Wed Nov 13 10:38:46 2013
Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog | |
Effective Status: | Active | |
Effective Term: | 1143 - Spring 2014 | |
Course: | BMEN 3601 | |
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: | BME for Med. Devices Careers | |
Course Title Long: | Biomedical Engineering for Medical Devices Careers | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Local industry speakers describe the various job roles available to our BBmE graduates at graduation. Input from our Career Center on internship/job searching/interviewing. Exposure to other aspects of the medical devices industry (e.g. failure mode analysis, tolerancing, reading/critiquing clinical literature, etc). |
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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: |
1.0 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. 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: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
<no text provided> | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
No required consent | |
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> | |
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 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 will learn the roles of the role of a quality engineer, verification/validation engineer, design engineer, process development engineer, test engineer, product development engineer, and manufacturing engineer, which draw from multidisciplinary skills. 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. Write a test protocol. Interview a medical device engineer and write report on the engineers duties. The grade will be based on these 2 writing projects. - 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 will learn the roles of the role of a quality engineer, verification/validation engineer, design engineer, process development engineer, test engineer, product development engineer, and manufacturing engineer, which draw from multidisciplinary skills. 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 write a test protocol. Interview a medical device engineer and write report on the engineers duties. The grade will be based on these 2 writing projects. | |
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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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
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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Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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.) Biomedical Engineering for Medical Devices Dept: Biomedical Engineering Designator: BMEN 3xxx Credits: 1 Day and Time: Monday, 2:30-3:20 PM Instructor: Mark Kroll kroll051@umn.edu Prerequisites: Biomedical Engineering Junior Goals and Objectives: To learn how to prepare for a career in life science technology or the medical device industry. Learn positions available and for which BME graduates are best suited. Understand the role of a quality engineer, verification/validation engineer, design engineer, process development engineer, test engineer, product development engineer, and manufacturing engineer. General quality and regulatory standards for medical device design. Which standards require what type of test. How to write a test protocol to verify compliance with required standards. Design principles (i.e. material choice, specification and tolerance setting, and concept justification). Introduction to LEAN manufacturing practices Medical device and life science companies, their products, and locations. How the companies rank and what jobs they offer vs. your aspirations. Start-up vs. larger company pros and cons. Career progression how to keep that first job and move ahead. Textbook: Principles of Design controls for Medical Device: A handbook for Professionals in the Medical Device Industry (Volume 1) by Muchemu Required Work: Write a test protocol. Interview a medical device engineer and write report on the engineers duties. The grade will be based on these 2 writing projects. There will be no exams. Guest Lecturers: There will be a broad sampling of guest lecturers from industry. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
Robert T. Tranquillo | |
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. Two emails pasted below: I do approve. I will give more detailed feedback later. Dave Thomas Professor Biochem,Molec Biol,Biophy TMED (office: Biochem, Molec Biology/Biophysics) UMN Twin Cities ddt@umn.edu This sounds like an excellent course, and I am not aware of any similar course that is offered through GCD. Melissa Gardner Assistant Professor Genetics, Cell Biol, Dev TCBS UMN Twin Cities klei0091@umn.edu |
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