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Biological Engineering Undergraduate Program Data-Based Decisions/ Continuous Improvement (CI) Process
NWCCU

The participants include:

  • Industry Advisory Board – Assessment of obtainment of learning objectives using capstone design projects and senior confidential interviews
  • ABET Committee – Evaluation of attainment of student learning objectives, actions needed for improvement, prioritization of actions
  • Curriculum Committee – Evaluation of attainment of student learning objectives,

recommendations for curriculum improvement and implementation of improvement actions.

All of the Biological Engineering faculty members participate in the continuous improvement process. All faculty members are on either the ABET Committee, Curriculum Committee, or both. The Curriculum Committee meets regularly during fall and spring semesters.  The Curriculum Committee requests changes, additions, adjustments to the curriculum required to improve attainment of Student Learning Objectives as indicated through the assessment and evaluation process.  The changes, additions, adjustments are documented (with supporting data) and approved by the Biological Engineering Department Head and the Dean of the College of Engineering.  Requests are then submitted to the Educational Policies Committee (EPC) for approval and implementation. Table 6 gives a brief description of data-based decisions for program curriculum changes 2009-2016 and planned changes. 


Table 6.  Data-Based Decisions -Program Curriculum Changes 2009-2016 and Planned Changes

ITEM YEAR DESCRIPTION OUTCOME PLANNED IMPLEMENTED
1 2009-2010 BENG 3000 Bioinstrumentation 2 credits to 3 credits to add more labs and student contact time h, k    X
2 2009-2010 BENG 5020 Modeling Biological Systems brought into the program for better control (previously in Biology Department) a, i    X
3 2009-2010 BE Design I, II, III course sequence introduced one semester earlier to ensure adequate design time allowed for students; re-designed courses to focus on engineering design and greater emphasis on design and design concepts b, c, d, f    X
4 2010-2011 PHYS 2200 Elements of Mechanics 2 credits changed to PHYS 2210/2215 Physics for Scientists and Engineers 5 credits total; increase physics and science content of program a    X
5 2010-2011 Added BENG 1890 Introduction to UG Research 1 credit to introduce engineering design concepts early in program b, c, h    X
6 2010-2011 ENGR 2010 Statics changed from 2 credits 3 credits to increase engineering content of the curriculum (action at the College level) a    X
7 2010-2011 BE engineering elective courses re-evaluated for math and engineering content; established criteria that content of course must be minimum 50% quantitative (engineering & math) a, b, c, d  
8 2011-2013 BENG 5020 Modeling Biological Systems course re-designed to focus on use of structured programming a, e, i, k  
9 2011-2013 CEE 2870 Programming added to curriculum to increase programming skills of students a, e, k  
10 2013-2014 Re-designed BENG 1890 Introduction to UG Research to strengthen engineering design concepts, professional and ethical responsibilities, communication, and global impact of engineering relative to contemporary issues c, f, g, j  
11 2015-2016 CEE 3500 Fluids will be replaced by BE fluids course.  BE fluids course will focus on pipes, pumps, and microfluidics (vascular), which is applicable to biological engineering.  Current Civil Engineering fluids course focuses on open channel flow a  
12 2015-2016 ENGR 2030 Engineering Mechanics Dynamics 3 credits will be replaced with ENGR 2140 Strength of Materials 3 credits to better serve the current needs of biological engineers a, b, c, e  
13 2015-2016 Add engineering economics modules and engineering ethics case studies to BENG 3870, Biological Engineering Design I c, f, h