Fri Apr 15 11:48:35 2011
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog > CCE Catalog | |
Effective Status: | Active | |
Effective Term: | 1119 - Fall 2011 | |
Course: | BMEN 5412 | |
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: | Neuromodulation | |
Course Title Long: | Neuromodulation | |
Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
Catalog Description: |
Fundamentals of bioengineering approaches to modulate the nervous system including bioelectricity, biomagnetism, and optogenetics. Topics include design of computational models of neuromodulation, fabrication of neural interface devices, and development of technologies to evaluate the physiological effects of neuromodulation. Clinical exposure to managing neurological diseases and disorders with neuromodulation technology will be emphasized. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
Fundamentals of bioengineering approaches to modulate the nervous system including bioelectricity, biomagnetism, and optogenetics. Topics include design of computational models of neuromodulation, fabrication of neural interface devices, and development of technologies to evaluate the physiological effects of neuromodulation. Clinical exposure to managing neurological diseases and disorders with neuromodulation technology will be emphasized. | |
Grading Basis: | A-F only | |
Topics Course: | No | |
Honors Course: | No | |
Delivery Mode(s): | Classroom | |
Instructor Contact Hours: |
3.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Spring | |
Component 1: |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
LEC | |
Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
BMEn 5411 or instructor approval. | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
003326 - BMEn 5411 | |
Editor Comments: | <no text provided> | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
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. Students learn about the physiological basis for neurological disorders and how to develop technologies to treat neurological disorders. 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. Through weekly problem sets, students are presented with clinical problems and are evaluated on the technical rigor of the bioengineering approaches they use to solve these clinical problems, which often have no one right answer. - 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 learn to locate and critically analyze journal articles on current topics in neuromodulation. 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. Through weekly problem sets, students are evaluated on the depth of their understanding of the material and their ability to articulate limitations to experimental studies in the literature. - 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. Students complete an extensive final neuromodulation design project requiring both written and oral presentation. 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 evaluated on the effectiveness and appropriateness of their research and choice of technology. - 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 are involved in a series of interactive experimental, computational, and representational argument practicums in which they must synthesize material presented in class. 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 evaluated on the success, innovativeness, and depth of their inter-disciplinary solutions to the interactive practicums. |
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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:
<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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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> |
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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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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.) This course was originally offered as a Special Topics course (BMEn 5910). A pdf of that syllabus is available upon request from Rachel at bmengp@umn.edu. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
<no text provided> | |
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 text provided> |
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