student presentations and drawing exercises.

- 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.

Innovation in medical devices is paramount to the diagnosis, management and treatment of medical disease, injury and conception. Students participating in our Senior Design course will benefit from learning engineering drawing, CAD/CAM, mechatronics, microcontrollers, programming, sensors and actuators, and operation of machine shop equipment. Without these skills students have difficulty transforming ideas from their clinical emersion experience into tangible medical devices. This impairs selecting a project topic, stifles creativity, shifts the workload to more capable students and frustrates advisors who must resort to remedial training instead of more desirable topics. These topics include technical feasibility, intellectual property, regulatory matters, business plans, manufacturing practices, risk management, corporate responsibility and ethics.

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.

Small group discussions and workshops afford an opportunity to observe and assess a student?s acquiring and understanding of the role of creativity, innovation and discovery. The interdisciplinary nature of the course expands a student?s skills and perhaps most importantly an awareness and appreciation of the abilities of others.

- Have acquired skills for effective citizenship and life-long learning

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The skills learned in this course contribute to a student's ability to properly fulfill their role as a citizen. The skills learned are not only useful in medical device innovation, but also in other fields and many aspects of everyday life. They impart a sense of ability, accomplishment and personal satisfaction. This course addresses disparities in high school training and diversity issues that limit potential involvement by incoming students.

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.

The outcome of this endeavor will be determined scientifically. Baseline metrics include student backgrounds in each of the skill building areas, educational levels on course entry and demographics. Outcome measures include exercise results (written and project), performance in their Senior Design course, achievement of internships, full-time employment opportunities, and career path, all relative to students who do not take this elective course. Survey instruments, tabular results of graded material, and feedback from the participants comprise the data to assess the value and future direction of 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.

<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.)


 (Formatted syllabus and class schedule pdf sent to Tom Shield upon submission of this proposal.)

Lectures: Lectures are on Monday & Wednesday 3:35 to 4:30 pm, and Friday 2:30 to 3:25 pm in the Medical Device Center (MDC). Fridays are a mix of discussion and exercise time.
Lab: Short discussions and workshop time for exercises are in the MDC, new CSE Student Workshops, and Mechanical Engineering Student Shop. These occur on Friday and independently.

Credits:          2

Prerequisites:  The class size is initially limited to 20 students, and priority will go to CSE lower-division students who have completed BMEn 2401 (Programming/MATLAB). If seats remain available, others may add the class with permission from the instructor.

Course Goals and Objectives
Students will become acquainted with the following topics:
o        Engineering drawing with SolidWorks
o        CAM and 3D FDM printing
o        Lathe, mill, and other shop instruction
o        Biomaterials & biocompatibility
o        Digital and analog electronics, SPICE
o        Programming in C
o        Microcontrollers, sensors and actuators


Required Books:
Scherz, P. and S. Monk, Practical Electronics for Inventors, 4th ed., McGraw Hill, NY (2016).

Required Software:
Arduino (free download)
SolidWorks (free from the University)
Multisim and Ultiboard (free student evaluation period, then $39.95 to purchase)

Optional Software (all can be downloaded for free):
Fritzing
MPLAB IDE
Integrated Programming Environment (IPE)
MPLAB C Compiler
MPLAB Code Configurator

Recommended References:
Electronics:
Baker, B. A., Baker?s Dozen: Real Analog Solutions for Digital Designers, Elsevier ? Newnes, Bur-lington, MA (2005).
Belin, H.M. Design of Op Amp Circuits, Blacksburg, H.W. Sams Indianapolis, IN (1977).
Carr, J.C. IC Timers, H.W. Sams, Indianapolis, IN, (1997)
Jung, W., Op Amp Applications Handbook, Elsevier Newnes, Analog Devices, Burlington, MA (2006) Free on the web.
Jung, W.G., IC Op Amp Cookbook 3rd ed. H.W. Sams, Indianapolis, IN (1991).
Kochan, S.G., Programming in C, 3rd ed. H.W. Sams, Indianapolis, IN, (2005).
Lancaster, D. and H.M. Berlin, CMOS Cookbook, H.W. Sams Indianapolis, IN (1988).
Monk, S. Fritzing for Inventors, Tab ? McGraw Hill Education, New York, NY (2016).
Monk, S. Hacking Electronics, Tab ? McGraw Hill Education, New York, NY (2013).
Platt, C, Encyclopedia of Electronic Components: Power Sources and Conversion, Vol. 1, Mak-erMedia, Sebastopol, CA (2013)
Platt, C, Encyclopedia of Electronic Components: Signal Processing, Vol. 2, MakerMedia, Sebasto-pol, CA (2014).
Platt, C, Encyclopedia of Electronic Components: Sensors, Vol. 3, MakerMedia, Sebastopol, CA (2016).
Platt, C, Electronics, 2nd ed., MakerMedia, Sebastopol, CA (2015)
Platt, C, More Electronics, MakerMedia, Sebastopol, CA (2014)

Engineering Drawing & CADD/CAM:
Cogorno, G.R., Geometric Dimensioning and Tolerancing for Mechanical Design, McGraw Hill, 2nd ed., New York, NY (2011)
Lombard, M. SolidWorks 2011 Parts (or later), Wiley, Indianpolis, IN (2011)
Madsen, D. A. and D. P. Madsen, Engineering Drawing and Design, 5th ed., Delmar Cengage Learning, Clifton Park, NY, (2012)


Machining:
Fitzpatrick, M., Machining and CNC Technology, McGraw Hill, New York, NY (2014).

Materials:
Hill, D., Design Engineering of Biomaterials for Medical Devices, Wiley, New York, NY (1998).
John, V. Introduction to Engineering Materials 3rd ed., Industrial Press Inc., New York, NY (1992)
Modjarrad, K. and S. Ebnesajjad, Handbook of Polymer Applications in Medicine and Medical De-vices, 1st ed., Elsevier, William Andrew (2014)
Ratner, B.D., A.S. Hoffman, F.J. Schoen, J.E. Lemons, Biomaterials Science 3rd ed. Society for Bio-materials, Academic Press, New York (2013).

Microcontrollers and Mechatronics:
Boxall, Arduino Workshop, No Starch Press, San Francisco, (2013).
Lynch, K.M., N. Marchuk, E.L. Matthew, Embedded Computing and Mechatronics with the PIC32 Microcontroller, Newnes-Elsevier, Waltham, MA (2016).
Scarpino, M. Motors for Makers, Que, Indianapolis, IN, (2016).

Programming:
Kochan, S.G. Programming in C, 3rd ed. Developers library, Sams Publishing, Indianapolis, IN (2005).
Monk, S., Programming Arduino: Getting Started with Sketches, Tab ? McGraw Hill Education, New York, NY (2012).
Monk, S., Programming Arduino: Next Steps, Tab ? McGraw Hill Education, New York, NY (2012).
Reas, C and B. Fry, Processing: A Programming Handbook for Visual Designers and Artists, 2nd ed. MIT (2014).

Examinations:  See Class Schedule spreadsheet (included in syllabus pdf).

Homework:  Reading assignments (25 pages/week) and exercises (some of which will be done during Lab time, others independently.)

Class Time:  About 60% lecture, 30% exercises, and 10% discussion.

Exercises
You will be required to complete assigned exercises in engineering drawings, 3D FDM part fabrication, machining parts, breadboarding analog and digital circuits, C programming, and interfacing an Arduino to various sensors and actuators.

Grading
Midterm exam         25%
Exercises:             25%
Project        and participation:        15% Presentation
        10% Participation
Final exam:          25%


If you are having difficulties with the material please let Prof. Saliterman or the TA know. We will meet with you and set up whatever is necessary for you to improve. If you perform poorly on a test, it is possible to study again and retake an examination. Special grading consideration will be given to under-graduate students in the course. The examinations are essay style, and not open book. Do no bring study materials or calculators into the examination room unless instructed to do so.

Course Conflicts: Please notify the instructor if you have a course or final examination conflict.

University Policies

Administrative Policy for Legitimate Absences
Students may be absent absence during the semester due to unavoidable or legitimate circum-stances. 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 Policy on Academic Freedom
Please read 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

Board of Regents and Administrative Policy on Conduct, Teaching, and Learning
Please familiarize yourself with 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 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

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

Disability
The University of Minnesota is committed to providing equitable access to learning opportunities for all students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-626-1333 to arrange a confidential discus-sion regarding equitable access and reasonable accommodations. If you are registered with DS and have a current letter requesting reasonable accommodations, I encourage you to contact me early in the semester to review how the accommodations will be applied in the course.

Grade Definitions
The University of Minnesota?s ?Grading and Transcripts? policy can be reviewed here: http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Mental Health and Stress Management Services
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concen-trating, and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. Universi-ty of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu.  Please visit http://mentalhealth.umn.edu/ for several resources for students, their parents, faculty, and staff.

Student Conduct Code
The University of Minnesota?s Student Conduct Code: can be reviewed here: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf
Strategic Objectives & Consultation
Name of Department Chair
Approver: 		Robert Tranquillo
Strategic Objectives -
Curricular Objectives: 		How does adding this course improve the overall curricular objectives ofthe unit?

 BMEn 2151 Introductory Medical Device Prototyping is a 2-credit and the only technical elective course that the BME department offers at 1,2xxx level.  The course covers a variety of practical topics, such as introduction of tools for computer aided design and manufacturing as well as tools used in machine shops, 3D printing, hardware and software for digital and analog electronics including the use of Arduino and sensors and actuators. Students who become acquainted with these topics will broaden their knowledge in the higher level elective and required courses. Those students can also undertake more challenging projects in research labs to gain Directed Research credits and/or increase their chances to find co-op/internship positions,  and after graduation be employed as an engineer, scientist, or professional in a related field, which is one of the Program Educational Objectives (PEOs) of the B.Bm.E. program.
Strategic Objectives - Core
Curriculum: 		Does the unit consider this course to be part of its core curriculum?

 No (not required).
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.

 Summary of consultation with Barry Kudrowitz, Assistant Professor, College of Design: Prof. Kudrowitz indicates that his college offers two product design courses, PDES 3704 Innovative Computer Modeling and PDES 3706 Designing for Manufacture, that have some overlap with a few of the topics covered in BMEn 2151, but the overlap is minimal enough that he is supportive of the proposed course.

Summary of consultation with Thomas Smith, Research Associate and Course Instructor, School of Kinesiology: Prof. Smith teaches a human factors/ergonomics class and a human-centered design class, both offered through Kinesiology.  He confirmed that the proposed course does not overlap with either of these courses.

Full text of the correspondence with these faculty will be available upon request from bmedus@umn.edu if necessary - it far exceeded the character limit for this field.