EBME 328. Biomedical Engineering R&D Training I
Description
This course will provide research and development in the laboratory of a mentoring faculty member. Varied R&D experiences will include activities in biomedical instrumentation, tissue engineering, imaging, drug delivery, and neural engineering. Each Student must identify a faculty mentor, and together they will create description of the training experience prior to the first class.
Course Goals
Biomedical Engineering R&D Training will provide students with hands-on training experiences in research and development. Training will be provided in the laboratory of a mentoring faculty member. Varied R&D experiences will include activities in biomedical instrumentation, tissue engineering, imaging, drug delivery, and neural engineering. This course will be an excellent hands-on preparation for the senior project option (EBME 398). It will also provide good background for the creation of a successful application to summer research programs such as SOURCE.
Students will learn proper research conduct. There will be lectures on introduction to the laboratory notebook and ethics of research. Students will maintain a detailed laboratory notebook that will be reviewed by the professor in charge of the class.
Each student must identify a faculty mentor for this course, typically from among BME primary and associated faculty. It is possible to do the research with another Case faculty member, but only if a primary faculty member agrees to sponsor the experience. The student and faculty mentor will submit a 1-page description of the specific experience, which is due the first class. The form will be provided on the course web page. If no faculty mentor has been identified, students must add/drop into EBME 318/319. Faculty members will take a limited number of trainees, so students should start early to secure a training spot!
In AY 2008-2009, students can take either EBME 328/329 or EBME 318/319 to satisfy the “junior year” laboratory requirement. Normally students will take EBME 328 and 329 in the fall and spring semesters, respectively, but students having scheduling problems can take both classes in a single semester. Mixed combinations such as EBME 318 and EBME 328 will not fulfill the laboratory requirement, but mixtures might be allowed with a well-justified petition. This one-year offering of EBME 328/329 will be reassessed before making it permanent.
Prerequisites
EBME 201, EBME 202
Requirements
The student and faculty mentor will submit a 1-page description of the specific experience, which is due Friday of the first week of class.
| Background report with references due 4 weeks into the semester
Students will typically work in the lab at least five hours per week
Periodic lab book review sessions by professor/TA in charge of the course
Lecture attendance: Introduction to the Laboratory Notebook and Ethics of Research
End of semester, oral examination presentation or project. |
Role of the Course in the Curriculum
In AY 2008-2009, students can take either EBME 328/329 or EBME 318/319 to satisfy the “junior year” laboratory requirement. Normally students will take EBME 328 and 329 in the fall and spring semesters, respectively, but students having scheduling problems can take both classes in a single semester. Mixed combinations such as EBME 318 and EBME 328 will not fulfill the laboratory requirement, but mixtures might be allowed with a well-justified petition. This one-year offering of EBME 328/329 will be reassessed before making it permanent.
Resources for Course
Students will be trained in individual research laboratories. Faculty members have enthusiastically agreed to participate.
Anticipated Enrollments
We expect that about 40% of our BME students will take this option, giving about 40 students per year.
Proposed ABET Outcomes and Their Assessment
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(g) an ability to communicate effectively
Outcome (b). This outcome will be assessed by portions of the grading rubric from the faculty mentor. Items include:
Student showed an ability to design his/her own experiment with minimal instruction. (1-5 scale with 1=highly disagree and 5=highly agree)
Student showed an ability to analyze and interpret data. (1-5 scale)
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Outcome (g). This outcome will be assessed by portions of the grading rubric from the faculty mentor. Written communication will be evaluated from the final report in EBME 329. Items include:
Student wrote the report in the standard format for a laboratory report and properly referenced materials. (1-5 scale)
Writing was clear and concise. (1-5 scale)
Results were clearly analyzed and conclusions well founded. (1-5 scale)
Oral communication will be evaluated from the final lab presentation. Items include:
Slides clearly made points and enhanced the presentation. (1-5 scale)
Student clearly described slides and effectively communicated ideas. (1-5 scale)
Student effectively answered questions. (1-5 scale) |
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