Bioengineering is an emerging academic discipline that combines engineering with biology in diverse ways. Representing a national view, the Bioengineering Consortium (BECON) of the National Institutes of Health defines bioengineering as follows:

"Bioengineering integrates physical, chemical, mathematical, and computational sciences and engineering principles to study biology, medicine, behavior, and health. It advances fundamental concepts; creates knowledge from the molecular to the organ systems levels; and develops innovative biologics, materials, processes, implants, devices, and informatics approaches for the prevention, diagnosis, and treatment of disease, for patient rehabilitation, and for improving health."

At WSU, we accept the BECON definition and we add another component:

"Bioengineering incorporates biological designs and materials into engineered systems for applications that extend beyond the field of medicine, such as to agriculture, national defense, and many other diverse applications."

Thus, bioengineering is a broad field contribuing to many technology sectors from both applied and science-oriented perspectives. As an academic discipline, bioengineering is unique in that one of the strongest historic and contemporary forces for undergraduate bioengineering education has come from student demand. The proposed Bachelor of Science in Bioengineering degree at Washington State University takes into account the history and future of bioengineering from the perspectives of science, technology, and student interest. It strives to capture the intellectual vitality that originates from the many new developments that are occurring across the breadth of the discipline.

The above statement that "scientists will ‘bioengineer’ organisms" may suggest that scientists are in fact engineers. This is NOT the proper interpretation of this statement. The person with scientific technical skills (Biotechnology graduate) and the engineer (Bioengineering graduate) are educated quite differently to achieve different purposes. Biotechnologists, with knowledge of chemistry, biochemistry, cell biology and genetics and the relationships between these disciplines and the biological attributes of plants and animals, use technologies to modify genetic make-up to achieve desired characteristics of organisms. Engineers, on the other hand, use understanding of physical and chemical processes and engineering science fundamentals, along with creative design processes, to develop technologies, which may be composed of living and nonliving components, to benefit living beings. A subset of these technologies relate to biotechnology. Educational programs to prepare these different professionals differ significantly in their content and skill development, as illustrated in section II. For the BS Bioengineering degree, WSU faculty will seek accreditation from the Accreditation Board for Engineering and Technology, the accreditation body for all engineering degrees accredited in the US, to validate that the degree meets all applicable criteria for this engineering discipline.

The proposed Bioengineering program is responsive to Washington State University’s overall goal and mission and to the evolving definition of that role and mission as it emerges from the ongoing university strategic planning process.

The overall role and mission of Washington State University is defined, in part, by its charter as a land grant university and, in part, by its commitment to leadership and quality in education and research. The mission, as stated in the institution’s 2001 strategic plan, is:

"As a public, land grant and research institution of distinction, Washington State University enhances the intellectual, creative, and practical abilities of the individuals, institutions and communities that we serve by fostering learning and inquiry in all their forms."

Underlying the university’s mission is a set of core values including:

Inquiry and Knowledge – Intellectual growth is at the heart of Washington State University’s mission with goals of developing an informed citizenry and fostering intellectual inquiry in all its forms – empirical, theoretical, aesthetic – and of developing the capacity for thoughtful reasoning;

Application – The university is committed to applying knowledge and expertise to address complex issues;

Leadership – The university is guided by an ethic of leadership and service that recognizes the importance of identifying and responding to the interests and needs of the University’s diverse constituencies;

Character – Washington State University seeks to create a context that cultivates individual virtues and institutional integrity.

These values are reflected in reports from design teams in the university’s recent strategic planning process. We paraphrase from two of these reports because they are relevant to the proposed bioengineering baccalaureate degree.

Undergraduate Experience - The strategic planning design team charged with advising the president and university on Undergraduate Experience states that – "WSU must translate its land grant mission in instructional terms into a student-friendly university that offers the advantages of a medium-sized doctoral-extensive university while maintaining rigorous standards of excellence…. Our paramount strategic goal must be to remove the artificial boundary between research, creative expression, teaching and learning, and to foster a core academic community ….. Through such efforts and a renewed emphasis on integrating research opportunities, creative expression, learning communities, and critical reflection into the undergraduate curricula and co-curricula, a compelling and coherent undergraduate experience will be achieved."

Biotechnology – The WSU biotechnology strategic planning design team provides the following definition:

"Biotechnology is traditionally defined as the application of modern molecular, computer and engineering techniques to answer basic biological questions and to develop products and practices based on biology for use by society."

With its emphasis on molecular biology, biotechnology is more narrowly cast than bioengineering as defined in the introduction to this proposal. However, the biotechnology strategic planning design team clearly recognized a role for bioengineering in biotechnology, through the application of engineering approaches to molecular and cellular topics.

Within the context of the academic goals and environment of WSU and the national perspectives on bioengineering, a BS Bioengineering degree program at WSU has been planned. This program is dedicated to broad educational goals where the artificial boundaries that divide academic departments are removed. This program of study has been devised to reach across both the culture of engineering and its design methodology and the culture of biological and biomedical sciences and their methods of discovery. By this breadth, the bioengineering program will be unique among undergraduate degree programs on the WSU campus in stimulating inquiry and knowledge acquisition on a broad scale where research and creative expression are integrated into classroom and laboratory subject matter. Further, within this broad reach across engineering and biological science, there will be the opportunity to gain special skills and insights into selected areas such as biomechanics, biochemical processing, biomaterials, and biomedical sciences. A targeted specialty area for future growth (as resources become available) is cellular/molecular bioengineering, which is in response to emerging bio-based industries within the state of Washington and the recommendation of the university biotechnology design team to incorporate bioengineering into the university thrust in biotechnology.

Historically, student interest for bioengineering education came from students with aptitudes in engineering sciences and career aspirations in medicine and/or biological research. This student interest has been a long-term driving force for undergraduate bioengineering education. In fact, most of the original undergraduate bioengineering programs at US universities were created not because of industrial job opportunities, but because of an unmet student demand for an education that combined engineering and biology. This student interest continues today with large student enrollments in the established undergraduate programs and burgeoning enrollments in the newly created bioengineering programs. While these historic trends continue, there is, in addition, a new student interest resulting from the growth of the medical-biotech industrial sector and the creation of entry-level jobs in this industry. Consequently, there is now even more student interest than previously.

Data from the Whitaker Foundation demonstrate that undergraduate bioengineering enrollment has more than doubled in the past 20 years (Figure 1), while graduate bioengineering enrollment, a predictor of future growth of undergraduate programs, has increased by more than 300% (Figure 2) during this period. As such, bioengineering is the fastest growing engineering discipline in the US.

As an example of bioengineering growth in a western state, in 1995 the University of California system had one formal undergraduate bioengineering program at the San Diego campus. Today, six of the nine campuses either offer or will (by 2002) offer a bachelors degree in Bioengineering. Of the remaining three UC campuses, bioengineering is a formal graduate program at UCLA, and there is a planned undergraduate program at UC Santa Cruz that merges biology and technology. Undergraduate bioengineering enrollment in the UC system is approaching 1200 students. Further, an undergraduate bioengineering program has been in existence for many years at USC (~ 250 enrolled), and an undergraduate program is soon be implemented at Stanford University. The California example is simply indicative of nationwide trends that have resulted in the emergence of over 100 bioengineering programs at US universities, with 20 of these newly created since 1998.

Assuming demographic similarities between California and Washington, it is reasonable to estimate that 350 to 500 undergraduate students in the state of Washington would enroll in undergraduate bioengineering programs if such programs were available. Therefore, we fully expect that there will be ample student demand to fill a WSU bioengineering program. (This projection takes into account the advent of a new bioengineering undergraduate program at the University of Washington).

The BS Bioengineering program provides a means for attracting larger numbers of students to Washington State University, and thereby, retaining more Washington students in the state. This program will be attractive to high achieving students with aptitudes for engineering and a strong motivation for careers in the life sciences. It will attract students who are undecided about engineering and medicine careers, and who otherwise might need to look outside the state to meet their educational needs. The program will help retain students at WSU who begin in either an engineering or pre-medicine path and then choose to follow a path that prepares them for both of these career options. A Bioengineering program generally attracts students different from the typical engineering student or the typical pre-medicine student.

Bioengineering is unique among engineering disciplines in its cultural and intellectual foundations and in the manner in which it prepares students for careers. Results from many surveys have repeatedly confirmed that approximately one-third of those obtaining a BS in bioengineering degree go on to medical school, one-third go on to graduate school, and one-third take entry level jobs. This compares with other engineering disciplines in which over three-fourths of graduates take entry-level jobs and, within ten years of graduation one-third are engaged in design, one-third in management, and one-third in marketing. These statistics indicate that bioengineering students have different motivations for higher education than do other students with engineering majors.

Many institutions have found that, as a group, bioengineering students: (1) have academic performance among the best of all university students, (2) are broadly interested in the full spectrum of science and technology; and (3) have a high interest in the relevance of what they study to human and social issues, such as human and animal health and welfare.

Given such a population of students, there is an opportunity to develop a curriculum with the following unique educational attributes.

Preparation for Careers - The curriculum need not emphasize preparation for entry-level jobs as much as other engineering disciplines. Instead, when defining a curriculum to prepare students for careers, the emphasis may be on preparation for the best job that they may aspire to in a lifelong career, rather than the first job that they may obtain upon graduation.

Transmitting Culture - When considering the curriculum as a means for transmitting culture, the bioengineering curriculum has the unique opportunity to transmit fundamentals of two cultures: (1) the engineering culture committed to designing new items or systems for human use and (2) the scientific culture committed to discovering new knowledge about the natural world. Despite the fact that science and technology are often linked in conversation and writing, the intellectual and methodological approaches of scientists engaged in discovery are quite different from the intellectual and methodological approaches of engineers engaged in creative development of solutions to problems (engineering design).

Teaching Critical and Creative Thinking - The balance of critical thinking and creative thinking is different in science than in engineering. The bioengineering curriculum provides the opportunity to explore these balances in each culture and to bring science and technology together in unique ways that are not represented in any existing engineering or science degree program on campus.

Socialization and Communication - As a result of such a broad-based approach to engineering and science education, there becomes an additional need to stress communication and socialization skills. This is because the generalist (i.e., the bioengineer) must work with one, and most often, many, specialists (e.g., the traditional engineer, the physician, the biomedical scientist, the life scientist, the physical scientist) to accomplish tasks and goals. In the bioengineering curriculum, communication and socialization skills are emphasized in the team approach and reporting that are required in a yearlong, capstone senior project.

Teaching of Ethics – Ethical issues at the interface between technology and biology are some of the most hotly debated contemporary issues of the day. Bioengineering has a special obligation to its students to prepare them for the ongoing debate on bioethics. The nature of the discipline, combined with the characteristics of interested students, provide a truly unique opportunity to educate for cultural, artistic, and intellectual growth.

Biotechnology and medical technology comprise one of Washington state's most rapidly growing economic sectors. As reported in the 2001 Washington Biotechnology and Medical Technology Annual Report, biotechnology and medical technology companies and non-profit research organizations in Washington State continue to experience steady employment growth. At the close of 2000, total aggregated biotechnology and medical technology industry employment in Washington exceeded 15,800 people, an increase of 6.5 percent from 1999.  It is estimated that these sectors combined indirectly employ more than 56,000 people in the state of Washington.

Biotechnology and medical technology industries require a highly educated population and world-class, cutting edge research conducted at the research universities and institutions in the state. The twenty-first century will be marked by the convergence of biotechnology and medical technology with informatics, genomics, materials, and engineering. The bioengineer will be the lead professional in fully developing the potential held by the evolving biotechnology and medical technology industries. The breadth of the bioengineer’s education is designed to provide a fundamental understanding of both the analytical tools and methods of engineering, of the physical sciences, and of the biological and medical sciences. With this breadth and the opportunity to specialize, the bioengineer will be well positioned for the creation of new instruments, materials, processes and techniques to deal with biologically and medically oriented problems and, ultimately, to improve the human condition.

A 1998 U.S. Labor Department Report stated that new jobs for engineers in all industries will increase by 20% over the next decade, whereas new jobs for engineers in the biotechnology related industries will increase by 33%, the most rapid growth of all industrial sectors. In as much as industrial growth in the state of Washington mirrors national trends, it may be anticipated that the rate of growth of job opportunities for bioengineering graduates to be created in Washington over the next decade will exceed the rate of growth for other engineering disciplines. Combined with the fact that the biotechnology and medical device industries are growing much faster in Washington than in much of the rest of the nation, as noted earlier, the growth for bioengineering jobs in the State of Washington should exceed the national rate of growth. Hence, by all estimates, there is great promise for future jobs in this state for those with bioengineering degrees.

The Bachelor of Science in Bioengineering degree is an attractive educational path for people considering changes in their occupation or profession. Serving the growing biotechnology and biomedical sector, this degree will open opportunities for individuals seeking to enter this sector of employment. Two specific populations will find this degree attractive: (1) medical technologists seeking a career change that offers opportunities for advancement while continuing to work in the life sciences and meeting human needs, and (2) biologists seeking career choices that enable them to engage in creative problem solving and development of new technologies. Others seeking to work in this exciting emerging profession will also be attracted to the BS Bioengineering degree program. Collectively, this will increase the state’s workforce supporting economic development in the biotechnology and biomedical area.

The 2001 Washington Biotechnology and Medical Technology Annual Report notes that cities in Eastern Washington, such as Spokane and the Tri-Cities are home to an increasing number of companies, such as Cadwell Laboratories, Hollister-Stier Laboratories, The Heart Institute of Spokane, and GenPrime.  The authors of the report state that the advantages of Eastern Washington, including availability of land, lower cost-of-living, proximity to Washington State University and the Pacific Northwest National Laboratory, will result in increased biotechnology development and economic benefits to the region well into the future.

A stimulus for growth of medical technology in Spokane is its medical service industry, which is Spokane’s largest industry. This industry has medical transport and telemedicine services that enable it to provide medical care to a large geographic area in the inland Northwest, representing a population of approximately 2.5 million. The state of medical care and volume of medical service is as high in Spokane as may be found in most large urban areas. As the Spokane community pushes for more local growth in biomedicine and in medical services, there becomes a growing need for bioengineers. Consequently, a continuing goal of the bioengineering program is to monitor the needs and opportunities for bioengineers in Spokane. One attractive option is to partner with WSU Spokane and develop academic programs in medical- and biotech-related bioengineering programs. The application areas for bioengineering in Spokane are immense with opportunities existing in: cardiovascular medicine, respiratory medicine, physical rehabilitation and occupational medicine, neurology, drug development, drug delivery, and telemedicine. Only with a solid undergraduate program in bioengineering at the Pullman campus will it be possible to meet the biomedical engineering needs of the Spokane medical services and products industries.

The BS Bioengineering degree will offer potential for increasing participation of underrepresented groups in science and engineering fields. Bioengineering’s clear identification with meeting human needs and its strong dependence on mathematics, natural science, and engineering will aid female and minority students to see the need for studying these topics. By incorporating bioengineering examples in WSU’s outreach to K-12 schools (and in teacher education programs), a diverse population of students will be encouraged to complete the math and science topics that are gateways to many math- and science-based academic programs in colleges and universities.

Seven of the nine PAC-10 universities with Colleges of Engineering have an undergraduate bioengineering program either in place or planned. Only the University of Arizona and UCLA do not have formal undergraduate degree programs, but both offer graduate programs in bioengineering. This and other evidence cited above demonstrate that bioengineering is an engineering discipline that has now taken its place alongside the traditional engineering disciplines (chemical, mechanical, electrical, civil) as an expected academic offering by a fully representative College of Engineering in a state university.

The College of Engineering at the University of Washington will be instituting a new undergraduate degree program in Bioengineering to begin enrolling students in 2002. The planned enrollment is 140 students by autumn 2006, with an eventual total enrollment of 240 students. Using 1998 California bioengineering undergraduate enrollment figures (as stated earlier), a conservative estimate for bioengineering undergraduate enrollment in Washington is 350 to 500 students by 2006. Thus, there remains a substantial pool of students in Washington, above those served by bioengineering at the University of Washington, who could enroll in a Bachelor of Science in Bioengineering degree at Washington State University.

To contrast the planned BS Bioengineering degree at Washington State University with the soon-to-be-implemented undergraduate bioengineering program at the University of Washington, it is necessary to consider the history of the two institutions with respect to bioengineering. The University of Washington is one of the nation’s leading institutions in bioengineering research and graduate education. The UW Department of Bioengineering has been in existence for several years, an outgrowth of a longstanding and successful Center for Bioengineering. Faculty with primary appointments in the Department of Bioengineering (32 core faculty) have been in place for several years, and there are many more affiliated faculty (33 adjunct and 23 affiliate) with primary appointments in the Medical School, the College of Engineering, and other departments on the UW campus. Virtually all specialty areas in bioengineering are represented to a significant degree, and the strength of the planned undergraduate program at the UW will be in providing students the opportunity to pursue emphasis tracks in one of five of these specialty areas.

Bioengineering at Washington State University is a recent development. It is an outgrowth of an undergraduate program in the Department of Biological Systems Engineering within the College of Agriculture and Home Economics and the College of Engineering and Architecture, of basic biomedical research and education within the College of Veterinary Medicine, and of bio-related engineering research within various departments of the College of Engineering and Architecture, including significant biologically based research within the Chemical Engineering Department. The primary driving force for a program in bioengineering was to satisfy a perceived unmet statewide student interest in an undergraduate bioengineering education. Thus, there was a pooling of resources by three Colleges (Agriculture and Home Economics, Engineering and Architecture, and Veterinary Medicine) to initiate a bioengineering program.

Bioengineering at WSU will not be a copy of the UW program; rather, it will have its own unique features reflecting the strengths, history, and characteristics of the Pullman campus and the WSU College of Engineering and Architecture. For instance, the UW program has five specialized tracks of study in bioengineering leading to very specific technological competencies of molecular bioengineering, computational bioengineering, biomaterials, medical imaging, and distributed diagnosis and home health. In contrast, the WSU degree will offer a broad-based bioengineering curriculum with balance between traditional engineering and biomedical science subjects. In addition, engineering design, both as a method of problem solving practice and as an intellectual approach to general problem solving, will play a prominent role in the WSU curriculum. These features unique to WSU, plus the features of the UW program, will give Washington students a broader range of bioengineering options to choose from in pursuing their undergraduate education.

As indicated in the introduction to this proposal, the proposed BS Bioengineering degree is distinct from the BS/MS Biotechnology degrees being proposed at the same time at Washington State University. The BS Bioengineering degree prepares engineers in contrast to preparing scientists with technical skills. Curricula for these degrees differ markedly, as delineated in Table 1 below. (See section II for details of the BS Bioengineering curriculum). The Bioengineering degree has its primary foundation in mathematics and engineering sciences with applications in the biological sciences. The Biotechnology degree has its foundation in the biological sciences with skill development in laboratory use of technologies applicable to genetic modification.

The Bachelor of Science in Bioengineering curriculum at Washington State University recognizes that bioengineering is unique in several respects. Many of these unique features revolve around the blend between the two distinct cultures of science and engineering. A second unique aspect of bioengineering programs is the students they serve—their interests, motivations, and aptitudes.

The Bioengineering program strives to achieve the following educational outcomes upon completion of the degree:

1. Application of Math/Science/Engineering. Students will demonstrate an ability to use foundational knowledge in mathematics, physics, chemistry, biology, and engineering sciences.

2. Critical Thinking. Students will demonstrate the general intellectual skills of critical thinking with respect to both professional and societal issues.

3. Independent Learning. Students will demonstrate an ability to learn independently to understand and address contemporary, societal, and technical issues they encounter.

4. Systems Understanding. Students will demonstrate broad engineering-related intellectual skills associated with analogous thinking, engineering synthesis and analysis, and integrative system approaches in solving problems.

5. Teamwork. Students will be able to work in teams comprised of scientists, engineers, and others.

6. Bioengineering Design. Students will be able to creatively apply (design) engineering principles and methods to the solution of problems, recognizing the potential applications of both engineering principles to biology and biological principles to engineering.

7. Experimentation. Students will be able to apply experimental methods and creativity to scientific investigation about the natural world.

8. Career Awareness. Students will be aware of career options for which they are prepared, including entry-level jobs and professional and scientific careers that require advanced training.

9. Professional Ethics. Students will be able to apply ethical principles to professional decision making.

10. Communication. Students will be able to communicate effectively in an interdisciplinary world of engineers, healthcare professionals, and scientists.

The educational objectives and educational outcomes direct the definition of the BS in Bioengineering curriculum. Elements of this curriculum deriving from the objectives and outcomes are:

The following curriculum is proposed for the BS Bioengineering degree:

Math 171, 172; Chem 105, 106; Phys 201; BE 210; (CE 211, ChE 201, or EE 261).

BE 210, BE 320, BE 330, BE 410, BE 411

Technology will be utilized in the BS Bioengineering program to enhance students’ capabilities with modern tools appropriate for the profession. Within individual classes, computers will be used for engineering calculations, system simulation, project planning, report preparation, and supporting oral presentations. Students will use experimental equipment and computers in classes and independent projects, typically with data acquisition and control of experimental equipment being supported by computers. Throughout the program, students will utilize the worldwide web to access information and electronic communication tools for interaction with other students, instructors, and clients of projects. On occasion, students will utilize two-way videoconferencing to conduct meetings with others at a distance.

Faculty in the BS Bioengineering degree program represent several engineering disciplines and disciplines in biomedical sciences. Some have doctoral degrees and/or research credentials in biomedical engineering, some in chemical engineering, and others in agricultural, electrical, or materials engineering. Faculty, spanning from assistant professor to professor rank, are engaged in program definition, curricular planning, and course development. Over five faculty FTE are committed to this program.

Students enrolled in the BS Bioengineering program will begin the program as freshmen, transfers from another institution, or transfers from other programs within Washington State University. Some students presently at WSU have expressed interest in a bioengineering major and are pursuing degree paths that will allow switching to bioengineering upon approval of this degree program. Therefore, student numbers shown in Table 2 include some upper division students during the first year of the program. All students are expected to enroll full-time.

* Year in which the program plans to reach full enrollment; N = 5.

The expected time for BS Bioengineering degree completion is 4 years of full-time enrollment. The proposed Schedule of Study shown below illustrates the sequencing of course offerings that will support a 4-year completion schedule.

Suggested Bioengineering electives are listed in the degree proposal.  Restrictions are placed on level of courses that must be taken.

Note: For this program, in concert with a General Education agreement made years ago for all engineering degree programs, students in this program must satisfy their Tier III GER by enrolling in a course with social science [S] or arts and humanities [H] GER designation.  This substitutes for one of the WSU Tier II GERs.

Enrollment in engineering majors suffers from underrepresentation of women and minority students. In 2000, women were granted only 20.8% of the BS degrees in all engineering programs nationwide, and 12% of BS engineering degrees went to minorities. BS degrees in biomedical engineering had the highest percentage of women for all engineering disciplines (39%), roughly double the average. Percentages by degree are not available for minorities. At WSU, the BS Biological Systems Engineering degree, which currently has a bioengineering emphasis available, since 2000 has had 67% of its graduates who are women, compared to 16.7% for the College of Engineering and Architecture in the 1999-2000 academic year. In fact, BSysE was the only engineering major that was not underrepresented in numbers of women. Therefore, an expected benefit of offering a bioengineering degree program is the increased enrollment of female students in engineering at Washington State University.

Strategic steps will be taken to attract and retain women and underrepresented minority students in the BS Bioengineering degree program. Bioengineering faculty will participate in pre-college outreach (e.g., MESA, school visitations) and recruitment activities, providing bioengineering examples and role models to interest students from underrepresented groups. Faculty and students will provide relevant bioengineering examples in freshman engineering classes, interact with underrepresented students in the Bridge program, and participate in relevant student clubs (e.g., Society of Women Engineers, Society of Hispanic Professional Engineers). As opportunities arise, faculty will seek external funds to support undergraduate research experiences and/or pre-college outreaches that engage underrepresented students in bioengineering activities.

The nature of the bioengineering field will be attractive to students with disabilities. Thus, the number of students with disabilities attending WSU and engaging in engineering programs likely will increase as the BS Bioengineering program is implemented. In particular, faculty research in biomechanics, human factors, and rehabilitation engineering will be relevant to students with disabilities.

Library resources to support the BS Bioengineering degree are minimal. First, as an undergraduate degree program without a strong library research element, students will not require specialized library resources. Second, because bioengineering is multidisciplinary in nature, students are able to draw on library resources already in place to support programs in engineering, medical sciences, and biotechnology. Journals of greatest use to students, and presently among WSU’s library holdings, include:

There are many medical or clinical journals at Health Science Library, such as:

Library personnel and the Director of Libraries confirm that current collections are sufficient to support the BS Bioengineering program. They recognize, however, that with the recruitment of new faculty, providing research support will be an issue, although this is the case for many new faculty hired.

Comments from the Health Science Library indicate that, from the medical vantage point, our holdings are adequate.  Owen Library has been and continues to buy monographs in the bioengineering area, and we assume that this will continue. We already buy some methodology monographs in the biotechnology field, because there is a high demand for these, as well as for standard clinical medicine publications. The Health Sciences Library provides a good core collection of standard biomedical journals, including those listed by current Bioengineering faculty. Because of our neurosciences undergraduate and graduate programs, we have a solid collection of neurosciences journals, with many of them available electronically. Because of consortial journal packages, WSU's access to electronic journals in biomedicine has been significantly enhanced.  The imminent addition of key journals such as the Nature monthlies (Nature Biotechnology; Nature Medicine; Nature Neurosciences, Nature Cell Biology) in electronic format will offer additional support for this program.

Comments from the Assistant Director for Collections and Systems indicate that, when running some basic keyword searches, a decent amount of relevant material was found.  With the addition of so few new courses in the BS Bioengineering curriculum, the collections appear to be adequate to support a generalized Bioengineering degree. Supporting faculty research needs will become a problem, but that is true of all disciplines as new faculty are hired.

Program assessment is an important element in continuous improvement of any educational program. For the BS Bioengineering degree program, an assessment process is established to clarify educational outcomes (thereby aiding both student and instructor in outcomes achievement), measure achievement, and use assessment results for program improvement. This program is being developed with full intent of obtaining program accreditation under the Accreditation Board for Engineering and Technology (ABET), the sole accrediting agency for engineering programs in the United States of America.

The assessment plan for the BS Bioengineering degree is defined consistent with requirements for program accreditation under the ABET Engineering Criteria 2000, which requires well-defined assessment and program improvement processes. Key assessment-related ABET criteria are presented below.

Criterion 2. Program Educational Objectives

Must have in place:

Educational objectives consistent with institution's mission and ABET criteria

A process for determining and periodically evaluating those objectives

A curriculum and processes to ensure achievement of these objectives

A system for ongoing evaluation of objective achievement that uses the results to improvement in the program.

Criterion 3. Program Outcomes and Assessment

Must have a system in place to demonstrate that graduates 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

(d) an ability to function on multi-disciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context

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

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Criterion 4. Professional Component

Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political. The professional component must include:

(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline

(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study

(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.

Assessment of student achievement will be determined at two levels. First, educational objectives achievement will be determined based on feedback from alumni and employers of graduates— to determine the success of the program in preparing graduates for success along their chosen career paths. As the program becomes established, this measure will be made for graduates at 1 year and 5 years after graduation. Second, student achievement of defined educational outcomes will be determined for students completing the BS Bioengineering degree program. These outcomes will be assessed in classes and through other means as defined in brackets [ ] after each outcome listed below.

The Bioengineering program strives to assess educational outcomes as indicated:

1. Application of Math/Science/Engineering. Students will demonstrate an ability to use foundational knowledge in mathematics, physics, chemistry, biology, and engineering sciences. [In upper-division BE courses: Students will be able to apply and extend uses of foundational knowledge to bioengineering systems.]

2. Critical Thinking. Students will demonstrate the general intellectual skills of critical thinking with respect to both professional and societal issues. [In writing-in-the-major courses: Students will demonstrate critical thinking attributes as defined by WSU critical thinking rubric.]

3. Independent Learning. Students will demonstrate an ability to learn independently to understand and address contemporary, societal, and technical issues they encounter. [In capstone project courses: Students will demonstrate ability to locate relevant material and learn independently as required to address bioengineering problems.]

4. Systems Understanding. Students will demonstrate broad engineering-related intellectual skills associated with analogous thinking, engineering synthesis and analysis, and integrative system approaches in solving problems. [In unified systems courses: Students will demonstrate ability to describe and analyze bioengineering systems.]

5. Teamwork. Students will be able to work in teams comprised of scientists, engineers, and others. [In capstone project courses: Students will demonstrate ability to work in multidisciplinary teams on capstone projects.]

6. Bioengineering Design. Students will be able to creatively apply (design) engineering principles and methods to the solution of problems, recognizing the potential applications of both engineering principles to biology and biological principles to engineering. [In capstone projects: Students will demonstrate ability to design while applying biological principles.]

7. Experimentation. Students will be able to apply experimental methods and creativity to scientific investigation about the natural world. [In capstone projects courses: Students will exhibit these abilities in completion and evaluation of capstone projects.]

8. Career Awareness. Students will be aware of career options for which they are prepared, including entry-level jobs and professional and scientific careers that require advanced training. [In exit interview with seniors: Students will demonstrate knowledge of a range of career options.]

9. Professional Ethics. Students will be able to apply ethical principles to professional decision making. [In capstone projects courses: Students will demonstrate awareness and application of ethical principles in project completion.]

10. Communication. Students will be able to communicate effectively in an interdisciplinary world of engineers, healthcare professionals, and scientists. [In writing-in-the-major classes and capstone projects courses: Students will demonstrate through oral presentations and written reports their abilities to communicate effectively to clients.]

The BS Bioengineering degree program is the product of commitments of three colleges: Engineering and Architecture, Veterinary Medicine, and Agriculture and Home Economics. Over the past several years, resource reallocations have been made to support Bioengineering Program development—reassigning faculty, developing courses, appointing a program director, and establishing a program office. New faculty have been hired into reallocated positions, and other faculty have been reassigned to the Bioengineering program. Establishing a human-and-animal-systems-engineering emphasis area within the BS Biological Systems Engineering degree and emphasizing bioprocessing in the Department of Chemical Engineering have resulted in creation of several courses supporting the BS Bioengineering degree. Bioengineering interest among other faculty has produced additional bioengineering courses in chemical engineering, materials science and engineering, and electrical engineering programs. A summarization of the most recent faculty position allocations to the bioengineering program is listed below:

Table 4 presents projected budget estimates for the BS Bioengineering degree program. Most of year 1 (FY 2003) budget items (e.g., faculty salaries, program director salary) are currently allocated to support the program. Remaining year 1 items will be provided by additional reassignment of existing resources or by use of temporary funds. In the FY 2004 budget process, the three deans intend to request additional support as part of the WSU biotechnology initiative to be submitted to the legislature for the 2003-2005 biennial budget; this support will be used for the 0.5 FTE technical support position, 1.0 FTE clerical support position, 1.0 FTE faculty position, and the program operating budget. The deans will jointly request, as part of omnibus equipment requests, an annual Bioengineering allocation of $20,000 for the first three years of the program. Other allocations required for year N will occur in subsequent budget reallocation cycles.

a. Gifts and grants will provide additional funds for equipment purchases.

b. Year 1 is FY 2003; Year N = year 5 (FY 2007)

c. Technical staff will install and maintain program computers; prepare and oversee laboratory equipment

d. Computer laboratory with 10 to 15 workstations, data acquisition software and interfaces, laboratory experiments to support biomechanics, biomaterials, bioinstrumentation.

e. Student timeslip wages, supplies, telephone, copying, etc.

All Year 1 reallocations have occurred already or will be covered by temporary funds. Year N figures will be permanent allocations to the program.

Dr. Paul N. Hale, Jr., PE
Professor of Biomedical Engineering
Director of Technology Transfer Center (Shreveport)
Associate Dean for External Programs
Louisiana Tech University
PO Box 10348
600 West Arizona
Ruston, LA 71272
phale@coes.latech.edu
(318) 257-2954 Office

Dr. Sanjeev G. Shroff

Gerald McGinnis Chair
Professor of Electrical Engineering
Professor, Department of Bioengineering
University of Pittsburgh
Pittsburgh, PA 15260

1. Dr. Denny C. Davis

2. Dr. Kenneth B. Campbell

3. Dr. Anita Vasavada

4. Dr. David Lin

5. Dr. Marvin Pitts

(others available on request)

 

B.S., Agricultural Engineering, w/distinction Washington State University June 1967

M.S., Agricultural Engineering Cornell University Sept. 1969

Ph.D., Agricultural Engineering Cornell University. Aug. 1973

6/76-6/80 Assistant Professor of Agricultural Engineering

7/80-12/85 Associate Professor of Agricultural Engineering

1/86-6/87 Associate Professor of Agricultural Engineering (25%)

1/86-8/98 Associate Dean, College of Engineering and Architecture (75%)

7/87-6/92 Professor of Agricultural Engineering (25%)

7/92-8/98 Professor of Biological Systems Engineering (25%)

8/98- Professor of Biological Systems Engineering

8/99-8/00 Interim Director, Center for Precision Agricultural Systems

4/00-10/01 Chair, Department of Biological Systems Engineering (50%T, 33%R, 17%E)

7/01- Director, Bioengineering Program

7/73-5/76 Assistant Professor, Agricultural Engineering (70% R; 30% E) Univ. of Georgia

7/82-6/83 Visiting Associate Professor, Agricultural Engineering Cornell University

7/96-6/97 Technical Education Consultant The Boeing Company

Davis, D.C., K.L. Gentili, M.S. Trevisan, and D.E. Calkins. (accepted). "Engineering Design Assessment Processes and Scoring Scales for Program Improvement and Accountability." Journal of Engineering Education.

Davis, D.C., K.L. Gentili, M.S. Trevisan, R.K. Christianson, J.F. McCauley. 2000. Measuring Learning Outcomes for Engineering Design Education. Proceedings of 2000 Annual Conference of American Society for Engineering Education, Session 1625 (June).

Trevisan, M.S., D.C. Davis, D.E. Calkins, and K.L. Gentili. 1999. "Designing Sound Scoring Criteria for Assessing Student Performance," Journal of Engineering Education (January):79-85.

Trevisan, M.S., D.C. Davis, R.W. Crain, D.E. Calkins, and K.L. Gentili. 1998. "Developing and Assessing Statewide Competencies for Engineering Design," Journal of Engineering Education, vol. 7, no. 2, pp. 185-193.

Pitts, M.J. and D.C. Davis. 1996. "SpaceStation©— Computer Simulation Tool Demonstrating Biological Systems." Journal of Engineering Education, June.

Ma, L., D.C. Davis, L. Obaldo, and G.V. Barbosa-Canovas. 1998. Engineering Properties of Food and Agricultural Materials— A Laboratory Manual. American Society of Agricultural Engineers, 2950 Niles Road, St Joseph, MI 49085.

American Society of Agricultural Engineers (ASAE)

American Society for Engineering Education (ASEE)

Institute of Biological Engineering (IBE)

R.M. Wade Award for Excellence in Teaching (WSU College of Agriculture), 1981

• awarded to the top teacher in the College of Agriculture

C.E.C.C. Outstanding Professor Award (WSU College of Engineering), 1981

• awarded to the top teacher in the College of Engineering

A.W. Farrall NationalYoung Educator Award (ASAE), 1982

EDUCOM/NCRIPTAL Best Engineering Software Award, 1989

• judged to be the best engineering instructional software in the nation co-author)

WSU Council of Minority Presidents Award for Commitment to Minority Students, 1991

• one of two awards given at the university this year

Boeing Outstanding Educator Award— finalist with R.W. Crain Jr, 1995, 1996

• 1995: one of thirty-seven nominees; received a site visit as a finalist (top four)

• 1996: one of thirty nominees; received site visit as one of top three nominees

WSU Sahlin Faculty Excellence Award for Teaching, 1999

• one awarded at the university each year

A. Biological Systems Engineering Department: Tenure Advisory Committees (3); Promotion Advisory Committee, 1995-00; Undergraduate Curriculum Committee, 1997-98; Undergraduate Programs Committee, Chair, 1998-00; led development of BSysE Assessment Plan, 1999; Agriculture Programs Committee, 1998-; Food Engineering Committee, 1998-

B. College of Engineering and Architecture: Assessment Committee, 1997-2000; Recruitment, Scholarships, Retention Committee, Chair, 1998

C. College of Agriculture and Home Economics: B.S. Applied Biology Committee, Chair, 1997-98; Bioengineering Design Team for Strategic Planning, Chair and administrative liaison, 2000-; Design, Technology and Management Team for Strategic Planning, Member, 2000-.

D. Washington State University: Commission on the Status of Minorities, 1989-96; WSU Accreditation Subcommittee on General Education, 1997-98; Enrollment Management Council, 1997-98; Biotechnology Design Team for Strategic Planning, 2000-.

E. Other: USDA-CSREES Program Review (1998); National Research Council Standards Review Committee, National Academy of Engineering (Design Standards), 1999.

1997 Nat'l conference, 2d National Outcomes Assessment Conference Terre Haute

1997 Nat’l workshop, 2d National Outcomes Assessment Conference WA, DC

1997 Nat’l workshop, 2d Roundtable for Enhancing Engineering Education Mesa, AZ

1998 Nat’l workshop, 2d National Outcomes Assessment Conference Terre Haute

1999 Reg’l workshop, 2d Teaching Distant Learners Moscow, ID

2000 Local workshop, 1d Diversity Training for Administrators Pullman, WA

Attended National Professional Society Meetings: ASAE, ASEE, IBE.

B.S. Animal Husbandry University of California, Davis 1963

D.V.M. Veterinary Medicine University of California, Davis 1968

Ph.D. Physiology University of California, Davis 1973

l976-present Professor (since 1988), Associate Professor (1982-1988), Assistant Professor (1976-1982), Veterinary and Comparative Anatomy, Pharmacology, and Physiology, College of Veterinary Medicine, WSU Pullman

1996-present Professor, Department of Biological Systems Engineering, WSU Pullman

l973-l974 Associate, Department of Physiology, School of Medicine, University of Pennsylvania, Philadelphia

l974-l976 Assistant Professor, Department of Bioengineering, College of Engineering and Applied Science, University of Pennsylvania, Philadelphia.

Tobias, A. H., BK Slinker, RD Kirkpatrick., K.B. Campbell. Functional effects of the novel inotrope, EMD 57033, in isovolumically beating isolated rabbit hearts. Am. J. Physiol 271(Heart Circ Physiol 40): H51-H58, 1996.

Fogliardi R, R. Burattini, S. G. Shroff, K.B. Campbell. Fit to diastolic arterial pressure by third–order lumped model yields unreliable estimates of arterial compliance. Med. Eng. Phys. 18:225–233, 1996.

Campbell, K.B. Rate constant of muscle force re-development reflects cooperative activation as well as crossbridge kinetics. Biophys J 72: 254-262, 1997.

Fogliardi, R., R. Burattini, K.B. Campbell. Identification and physiological relevance of an exponentially tapered tube model of canine descending aortic circulation. Med. Eng. Phys. 19: 201-211,1997.

Campbell, K.B., Y. Wu, R. D. Kirkpatrick, B. K. Slinker. LV pressure response to small-amplitude, sinusoidal volume perturbations in the isolated rabbit heart. Am. J. Physiol 273(Heart Circ. Physiol. 42): H2044-H2061, 1997.

Slinker, B.K., H.W. Green, III, U. Wu, R. D. Kirkpatrick, K.B. Campbell. Relaxation effect of CGP48506, EMD 57033, and dobutamine in ejecting and isovolumically beating rabbit hearts. Am. J. Physiol. 273(Heart Circ. Physiol. 42): H2708-H2720, 1997

Campbell, K.B., Y. Wu, R. D. Kirkpatrick, B. K. Slinker. Myocardial contractile depression from high-frequency vibration is not due to increased crossbridge breakage. Am J Physiol. 274 (Heart Circ. Physiol. 43): H1141-H1151, 1998.

Bukatina, A.E., R.D. Kirkpatrick, K.B. Campbell. Dethiophalloidin increases Ca2+ responsiveness of skinned cardiac muscle. J. Musc. Res. & Cell Motil. 19: 515-523, 1998.

Slinker, B.K., Y. Wu, A. J. Brennan, K.B. Campbell, J.W. Harding. Angiotensin IV has mixed effects on left ventricle systolic function and speeds relaxation. Cardiovasc. Res. 42: 660-669, 1999.

Burattini, R., K.B. Campbell. Assessment of aortic power components and their link to overall elastic and resistive arterial properties. Med. & Biol. Eng. & Comput. 37: 366-376, 1999.

Burattini, R., S. Natalucci, K.B. Campbell. Viscoelasticity modulates resonance in the terminal aortic circulation. Med. Eng. & Physics. 21: 175-185, 1999.

Razumova, M. V., A. E. Bukatina, K. B. Campbell. Stiffness-distortion sarcomere model for muscle simulation. Am J. Appl. Physiol. 87(5): 1861-1876, 1999.

Razumova, M. V., A. E. Bukatina, K. B. Campbell. Different myofilament nearest-neighbor interactions have distinctive effects on contractile behavior. Biophys. J. 78: 3120-3137, 2000.

Slinker, B.K., Y. Wu, H.W. Green, R.D. Kirkpatrick, K.B. Campbell. Overall cardiac functional effect of positive inotropic drugs with differing effects on relaxation. J. Cardiovasc. Res. 36: 1-13, 2000.

Burattini, R., K.B. Campbell. Physiological relevance of uniform elastic tube-models to infer descending aortic wave reflection: A problem in identifiability. Ann. Biomed Eng. 28: 512-523, 2000.

Bukatina, A.E., R.D. Kirkpatrick, K.B. Campbell. Secophalloidin and phalloidin-(S)-sulfoxide as contraction modifiers for comparative study of skeletal and cardiac muscles. Tsitologiia. 42(1):37-41, 2000.

American Physiological Society

Cardiovascular System Dynamics Society

Council on Circulation, American Heart Association

Biomedical Engineering Society

Biophysical Society

The Loren D. Carlson Prize in Physiology, awarded by the Graduate Group in Physiology, University of California, Davis, 1973.

Young Investigator Award, National Institutes of Health, 1977-80.

Outstanding Researcher, Washington State University, College of Veterinary Medicine, 1997.

Fellow, American Institute for Medical and Biological Engineering, 2000.

Physiologic Models for Human/Environment Interface – Society of Engineering Science, 35^th Annual Meeting, September 1998, Pullman, Washington

B.A., Mathematics/Physics Whitman College 1990

B.S., Mechanical Engineering Columbia University 1990

M.S., Mechanical Engineering Stanford University 1991

Ph.D., Biomedical Engineering Northwestern University. 1999

2001-present Assistant professor in the departments of Veterinary and Comparative Anatomy, Pharmacology, and Physiology, and Biological Systems Engineering.

1991-93 Engineer in the Biomechanics Laboratory in the Department of Orthopedics and Rehabilitation at Yale University.

Vasavada, AN, Li, S, Delp, SL. Three-dimensional isometric strength of neck muscles in humans. Spine, (accepted, 2001).

Vasavada, AN, Li, S, Delp SL. Influence of muscle morphometry and moment arms on the moment-generating capacity of human neck muscles. Spine, 23(4):412-422, 1998

B.S., Mechanical Engineering M.I.T. 1987

M.S., Biomedical Engineering Northwestern University 1989

Ph.D., Biomedical Engineering Northwestern University. 1997

1/01-present Assistant Professor, Biological Systems Engineering Department, Washington State University, Pullman

1997-00 Research Scientist, Department of Electrical and Computer Engineering, Georgia Institute of Technology

1997-00 Postdoctoral Fellow, Department of Physiology, Emory University

C.

1. Lin, D.C., and Rymer, W.Z., "Damping in reflexively active and areflexive lengthening muscle evaluated with inertial loads." Journal of Neurophysiology.80(6): 3369-3372, 1998.

Regional Finalist, Whitaker Student Paper Competition. Annual Meeting of the IEEE Engineering in Medicine and Biology Society, 1997.

Recipient of Murphy Fellowship, Northwestern University, Evanston, IL, 1987-1988.

B. S Agricultural Engineering University of Illinois 1978

M.S. Agricultural Engineering University of Illinois 1980

Ph.D. Agricultural Engineering University of Illinois 1983

1989 - Present Associate Professor, Dept. of Biological Systems Engineering, Washington State University, Pullman, Washington

1983 - 1989 Assistant Professor, Dept. of Agricultural Engineering, Washington State University, Pullman, Washington

1994 Guest Professor, Institut für Lebensmitteltechnologie, Universität für Bodenkultur, Wien Austria (September through December)

l979 - l983 Instructor, Agricultural Engineering Dept., University of Illinois, Urbana, Illinois

6. State(s) in which registered: Washington

1. Wu, N., and M. J. Pitts. 2000. Effect of cell size, shape and tugor pressure on cell apparent stress and strain. Postharvest Biology and Technology, in press.

2. Pitts, M.J. and G.W. Stutte.2000. Modeling Wheat Harvest Index as a Function of Date of Anthesis. Biosphere and Life Science.

3. Pitts, M.J. and G.W. Stutte.1999. Computer Model of Hydroponics Nutrient Solution pH Control using Ammonium. Biosphere and Life Science, 26(2) 87-96.

4. Wu, N., and M. J. Pitts.1999. Development and Validation of a Finite Element Model of an Apple Fruit Cell. Postharvest Biology and Technology 16(1999) 1-8.

5. Pitts, M. J., and Drysdale, A. 1998. Modeling Nutrient Mineral Transport in Advanced Life Support Systems. SAE Paper No. 981752. SAE 28th International Conference on Environmental Systems , Danvers, MA.

6. Pitts, M.J., R.P. Cavalieri, and J. Abbott. 1997. Measuring Apple Tissue Tensile Properties Using 3 Point Bending and Finite Element Analysis. Conference on Food Engineering Proceedings (AIChE), Los Angeles.

7. Pitts, M.J. and D.C. Davis. 1996. SpaceStation^TM - Computer simulation tool demonstrating biological systems. Journal of Engineering Education 85(3) 187-192.

Institute for Biological Engineering

American Society for Engineering Education

Suggested Bioengineering electives are listed in the degree proposal. Restrictions are placed on level of courses that must be taken.

Washington State University

MAJOR CURRICULUM CHANGE FORM – REQUIREMENTS

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

Department Name: Bioengineering Program, College of Engineering and Architecture

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

The objectives of BE 140, "Introduction to Bioengineering," are to introduce students to capabilities that bioengineering majors may develop for their professions and to help students determine whether the bioengineering major is appropriate for their interests. It is the second course that undergraduate students would take in the proposed B.S. degree in Bioengineering. It is assumed in the bioengineering curriculum that freshmen engineering students will have previously completed BE 120, "Innovation in Design," the cross-disciplinary engineering course, which introduces students to the general concept of engineering design. This is a follow-up course, with more specific discussion of engineering design related to areas of bioengineering.

Since the course is a seminar/discussion-based course, grading will be S/F.

BE 140, "Introduction to Bioengineering"

Understand the scope of and current topics in bioengineering, including industries and research areas relevant to bioengineering. Realize the skills and knowledge necessary for successfully addressing problems in bioengineering.

Introductions of instructor and students, expectations for the course

Definitions of bioengineering and balance between science and engineering

Overview of bioengineering areas

Overview of bioengineering areas

Current topics (basic science)

Current topics (basic science)

Current topics (industry)

Current topics (industry)

Current topics (ethical)

Current topics (ethical)

Spring break

Guest industry lecturer

Guest scientific lecturer

Oral reports

Oral reports

The class material is presented in a lecture format.

There is no textbook for this course.

Oral presentations are a majority of the assignments. Students will give 10 minute presentations for the current topics (weeks 5-10), and based on their final reports. The final report will be a 2 page report detailing a specific problem in bioengineering, including a description and how an engineer might address the problem.

Regular attendance and class participation is expected. Unexcused class absences must be made up with a one-page report about the topic covered in the missed class, written to the satisfaction of the instructor. Everyone must write one report due at the end of the term (see required assignments). Any missed assignments will result in an incomplete.

The course is graded S/F. See above for criteria for receiving passing grade.

Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center (DRC) in Administration Annex 206 (Tel. 335-1566).

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

Justification for Proposed Changes

The objective of BE 205, "Bioengineering Ethics and Professional Preparation," is to help students prepare for a career in bioengineering. This includes reviewing employment advertisements, preparation of resumes, and career planning. Another emphasis of the course is on engineering ethics, especially for bioengineering applications. It is assumed that sophomores in the proposed B.S. degree in Bioengineering would take this course. Since the course is a seminar/discussion based course, grading will be S/F.

Course Outline for BE 205, "Bioengineering Professional Preparation and Ethics"

Prepare undergraduate bioengineering majors for successful career development as a Bioengineer, including summer internship opportunities and career planning. Additional focus on the ethical issues in Bioengineering, both for industry and research related topics.

Introductions of instructor and students, expectations for the course

Categories of ethical considerations

Research misconduct

Use of animal and human subjects

Conflict of interest

Role of regulatory agencies

Whistle blowing

Career opportunities and qualifications (industry)

Career opportunities and qualifications (industry)

Career opportunities and qualifications (nonindustry)

Career opportunities and qualifications (nonindustry)

Thanksgiving break

Preparation of resume

Review of resumes

Career planning

The class material is presented in a lecture format.

Harris, C.E., Pritchard, M.S., and Rabins, M.J. Engineering ethics – concepts and case studies. Wadsworth Thomson Learning, 2000.

Oral presentations are a majority of the assignments. Students will give 10 minute presentations for the ethics discussions (weeks 3-7), career opportunities (8-11), and based on their final reports. The final report will be a 2 page report detailing a specific employment position in bioengineering, including a description and how to achieve the status of that position.

Regular attendance and class participation is expected. Unexcused class absences must be made up with a one page report about the topic covered in the missed class, written to the satisfaction of the instructor. Everyone must write one report due at the end of the term (see required assignments). Any missed assignments will result in an incomplete.

The course is graded S/F. See above for criteria for receiving passing grade.

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

The objectives of BE 210, "Bioengineering Analysis," are to develop skills in analytical problem solving and computer programming, and to introduce concepts of modeling and analogic thinking. This is a required course in the bioengineering curriculum, generally taken in the sophomore year. The prerequisites are ChE 201 and Math 172.

BE 210, "Bioengineering Analysis"

To develop analytical and problem-solving skills, and be able to apply them to biological systems.

To become proficient implementing methods of linear algebra, conservation principles and numerical methods in a programming environment (MATLAB).

To develop and implement mathematical models of biological systems.

To understand the analogous relationships of various engineering disciplines.

Introduction; the design process, systems analysis and modeling

Introduction to programming methods

Programming in MATLAB

Linear algebra

Linear algebra

Linear algebra

Conservation principles

Conservation principles

Conservation principles

Modeling biological systems

Modeling biological systems

Modeling biological systems

Numerical methods

Numerical methods

Numerical methods

The class material is presented in a lecture/lab format. The lab will consist of computer programming using the software MATLAB, and assignments will follow concepts taught in the lecture.

Introduction to MATLAB 6 for Engineers, William J. Palm, III, McGraw-Hill, New York, 2001.

Graded homework assignments will emphasize problem-solving skills. Laboratory assignments will include computer programs and lab reports.

15% Graded homework

15% Laboratory assignments

30% Final exam

A: 90 – 100

B: 80 – 90

C: 70 – 80

D: 60 – 70

F: < 60

Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center (DRC) in Administration Annex 206 (Tel. 335-1566).

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

BE 320

Dr. Marvin Pitts, PE

Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center in Cleveland 57; phone 335-1566.

Mechanics of Materials by R. C. Hibbeler

Supplemental recommended texts for each emphasis area

Food Eng. Physical Properties of Plant and Animal Materials by Mohsenin

Bionic Eng. Biomechanics: Mechanical Properties of Living Tissues by Y. C. Fung

Environ Eng. either a soil mechanics text or a building foundation design text

BE 320 is a class satisfying the "Writing in the Major" [M] general education requirement for BE, BSysE and Ag E students. M courses should give students writing experiences typical of the writing within their profession. Written work must be critiqued, and students given opportunities for revision.

Typical writing in the Engineering profession includes documentation supporting proposals and bids for work, reports of work in progress and final reports. As part of the project, engineers may write specifications of acceptable procedures or product qualities. Depending on the project, engineers may be involved in writing descriptions of the design, or operation manuals. If a governmental regulation impacts the project, additional documentation (EPA impact statement, Labor and Industries Worker Safety assessment) may be needed. Senior Engineers may be required to evaluate the other members of their engineering team. Writing in the Engineering profession spans a wide range of writing styles, and requires a high level of writing proficiency from the engineering professional.

Through the projects in BE 320, the groups will experience writing most if not all the documentation described above. As a minimum, each project will require a proposal, progress report and final report. Some projects will require additional writing. The person serving as project leader will also write an assessment of the contributions from the other people in the group

The class will be divided into teams of four people. Roles in each team will be rotated.

Each group will be assigned about three projects during the semester.

Grading is based on group projects, individual performance within the group and knowledge of course material. The grade for each student will be based on the group’s performance on the group’s projects, on the performance of each student within their group, and each students’ ability to use the concepts and techniques explained in class.

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

Bioinstrumentation is a required course for this degree. For program accreditation, students must be able to make measurements and interpret data from living systems.

Dr. Marvin Pitts, PE

Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center in Cleveland 57; call 335-1566.

After successful completion of this course, students will be able to:

Describe sensor and signal amplification fundamentals

Specify sensor performance criteria for a given biological application,

Specify analog and digital performance criteria for a given biological application, and

Specify instrumentation systems for a given biological application.

Medical Instrumentation: Application and Design, 3rd edition, John G. Webster (ed.), John Wiley & Sons, New York, 1998

Homework 50%

Laboratory 30%

Hour Exams 10%

Final Exam 10%

Washington State University

MAJOR CURRICULUM CHANGE FORM – COURSE

See www.ronet.wsu.edu/ROPubs/ for specific instructions for completing this form.

2. COMPLETE COURSE INFORMATION