Wed Dec 16 12:42:51 2015
Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog > PeopleSoft Manual Entry | |
Effective Status: | Active | |
Effective Term: | 1163 - Spring 2016 | |
Course: | BMEN 5601 | |
Institution: Campus: |
UMNTC - Twin Cities/Rochester 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: | Cardiovascular Devices | |
Course Title Long: | Cardiovascular Devices | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Design of cardiovascular devices with experts from local medtech companies. Discussion of clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices. Design, analysis, and testing of these and related devices. prereq: BMEN 3011, 3111, 3211, or equivalents with instr consent; or CSE grad student |
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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 | |
Course Typically Offered: | Every 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: |
BMEN 3011, 3111, 3211, or equivalents with instr consent | |
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) |
BMEn upper div or CSE grad student | |
Editor Comments: | <no text provided> | |
Proposal Changes: | This course was offered in Spring 2015 as a Special Topics course, BMEn 5920. We wish to turn it into a permanent course effective Spring 2016 and beyond. | |
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. This course will expose students to the design of cardiovascular devices by experts from local medical technology companies. Lectures will be structured so students understand the clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices (to stimulate thought on research opportunities) on a different cardiovascular device each week. Upon completion of this course, students should be able to understand the design, analysis, and testing of these and related devices. They will have opportunities to apply and reinforce engineering principles learned in prior courses. In particular, students will be required to complete a report on the design and testing of a cardiovascular device. 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 be required to complete a written report on the design and testing of a cardiovascular device, worth 70% of the overall course grade. | |
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> | |
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 | ||
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.) BMEn 5920 Cardiovascular Devices 1 Credit, Thursday 2:30-3:20 Instructor: Bruce KenKnight (kenknight.bruce@gmail.com) Prerequisites: BMEN 3011, 3111, 3211, or equivalents with instructor consent; or CSE grad student Course Goals and Objectives This course will expose students to the design of cardiovascular devices by experts from local medtech companies. Lectures will be structured to so students understand the clinical need, the generic design (emphasizing use of engineering principles), typical testing and validation methods, and major limitations of the available devices (to stimulate thought on research opportunities) on a different cardiovascular device each week. Learning and Development Outcomes: Upon completion of this course, students should be able to understand the design, analysis, and testing of these and related devices. They will have opportunities to apply and reinforce engineering principles learned in prior courses. Assignments and Projects Participation (30% of grade) Completion of a report on design and testing of a cardiovascular device (70% of grade) Course meetings outside of class None Attendance Requirements/Penalties Students are expected to attend most class sessions. Multiple unexcused absences will result in participation reduction. Statement on Extra Credit There is no extra credit available. Policy for makeup work Late reports will be accepted only because of documented illness or personal emergency. Final Exam None Grade Definitions Please see the University of Minnesotas 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 Minnesotas 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 Minnesotas 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 Minnesotas 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 Minnesotas Board of Regents Policy on Academic Freedom and Responsibility http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
Bob Tranquillo | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? This unique course, because of the expert speakers from local companies, connects principles to devices and better prepares our students for employment in the medtech industry. |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? No. |
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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. See below for email consultations with (1) Will Durfee in Mechanical Engineering (CSE); and (2) Michael O'Connor and Melissa Gardner in Genetics, Cell Biology and Development (CBS): --------------------------- (1) - Will Durfee, CSE Rachel, This is an excellent course. It does not overlap with any course in Mechanical Engineering, with any course in CSE, and as far as I know, with any other course at the University. The only related course, which does not represent an overlap, is the week-long cardiovascular physiology course directed by Paul Iaizzo and held in January. Your course is a great complement to that one, and vice-versa. I hope that your course will be publicized within CSE as there are Mechanical Engineering graduate and undergraduate students who would be interested and who would have the equivalents to the listed pre-reqs. Will ----- William Durfee Professor and Director of Design Education Department of Mechanical Engineering University of Minnesota 111 Church St SE, Minneapolis, MN 55455 612-625-0099 wkdurfee@umn.edu --------------------------- (2) - Michael O'Connor and Melissa Gardner, CBS Hello Rachel, Both Melissa and i looked over the syllabus for BME 5920 and we see no overlap with present GCD courses. Mike O'Connor Michael B. O'Connor Ordway Professor of Developmental Biology Head, Department of Genetics, Cell Biology and Development University of Minnesota Minneapolis, MN 55455 Tel: 612-626-0642 http://www.oconnor.umn.edu/ |
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