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Biomedical Engineering Undergraduate Program

Overview: 

The Department of Biomedical Engineering seeks to improve healthcare and health outcomes through the development and application of new technologies, materials, devices, instruments and processes, and the continuing evolution and implementation of a top-notch educational program and curriculum that prepares a new breed of engineers who can readily apply new ideas and identify technical solutions to existing and emerging healthcare problems. The BME department and the Undergraduate Program was formed in the College of Engineering in 2009. The department currently has 10 faculty members and an enrolment of approximately 180 undergraduate students. The department's undergraduate programs assessment is governed by the Engineering Accreditation Commission of ABET (http://www.abet.org) and information listed here is the result of the 2016/17 assessment.

Program Educational Objectives (PEO)

Alumni of the BME Undergraduate Program of the University of Arizona will:

  • be engaged in a professional career in biomedical related industry, government, academia, or be pursuing advanced studies, (Career)
  • be applying a broad and cross-disciplinary engineering approach to biomedical problem solving, (Professional Skills)
  • be practicing their profession with social and ethical responsibility, (Socio Ethical Skills)
  • be continuing to develop their technical knowledge, leadership skills, and ability to address biomedical problems with effective solutions. (Continuing Education)

Process for Curriculum Improvement

The above figure depicts a systematic approach that we have been taking to review and update our program. Our continuous curriculum improvement process is based on the following written materials:

Senior Exit Survey: Student’s responses and comments are assembled each year and kept with the department.

Industrial Advisory Board: Discussions during IAB meetings are documented by meeting minutes and/or summaries prepared by the department head or associate chairs involved with the planning of the board meeting.

Academic Program Review: The APR is an Arizona Board of Regents required review. We have conducted an Alumni, Student and Faculty Survey which we intend to conduct every 3-4 years. We provide analysis and summary of that survey in the APR self study report.

Teacher Course Evaluations: TCEs are collected online and made available to students and appropriate department personnel with online query tools.

Student Advising: Student advising is either via email or personal meetings. We do not keep records of the personal meetings, with the exception of items that are brought forward to the Undergraduate Studies Committee meeting for which we keep meeting minutes. Email communication is archived.

ABET learning outcome assessment: The learning outcome assessment is created by the instructor for each semester the course is taught. This was our first evaluation cycle.

Expected Learning Outcomes: 

Student Outcomes

The engineering programs share a common student outcome. Upon graduation a student will have the

(a) Ability to apply knowledge of mathematics, science, and engineering

(b) Ability to design and conduct experiments, as well as to analyze and interpret data

(c) Ability to design system, component, or process to meet needs within realistic constraints

(d) Ability to function on multidisciplinary teams

(e) Ability to identify, formulate, and solve engineering problems

(f) Understanding of professional and ethical responsibility

(g) Ability to communicate effectively

(h) Broad education necessary to understand the impact of engineering solutions

(i) Recognition of the need for, and an ability to engage in life-long learning

(j) Knowledge of contemporary issues

(k) Ability to use techniques, skills, and modern engineering tools necessary for engineering practice

In addition to the common Engineering Student Outcomes, graduates in Biomedical Engineering will have been trained in

  1. applying principles of engineering, biology, human physiology, chemistry, calculus based physics, mathematics (through Differential Equations) and statistics
  2. solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems
  3. analyzing, modeling, designing and realizing bio/biomedical engineering devices, systems, components or processes
  4. making measurement on and interpreting data from living systems

Relationship of Student Outcomes to Program Educational Objectives

The student outcomes are linked to the education objectives of the program in the following way:

Table 1: Program Objectives versus Learning Outcomes. H: High, M: Medium, L: Low.

 

Career Goals

Professional Skills

Socio Ethical Skills

Continuing Education

a

H

H

 

 

b

H

H

 

 

c

H

H

 

 

d

H

H

M

 

e

H

H

 

 

f

H

 

H

 

g

H

H

 

 

h

H

 

H

 

i

H

 

 

H

j

H

 

 

H

k

H

H

 

 

1

H

H

 

 

2

H

H

 

 

3

H

H

 

 

4

H

H

 

 

 

Assessment Activities: 

Mapping between Student Outcomes and Courses Providing Metrics

Table 2: Learning Outcome Assessment: ABET student outcome and course learning assessment. HW=homework, Q=quiz, Mid=midterm, F=Final. Threshold: % or score on the assignment. Failures: Number or percentage of students not achieving threshold.

Student Outcome

Course

Assessment Process

Available for

Passing

Threshold

Passing

Des.

Passing

Rate

Outcome achieved

a)

an ability to apply knowledge of mathematics, science and engineering

BME 214

Intro Biomechanics

Final Exam

F15

70

25 of 26

70

Y

BME 330

Biomed Instr

Final Exam P13

Exam 2 P7

S15

S16

>=10 [15max]

>=15[20max]

46 of 57

39 of 49

70

70

Y

Y

BME 331

Intro Fluid Dynamics

10%HW+10%Q+ 30%Mid+50%Final

5%HW+15%Q+30%Mid+50%Final

10%HW+35%Mid+55%Final+Bonus

F14

S15

F15

50

50

50

122 of 142

51 of 58

134 of 145

66

66

66

Y

Y

Y

BME 466

Biomechanical Eng

Final Exam

 

F14

F15

70

70

21 of 29

18 of 19

60

60

Y

Y

BME 483 Micro Biomech

HW + Exams + Quizes

S16

S16

90

80

28%

68%

20

60

Y

Y

b)

an ability to design and conduct experiments, as well as to analyze and interpret data

BME 447

Sensors and Controls

Labrep: Diodes & Trans, Temp Sensors

 

F13

F14

F15

Level 1&2

Level 1&2

Level 1&2

43 of 66

56 of 68

57 of 68

70

70

70

N

Y

Y

ENGR 498A&B

Senior Cap I & II

Presentation review and final report for spring semester containing completed test report

F15&S16

Review 80

Report 80

94%

95%

90

90

Y

Y

c)

an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety,  manufacturability, and sustainability

ENGR 498A&B

Senior Cap I & II

Presentation and memo reviewing requirements early in fall semester; Critical Design Review report showing that the final design meets requirements

F15&S16

 

 

 

Review 80

Memo 80

Report 80

93%

99%

95%

90

90

90

Y

Y

Y

d)

an ability to function multi-disciplinary teams

ENGR 498A&B

Senior Cap I & II

Team peer reviews periodically during both fall and spring semesters.  Instructor evaluation based on observation and peer reviews.

F15&S16

80

F: 97%

S: 96%

98

98

 

N

N

e)

an ability to identify, formulate and solve engineering problems

BME 331

Intro Fluid Dynamics

10%HW+10%Q+30%Mid+50%Final

5%HW+15%Q+30%Mid+50%Final

10%HW+35%Mid+55%F+15%Bonus

F14

S15

F15

50

50

50

122 of 142

51 of 58

134 of 145

66

66

66

Y

Y

Y

BME 466

Biomech Engr

Lab (exp&computational)

 

F14

F15

70

70

28 of 29

17 of 18

60

70

Y

Y

BME 485

Nanosci & Nanotech

15%HW+10%Design Project

15%HW+10%Design Project

F14

F15

70

70

80%

100%

66

66

Y

Y

BME 483 Micro Biomech

HW + Exams + Quizes

S16

S16

90

80

28%

68%

20

60

Y

Y

f)

an understanding of professional and ethical responsibility

BME 295C

Challenges BME

HW

HW

HW

F14

S15

S16

80

>=8[14max]

80

75 of 96

94 of 113

113 of 118

70

70

70

Y

Y

Y

BME 497G

Clinical Rotation

2 Report Grades 60% + Completion of Training 40%

F14

F15

>=45[max48]

=45[max48]

33 of 37

56 of 59

70

70

Y

Y

g)

an ability to communicate effectively

BME 480

Translational BME

In-Class Presentation + Final Written Report

S15

S16

 

70

70

 

46 of 47

79 of 79

66

66

Y

Y

ENGR 498A&B

Senior Cap I & II

Multiple formal presentations over the two semesters.  Written deliverables for SRR memo, final Critical Design Review report, final spring report.

F15&S15

Oral 80

Written 80

92%

95%

90

90

Y

Y

h)

the broad education necessary to understand the impact of engineering solutions in a global, economic environment, and societal context

BME 295C

Challenges BME

Report on researched BME challenge

 

F14

S15

S16

80

>=11[max11]

80

84 of 96

108 of 113
118 of 118

70

70

70

Y

Y

Y

BME 480

Translational BME

Quizes+Midterm+Final

 

S15

S16

70

70

38 of 47

68 of 79

66

66

Y

Y

i)

a recognition of the need for and an ability to engage in life-long learning

BME 214

Intro Biomechanics

Quiz: any material from book might be tested

F15

70

24 of 26

70

Y

BME 497G

Clinical Rotation

Attendance of lectures

 

F14

F15

>=10[max12]

>=13[max15]

35 of 37

56 of 59

70

70

Y

Y

j)

a knowledge of contemporary issues

BME 418B

Cell and Tissue Engineering

Term Paper: 1) Significance & Technical Merit 2) Commercialization Plan

S14

S15

S16

>Level 1&2

>Level 1&2

>Level 1&2

40 of 46

35 of 46

32 of 37

70

70

70

Y

Y

Y

BME 480

Translational BME

In Class Presentation + HWs

 

S15

S16

70

70

47 of 47

78 of 79

66

66

Y

Y

BME 486

Biomat Tiss Inter

Term Paper: 1) Significance & Technical Merit 2) Commercialization Plan

F14

F15

>Level 1&2

>Level 1&2

52 of 56

48 of 48

70

70

Y

Y

k)

an ability to use technique, skills, and modern engineering tools necessary for engineering practice

ENGR 498A&B

Senior Cap I & II

Final report for spring; Industry judges’ evaluations on design day

F15&S16

Rep 80

Judges 80

95%

35%

90

90

Y

N

BME 447

Sens & Contr

Labrep: ELISA kit, Microcontroller

Labrep: paper microfluidics, Microcontroller

Labrep: ELISA kit, Optical Fiber

F13

F14

 

F15

>Level 1&2

>Level 1&2

 

>Level 1&2

43 of 66

64 of 68

 

48 of 68

70

70

 

70

N

Y

 

Y

BME 483 Micro Biomech

HW + Exams + Quizes

S16

S16

90

80

28%

68%

20

60

Y

Y

1)

applying principles of engineering, biology, human physiology, chemistry, calculus based physics, mathematics (through differential equations) and statistics

BME 466

Biomech. Engr

HW2 Stress & Deformation

 

F14

F15

70

70

24 of 24

19 of 19

70

70

Y

Y

BME 485

Nanosci & Nanotech

15%Q+15%HW+30%Mid+ 30%Final

 

F14

F15

70

70

70%

80%

66

66

Y

Y

BME 447

Sens & Contr

Labrep: ELISA kit, Microcontroller

Labrep: paper microfluidics, Microcontroller

Labrep: optical fiber, ELISA kit

F13

F14

 

F15

>Level 1&2

>Level 1&2

 

>Level 1&2

43 of 66

64 of 68

 

48 of 68

70

70

 

70

N

Y

 

Y

2)

solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems

BME 486

Biomaterial Tissue Interaction

Term paper: 1) Significance & merit, Commercialization Plan

F14

F15

>Level 1&2

>Level 1&2

52 of 56

48 of 48

70

70

Y

Y

BME 416

Biomed Imaging

Matlab Assignments & Modeling and Design Project

F14

F15

90

90

8 of 10

19 of 21

70

70

Y

Y

3)

analyzing, modeling, designing and realizing bio/biomedical engineering devices, systems, components or processes

ENGR 498A&B Senior Cap I & II

Participation in capstone project with human health related topic

F12&S13

F13&S14

F14&S15

F15&S16

100

100

100

100

31 of 31

48 of 50

37 of 38

55 of 56

100

100

100

100

Y

N

N

N

4)

making measurement on and interpreting data from living systems

BME 330

Biomed Instrumentation

Lab 12 Spirometer

 

S15

S16

>100[120max]

>100[120max]

54 of 57

45 of 49

80

80

Y

Y

 

Assessment Findings: 

While the vast majority of the courses achieved the desired learning outcome, a few courses listed below did not meet the desired performance mark. The actions taken to improve the outcome are described below..

Outcomes [b] and [1]: 447 Sensors and Controls, 2013. The outcomes [b] and [1] were not achieved for this course in 2013. Based on this, the instructor, Dr. Yoon, put more emphasis on design of experiment and biological aspects of the topics during the lectures. Based on these changes, the outcomes were successfully achieved for this course in subsequent years. It is noteworthy that outcome [b] is also assessed in the senior capstone project, where the program outcome was successfully achieved, and that outcome [1] is assessed in BME 466 and BME 485, where again the outcome was successfully achieved.

Outcome [d]: ENGR 498, 2015/16. The ability to function on multi-disciplinary teams is best assessed in the senior design project where teams of students from different majors/disciplines are brought together to work on a year-long Senior Capstone Project. Although the passing rate was 97% and 96% for the team peer reviews, the passing rate threshold was set to 98%. A discussion of how to respond to the findings is ongoing. It may be that a solution is to focus on the importance of cooperation and teamwork at the beginning of the course. There is also a sense that the bar of 98% passing rate may be too stringent and that a lower rate may be acceptable for this outcome.

Outcome [k]: 447 Sensors and Controls, 2013. ENGR 498 2015/16. The outcome of using skills, techniques and modern engineering tools was not successful for BME 447 in 2013 and for ENGR 498 in 2016. The situation for BME 447 was corrected by the instructor by an increased emphasis on use of modern engineering tools. The outcome was achieved for this course in 2014 and 2015.  For ENGR 498 the judges of the capstone project only passed 35% of all students in this category. This is a serious concern and is being addressed by both the College of Engineering and the BME Department. Using applied engineering tools as well as modern software has been set as a priority for the development of a new BME courses.  The College of Engineering is also working on a new 4-year design sequence for all its undergraduate students in the coming years that will strengthen this aspect of the educational program.

Outcome [3]: ENGR 498 2013/14, 2014/15, 2015/16. BME specific outcome [3] requires that students are proficient in realizing bio/biomedical engineering devices, systems, components or processes. The realization is currently achieved in the capstone project. All students graduating from the College have experience with the realization of devices, components, systems, and processes. However, BME requires these experiences to be major specific. The multi-disciplinary design experience solicits projects form industry partners and the submission of health-related projects is closely monitored by the department and the instructors. Despite our efforts to preferentially assign BME students to BME related projects, students can state interest in any project and the assignment of team members takes into account the project sponsor desire as well as the student’s priorities. We prefer that all BME students conduct a health related project but in a few cases students were members of interdisciplinary teams that did not have a direct link to improving human health. The department is actively soliciting health related projects and is working with the capstone team to accommodate the increasing demand on biomedical projects. The other solution is to have additional opportunities for students to gain this experience in other courses, and we feel that BME 210 will help fill in any gaps in coverage of this educational objective.

Change in Response to Findings: 

Overall, the outcomes that were not attained are areas that relate to hands on learning experiences and team work experience. These areas are being actively monitored and improved both at the college and department level. The desire to improve the design experience has been identified from other evaluation processes besides the ABET learning outcome assessment. Similarly, the BME program has been striving to increase the number of health-related projects for the capstone experience. The benefit for our students working on multi-disciplinary design teams during senior design is considered to be higher than the alternative of creating our own capstone experience without multi-disciplinary teams.

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Updated date: Wed, 07/26/2017 - 18:41