Tue Jan 15 10:26:18 2013
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog > PeopleSoft Manual Entry | |
Effective Status: | Active | |
Effective Term: | 1139 - Fall 2013 | |
Course: | BMEN 3215 | |
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: | Bioelec./Bioinstr. Lab | |
Course Title Long: | Bioelectricity and Bioinstrumentation Lab | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Lab that accompanies BMEn 3211 Bioelectricity and Bioinstrumentation | |
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 | |
Years most frequently offered: |
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Term(s) most frequently offered: |
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Component 1: |
LAB (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
LAB | |
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: |
BMEN Upper Div or %, &3211 | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
BMEN Upper Div, &BMEN 3211 | |
Editor Comments: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
Proposal Changes: | <no text provided> | |
History Information: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
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. Addressed by designing and implementing electrical circuits, troubleshooting, acquiring biosignals, and solving relevant problems and examples. 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. Assessed by graded laboratory reports - 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. Addressed by designing and implementing electrical circuits, troubleshooting, acquiring biosignals, and solving relevant problems and examples. 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. Assessed by graded laboratory reports - 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. Addressed by designing and implementing electrical circuits, troubleshooting, acquiring biosignals, and solving relevant problems and examples. 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. Assessed by graded laboratory reports - 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. Addressed by designing and implementing electrical circuits, troubleshooting, acquiring biosignals, and solving relevant problems and examples. 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. Assessed by graded laboratory reports | |
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.) BMEn 3211 Bioelectricity and Bioinstrumentation Laboratory Fall 2013 Instructor: Taner Akkin, Ph.D. Associate Professor Department of Biomedical Engineering, University of Minnesota E-mail: akkin@umn.edu Phone: (612) 625-8783 Office: NHH 6-130 Office Hours: 2:30 PM - 3:30 PM Monday; 1:30 PM - 2:30 PM Wednesday Meeting Time & Place: TBD TAs: TBD Objectives: To learn and apply the principles of electrical phenomena and instrumentation relevant to biomedical engineering. Text Books: Not required Website: Moodle Topics: Resistors and Electrical Circuits Kirchhoffs Laws Voltage Divider RC Transients Temperature Measurement Skin Resistance Measurement Electrocardiogram Measurements Blood Pressure Measurement Sampling Experiment Diode Circuits Transistor Circuits Operational Amplifiers Active Filters *Laboratory will provide hands-on experience. The lab manuals will be posted on Moodle. Students are required to attend the labs and prepare lab reports. Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone elses work as your own, can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as follows: Scholastic Dishonesty: Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering forging , or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask. Students with disabilities The instructor will make all reasonable accommodations necessary for students with disabilities. Additional Information on BMEn 3201 and its Role in the B.Bm.E. Curriculum The courses required for the Bachelor of Biomedical Engineering degree program are designed to meet the Program Educational Objectives (PEOs), as defined by the BME Department (BMED), and the Program Outcomes (POs), as defined by the Accreditation Board for Engineering and Technology (ABET). Achieving the PEOs and POs is necessary to maintain program accreditation by ABET. For a full description of the PEOs, the POs, and the accreditation of the program, please refer to the BMED web site (http://www1.umn.edu/bme/). With respect to the BMEN 3201 course, there are two PEOs that the course is meant to partially achieve: PEO1: Learn the scientific and engineering principles underlying the 6 major elements of biomedical engineering (BME): cellular and molecular biology, physiology, biomechanics, bioelectricity/instrumentation, biomedical transport processes, and biomaterials. PEO 3: Learn experimental, statistical, and computational techniques in the context of BME. The POs that the BMEn 3201 course is meant to at least partially achieve are that students should have: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (l) an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve problems at the interface of engineering and biology. (m) the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems. Course Title a b c d e f g h i J k l m BMEn 3201 Bioelectricity and Bioinstrumentation H H M L M H H= High priority M= Medium priority L= Low priority |
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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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