Bachelor of Science in Biomedical Engineering program is accredited by the Engineering Accreditation Commission(s) of ABET, under the General Criteria and the Biomedical Engineering Program Criteria.
Why accreditation matters
Accreditation is a voluntary, peer-review process that requires programs to undergo comprehensive, periodic evaluations. These evaluations focus on program curricula, faculty, facilities, institutional support, and other important areas.
EBME Department Mission Statement
The EBME Program provides students with an education in biomedical engineering, electrical engineering and engineering physics. It instills in them the attitudes, values, and vision that will prepare them for lifetimes of continued learning and leadership in their chosen careers. Through research, scholarship, and outreach; the EBME Department strives to generate new engineering knowledge and technology for the benefit of the State of Nevada, the Nation, and beyond.
Biomedical Engineering Program Educational Objectives and Student Learning Outcomes
Biomedical Engineering Program Educational Objectives
- Professionalism: Continue to utilize and enhance their engineering and biological training to solve problems related to health and healthcare that are globally relevant and based on ethically sound principles.
- Leadership: Demonstrate leadership in their respective careers in biomedical engineering or interrelated areas of industry, government, academia, and clinical practice.
- Life-long learning: Engage in life-long learning by continuing their education in graduate or professional school or through opportunities for advanced career or professional training.
Biomedical engineering student learning outcomes
- Ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- Ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
- Ability to communicate effectively with a range of audiences
- Ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
- Ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
- Ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- Ability to acquire and apply new knowledge as needed, using appropriate learning strategies
Program-specific objectives for BME
- Applying principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations) and statistics;
- Solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems;
- Analyzing, modeling, designing and realizing bio/biomedical engineering devices, systems, components, or processes; and
- Making measurements on and interpreting data from living system
Relationship of student learning outcomes to program educational objectives
- Objective 1, Professionalism associated with (1,2,3) outcomes
- Objective 2, Leadership associated with (4) outcomes
- Objective 3, Life-long Learning associated with (4, 6, 7) outcomes
- Assessment plan
- The Electrical and Biomedical Engineering Department has developed a number of tools that allow it to assess the bachelor degree program in electrical engineering and biomedical engineering and provide feedback to faculty.
- It has also developed a process through which the feedback is used to modify the curriculum to ensure Student Outcomes and the Program Educational Objectives are met.
- The department has assigned each student outcome to specific courses for assessment purposes. Several outcomes are subdivided to provide more specific information on various aspects of the outcome and the degree to which they are achieved. The instructors of the courses for a specific outcome collect and evaluate assessment data and present their findings to the entire department. If corrective actions are found to be necessary, the issue is referred to the curriculum committee, which in turn proposes remedial actions. The proposals are discussed in department meetings and modified if necessary for approval and implementation.
- The complete list of outcomes and corresponding courses is given as part of our student learning outcomes. The department also uses student exit surveys and focus groups to assess the program outcomes.
- To assess the success of the Program Educational Objectives, the department uses recent graduate surveys and employer surveys. The results of the surveys are discussed by the department and the curriculum committee is charged with formulating corrective changes in the curriculum, if necessary. The suggestions of the curriculum committee are discussed and approved by the entire faculty.
- Degrees and enrollment