1 Biomedical ngineering (MS) Department of Biomedical, Chemical and nvironmental ngineering (Formerly School of nergy, nvironment, Biological, and Medical ngineering) College of ngineering and Applied Science 2014 Primary Faculty: Dr. Jing-huei Lee Faculty Committee: mail mail mail mail mail
2 I. Program Overview The UC Biomedical ngineering program (BM) was founded in 2001 as a bridge department between the UC Colleges of ngineering and Medicine. Since the 2010 reorganization of the College of ngineering and Applied Science (CAS), the BM program has been housed within the Department of Biomedical, Chemical, and nvironmental ngineering (formerly the School of nergy, nvironmental, Biological, and Medical ngineering), together with the Chemical ngineering and nvironmental ngineering programs. However, BM historically has been emphasized on PhD program and in fact, BM almost exclusively recruited PhD students in the first 8 years of its existence. Just recently, we have begun to recruit MS students Biomedical ngineering (BM) faculty together developed vision and mission statements when BM was originally created in The Biomedical ngineering programs mission is to: (1) Improve the health of the public through excellence in the discovery, dissemination and commercialization of knowledge derived from the application of scientific and engineering principles and methods. (2) Provide students and other members of the community with the knowledge, skills and practical experience needed to pursue successful careers and assume leadership positions in the biomedical industry, academics and medicine. (3) Initiate and foster collaboration among University Colleges, Departments and Faculty in biomedical engineering education and research. (4) Contribute to regional economic growth in the biomedical industry. These mission statements are consistent with those of the College of ngineering and Applied Sciences as we as the University, which are listed below. College of ngineering and Applied Science Mission Statement The mission of the College of ngineering and Applied Science is to provide: (1) xcellence in ducation provide a world-class education for our students. (2) xcellence in knowledge creation and transfer in support of education and community provide the best education featuring new breakthroughs in science and technology and be able to transfer that knowledge of science technology both to our students and to our local community. (3) Accessibility provide a venue where qualified students who want to come, can come; and provide the support necessary to allow them to be successful University of Cincinnati Mission Statement
3 (1) The University of Cincinnati serves the people of Ohio, the nation, and the world as a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research. (2) We are committed to excellence and diversity in our students, faculty, staff, and all of our activities. We provide an inclusive environment where innovation and freedom of intellectual inquiry flourish. (3) Through scholarship, service, partnerships, and leadership, we create opportunity, develop educated and engaged citizens, enhance the economy and enrich our University, city, state and global community. II. Program Outcomes Original Program Learning Outcomes a. Our graduates will have an advanced understanding of the theory and practice of engineering at the interface of biology and medicine. b. Our graduates will think innovatively and independently and apply interdisciplinary approaches in their careers. c. Our graduates will have the skills and experience to pursue successful careers in the industrial, governmental or academic setting. Proposed Revised Program Learning Outcomes These Outcomes have been revised in April 2014 to focus on assessment of progress for our current students, rather than attainments of our graduates. These revised Outcomes will be reviewed, revised if necessary, and approved by the BM Graduate Committee and the BM faculty. Our Biomedical ngineering PhD students will be able to: a. identify and articulate the status of current research through rigorous and critical literature review, in their chosen discipline of biomedical engineering (medical device innovation, medical imaging, tissue engineering and regenerative medicine, or other related areas). b. propose and execute a significant, focused research plan that incorporates and extends current theory and practice in their chosen discipline of biomedical engineering. c. communicate research results through archival journal publications. d. successfully write and defend a dissertation reporting their research results, demonstrating the significance of their contribution to the field. e. gain the comprehensive background, skills, and experience necessary to pursue a successful career in their chosen discipline of biomedical engineering.
4 III. Curriculum/Program Map Requirements: 30 credit hours in Master s degree Required course: BM core; 9-15 credit hours free electives in addition to 9 credits hours for thesis research.
5 Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum Program Learning Outcomes Required Courses and xperiences* Identified in P-1 : merging D: Developing A: Achieved BM6010 BM6011 BM6012 BM6024 BM6030 BM6065 BM7000 BM7001 BM7002C BM7003 BM7005 BM7007 BM7012 BM7021 BM7061 BM8064 BM7099 Thesis Defense 1 Identify and articulate the status of current research through rigorous and critical literature review, in their chosen discipline of biomedical engineering (medical device innovation, medical imaging, tissue engineering and regenerative medicine, or other related areas). 2 Propose and execute a significant, focused research plan that incorporates and extends current theory and practice in their chosen discipline of biomedical engineering. 3 Communicate research results through archival journal publications. 4 Successfully write and defend a dissertation reporting their research results, demonstrating the significance of their contribution to the field. 5 Gain the comprehensive background, skills, and experience necessary to pursue a successful career in their chosen discipline of biomedical engineering. D D D D D D,D D D D D A A D D A D A D D D D D D D A * Please note that you are only identifying required courses and experiences that are house with in your academic unit. A D A
6 IV. Methods and Measures
7 Program Outcome Identify and articulate the status of current research through rigorous and critical literature review, in their chosen discipline of biomedical engineering (medical device innovation and entrepreneurship, medical imaging, tissue engineering and regenerative medicine, or other related areas) Propose and execute a significant, focused research plan that incorporates and extends current theory and practice in their chosen discipline of biomedical engineering. Assessment Measures Aligned with Program Outcomes Assessment Tools Responsible Person, Course(s) and Time frame Students participate in survey of biomedical engineering research topics. Students will observe and discuss these lectures, review research articles in the areas covered, and make presentations based on their literature reviews. This course will help students to develop methods and skills necessary to create, develop and execute a successful research career. Methods covered include: formulating and defining ideas, understanding and using appropriate resource management, gathering and assessing data, designing a complete research project and basic writing skills for manuscript preparation and grant writing. Course/ xperience Time Line Responsible Person BM Survey BM 7001 (,D) Biomedical Research Design BM 7005 (,D,A) First year, first semester First year, second semester Course Instructor(s) Course Instructor(s)
8 Communicate research results through archival journal publications Thesis committee Meeting summary sheets Thesis preparation (,D) ach semester after Year one Dissertation committee chair Successfully write and defend a dissertation reporting their research results, demonstrating the significance of their contribution to the field Gain the comprehensive background, skills, and experience necessary to pursue a successful career in their chosen discipline of biomedical engineering Thesis committee Meeting summary sheets Thesis preparation (,D) ach semester after Year one Dissertation committee chair Thesis and Defenses Thesis defense (A) Last year Thesis and Defenses Thesis (A) The last year Research advisor
9 IV. Assessment Infrastructure The program assessment process is jointly administered by the BM Graduate Program Coordinator (PC) and the 4-members of the BM graduate committee (GC). In addition, there will be other helpful resources from College and University if needed. CAS administrative support: At CAS, BM can obtain support from the Academic Director of the Assessment and Continuous Improvement Center (ACIC). The administrative support in the college from ACIC includes the director and the center's members include the department heads and a faculty representative from each department. ACIC provides assistance in the form of consultation, workshops, audits, examples of assessment plans, learning outcomes assessment, development of rubrics and a range of topics related to continuous improvement of programs. University administrative resource: On the university side we have administrative support from CT&L. They provide assistance by workshops and summer institutes specifically focused on assessment plans every year. V. Findings and Use of Findings At the end of each academic year, the PC and GC get together to review the course content and the BM graduate handbook. The committee along with the student s research advisor (if appropriate) examines how the course content reflects developments in the field as well as what knowledge students should master after concluding it. This review assists the improvement of the course curriculum to meet the requirements and the criteria for the Student Learning Outcomes. At the end of each semester, the PC and the graduate program director meet to review whether each student has completed minimum benchmarks reflected in the Student Learning Outcomes before proceeding to other courses. The benchmark assessment includes reviews of the students coursework. These reviews help students successfully fulfill their requirements for coursework, so they can advance to successful defense of their thesis proposal and defense in time. While these annual reviews and meetings allow for small-scale changes of courses, it is anticipated that every 3 years assessors will conduct a larger-scale analysis of assessment data, with the end goal of identifying (and implementing) any major programmatic changes that may be needed.
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