UNIVERSITY OF
NTAPAND 11 19 Main Administration U u i l d i n g
College P'lrk. Maryland 20742-503 l
301.305.5252 T E L 301.405.8195 FAX
OFFICE O F T H E S E N I O R VICE PRESIDENT F O R ACADEMIC AFFAIRS A N D PROVOST July 17, 2006
MEMORANDUM
TO: Nariman Farvardin
Dean, A. James Clark School of Engineering
FROM:
Phyllis Peres
Associate Provost for Academic Planning and Programs
?&!
SUBJECT: Proposals to create a Fischell Department of Bioengineering; transfer the M.S. and
Ph.D. programs in Bioengineering; and transfer, modify, and rename the B.S. in
Biological Resources Engineering as the B.S. in Bioengineering (PCC log nos.
05052,05053, and 05054)
I am pleased to inform you that final approval has been given for the establishment of the
Fischell Department of Bioengineering and the transfer and modification of the related academic
programs. Copies of the approved proposals are attached.
On June 23,2006, the Board of Regents approved the creation and naming of the Fischell
Department of Bioengineering, effective July 1,2006. The proposal to transfer in the M.S. and
Ph.D. programs in Bioengineering was approved by President Mote on April 27. Finally, the
proposal to transfer, modify and rename the B.S. in Biological Resources Engineering as the B.S.
in Bioengineering was given final approval by the Chancellor on June 30, and the Maryland
Higher Education acknowledged the change that same day.
The College should ensure that the new requirements are fully described in the
undergraduate and graduate academic catalogs and in all relevant descriptive materials.
Enclosure
cc: William Destler, Provost
Ellin Scholnick, Associate Provost for Faculty Affairs
Sarah Bauder, Office of Student Financial Aid
Mary Giles, University Senate
Barbara Hope, Data Administration
Anne Turkos, Archives
William Bentley, Fischell Department of Bioengineering
Sandra Huskamp, Fischell Department of Bioengineering
JUL 0 5 2006
RECUVED
UMCP
ZE OF THE CHAIVCELLOR
June 30,2006
1807
University of Maryland,
Baltimore
1856
University of Maryland,
College Park
1865
Bowie State University
Dr. C. D. Mote, Jr.
1101 Main Administration Building
University of Maryland, College Park
College Park, MID 20742
1866
Towson University
1886
University of Maryland
Eastern Shore
1898
Frostburg State University
1900
Coppin State University
1925
Salisbury University
Dear Dan:
Thank you for forwarding the request from University of Maryland, College
Park to change the name of the Bachelor of Science in Biological Resources
Engineering to the Bachelor of Science in Bioengineering. I am delighted to approve
this change. Please express my appreciation to departmental faculty for their careful
work in planning for this change.
1925
University of Baltimore
Sincerely,
A
1925
University of Maryland
Center for Environmental
Science
William E. Kirwan
Chancellor
1947
University of Maryland
iiniversiiy Coilege
1966
University of Maryland,
Baltimore County
1985
University of Maryland
Biotechnology Institute
J
cc: William Destler, Senior Vice President for Academic Affairs and Provost
Nariman Farvardin, Dean, A. James Clark School of Engineering
Adele Berlin, Chair, University Senate
Irwin Goldstein, Vice Chancellor for Academic Affairs
Theresa Hollander, Associate Vice Chancellor for Academic Affairs
3300 Metzerott Road
Adelphi, MD 20783-1690
Phone: 301.445.1901
Fax: 301.445.1931
www.usmd.edu
I
~ o b e l Lt . Ehrlich, Jr.
OFFICE OF THE Se yp
FOR ACADEMIC AFFAIRS
Governor
Michael 5. Steele
Lt. Governor
JUL 0 7 2006
Kevin M. O'Keefe
I
Cha~rman
RECEIVED
UMCP
Creating a state o f achievement
Calvin W. Burnett
Secretary of H~gherEducation
June 30,2006
Dr. William W. Destler
Senior Vice President for Academic Affairs
and Provost
University of Maryland, College Park
1 1 19 Main Administration Building
College Park MD 20742-503 1
Dear Dr. Destler:
The Maryland Higher Education Commission has reviewed a request from the University
of Maryland, College Park to change the title of the Bachelor of Science (B.S.) in Biological
Resources Engineering to the B.S. in Bioengineering. The title change has been administratively
approved and will be reflected in the Commission's Academic Program Inventory.
For purposes of providing enrollment and degree data to the Commission, please use the
following academic program inventory codes:
New Title
Bioengineering
HEGIS
0903-00
Degree Level
B.S.
CIP
14.0301
Should the program require any substantial changes in the future, please keep the
Commission apprised. I wish you continued success.
Sincerely,
Calvin W. Burnett
Secretary of Higher Education
cc: Ms. Diane Hampton, MICUA
Ms. Theresa Hollander, USM
Dr. Phyllis A. Peres, bMCP
MARYLAND HIGHER EDUCATlONCOMMISSION
839 Bestgate Rd.
T 410.260.4500
800.974.0203
Suite 400
F 410.260.3200
Annapolis, MD 21401-3013
TW for the Deaf 800.735.2258
9
www.rnhec.state.rnd.us
THE UNIVERSITY OF MARYLAND, COLLEGE PARK PROGRAMICURRICULUM PROPOSAL DIRECTIONS:
Provide one form with original approval signatures in lines 1 - 4 for each proposed action. Keep this form to one page in length.
Early consultation with the Office of the Associate Provost for Academic Planning & Programs is strongly recommended if there are
or concerns, particularly with new programs.
Please submit the signed form to Claudia Rector. Ofice of the Associate Provost for Academic Planning and Programs. I 119 Main
Administration Building, Campus.
rr umd edu.
Please email the rest of the proposal as an MSWord attachment to pcc-whrn~s\~ons
PCC LOG NO.
DATE SUBMITTED: February 9,2006
05054
COLLEGEISCHOOL: A. James Clark School of
Engineering
DEPARTMENTPROGRAM: Bioengineering Program, BS Bioengineering
PROPOSED ACTION (A separate form for each):Move, Rename and Modifl a Curriculum
DESCRIPTION (Provide a succinct account of the proposed action. Details should be provided in an
attachment. Provide old and new sample programs for curriculum changes.)
The purpose of this proposal is to move, rename and modify an existing curriculum in Biological Resource Engineering
(College of Agriculture) to Bioengineering in the Fischell Department of Bioengineering in the A. James Clark School of
Engineering. The proposed cuniculum 'is the result of extensive review by a committee comprised of faculty of the current
Bioengineering Graduate Program, the current Biological Resource Engineering Program, and the University of Maryland
School of Medicine.
JUSTIFICATION/REASONS/RESOURCES(Briefly explain the reasonfor the proposed action. Identla the source of new resources that may be required. Details should be provided in an attachment.) The reason for this action is to establish a comprehensive world-class resource for the University of Maryland System to
educate students to excel in the field of bioengineering and can-y out the research and development of biomedical systems
that will improve healthcare for human subjects throughout the world.
------
APPROVAL SIGNATURES
DATE
1. Department Committee Chair
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2. Department Chair
3. CollegegeiSchool PCC Chair
4. Dean
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5. Dean of the Graduate School (ifhuired)
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6. Chair, Senate PCC
7. Chair of Senate
8. Vice President for Academic Affairs & Provost
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VPAAP 8-05
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
PROPOSAL FOR
MODIFIED CURRICULUM
BIOENGINEERING UNDERGRADUATE PROGRAM
FISCHELL DEPARTMENT OF BIOENGINEERING
A. JAMES CLARK SCHOOL OF ENGINEERING
UNIVERSITY OF MARYLAND
COLLEGE PARK
DEAN NARIMAN FARVARDIN
KIND OF DEGREE: B.S.
Effective Fall 2006
February 9, 2006
1
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Introduction
“The finest goal that engineering can achieve is to improve the quality of life for millions of people
throughout the world…… Bioengineering and biomedical devices are the most direct means to achieve
that goal.
Wealth allows us to do good works and to remove impediments to bettering the human
condition…..Our gift to the Clark School will help engineering students to develop their ideas to
improve health care for human beings throughout the world."
Dr. Robert Fischell
December 19, 2005
University of Maryland,
A. James Clark School of Engineering
Gift Announcement
In a memorandum to the National Institute of Health Directors on the creation of the Bioengineering
Consortium:
"Bioengineering advances the nation's health by increasing biological knowledge through the use of
engineering principles and techniques and contributes methods that have facilitated the development
of novel devices and drugs….”
Dr. Harold Varmus
Noble Laureate
National Institutes of Health
What is Bioengineering?
Bioengineering is rooted in physics, mathematics, chemistry, biology, and the life sciences. It is the
application of a systematic, quantitative, and integrative way of thinking about and approaching the
solutions of problems important in biology, medical research, clinical practice, and population studies.
Bioengineering integrates physical, chemical, or mathematical sciences and engineering principles for
the study of biology, medicine, behavior, or health. It advances fundamental concepts, creates
knowledge from the molecular to the organ systems level, 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.
National Institutes of Health Bioengineering Consortium 1997-1998
2
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Purpose of Proposal
This proposal is to establish an undergraduate program in bioengineering within the Fischell Department
of Bioengineering of the A. James Clark School of Engineering (Clark School), University of Maryland
College Park (UMCP). Concurrently, separate proposals have been prepared and submitted to establish
the Fischell Department of Bioengineering by July 1, 2006 and to move the current Bioengineering
Graduate Program, with Masters and Ph.D. degrees, into the Department creating a comprehensive
Bioengineering unit. This proposal is contingent upon approval of the establishment of the Department.
In November 2005, Dr. Nariman Farvardin, Dean of the Clark School of Engineering, named a committee
of faculty and staff from UMCP and the University of Maryland School of Medicine (Attachment A) to
investigate the feasibility of developing an undergraduate bioengineering curriculum. The committee
thoroughly examined all aspects of creating this curriculum in the context of programs within USM, at
other leading universities, our vision for the future of human health care, and in light of our own
expectations for a “world-class” Department. During the committee’s deliberations, Drs. Bentley,
Fischell, and Dean Farvardin also visited 3 of the top 4 Departments of Bioengineering / Biomedical
Engineering in the US, Johns Hopkins University (JHU), Duke University (Duke), Georgia Institute of
technology (Georgia Tech), in order to fully understand their education and research programs,
departmental operations and future directions. The committee’s deliberations have resulted in this
document, which proposes to create an undergraduate program of the highest caliber that will educate
Maryland students to meet the current and future demands for its graduates, for the University, the State
and the Nation.
The proposed undergraduate curriculum is largely based on the foundational science of biology and
represents one of the first engineering programs in the US that is rooted in biology and directed at human
health. The existing Biological Resource Engineering (ENBE) program/degree, which is also rooted in
biology, has served as a template for this bioengineering program. ENBE, with its origins in Agricultural
Engineering, has over the past decade modified its curriculum substantially so that with yet additional
modification, it can be efficiently transformed into the undergraduate program of the Fischell Department
of Bioengineering. The ENBE Program/Degree has already been accredited by ABET.
Bioengineering in the Nation, State, UMCP and The Clark School
At the national level, a tremendous surge in enrollment within bioengineering has occurred in just the past
five years and has fueled a resurgence in undergraduate engineering on the whole (see Figs. 1 & 2) with
many of our nation’s best and brightest students choosing bioengineering as the their academic home.
Figure 1. (Source: Engineering Workforce Commission
of the American Association of Engineering Societies)
3
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Figure 2. (Source: Engineering Workforce Commission
of the American Association of Engineering Societies)
Coincident with demand from students, there are many nationwide initiatives and foundations that
promote and fund technological growth at the interface of engineering and the life sciences for the
betterment of human health (e.g., new National Institute of Health (NIH) Institute of Biomedical Imaging
and Bioengineering (NIBIB), NIH Roadmap, Gates Foundation, etc.). There are also several philanthropic
foundations with programs to develop human resources to meet current and future manpower
requirements foreseen for next generation biomedical technologies (e.g., Whitaker Foundation, Coulter
Foundation, Howard Hughes Medical Institute, etc.).
The biotechnology industry in the State has grown into the third largest, behind California and
Massachusetts, creating an increased demand for bioengineers. While growth has primarily been in the
biopharmaceuticals sector, the State has also emerged as a leader in the genomics, proteomics, diagnostics
and bioinformatics areas as noted by companies such as Human Genome Sciences, Celera, and The
Institute for Genomic Research (TIGR). The Maryland State Plan for Postsecondary Education identifies
these areas as foundations upon which to build the State’s research and development success. Increasing
the supply of qualified graduates in these high-demand fields and workforce shortage areas is critical to
the development of a highly qualified workforce http://www.mhec.state.md.us/ higherEd/ 2004Plan /
MHEC_PostSec04.pdf .
UMCP is located within an area rich in health care facilities, medical schools, and biomedical research
centers, including the pharmacy, dental, and medical schools at the University of Maryland, Baltimore
(UMB), the University of Maryland Biotechnology Institute (UMBI), the medical schools at JHU,
Georgetown, George Washington, and Howard Universities, the NIH, the Red Cross, and the Food and
Drug Administration (FDA). Many engineering faculty members at UMCP enjoy strong collaborations
with researchers at these institutions and engineering graduate students often work in their laboratories.
Yet, there are no departments in the University System of Maryland (USM) meeting educational and
research needs in bioengineering. There are presently two undergraduate biomedical or bioengineering
programs within the Baltimore/DC metropolitan area: JHU and Catholic University. Neither focuses on
biomedical devices and issues at the cellular, subcellular, and systems levels.
UMCP has undergone a strategic planning process identifying five initiatives (i-v) that will significantly
impact the State's economic and cultural development and position Maryland as a major contributor of the
Nation’s intellectual capital.1 This proposal, and that of the creation of the Fischell Department, are
1
“Building on Excellence: The Next Steps" http://www.provost.umd.edu/Strategic_Planning/PlanAndMission.html
4
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
aligned with all of these UMCP initiatives: (i) elevate the quality of undergraduate education experience
within the College and on campus, (ii) enrich the culture of excellence in education, research and
scholarship, (iii) enhance the level of diversity, (iv) engage the greater community in entrepreneurial and
commercial activities, and (v) enhance the infrastructure consistent with that of a world-class university.
In 2001, the Clark School underwent an extensive strategic planning process resulting in a clear vision for
its future.2 Initiative 2 of the resulting strategic plan is to build a culture of excellence in research and
scholarship while expanding the impact of the research program by emphasizing specialty topics of large
potential. One of the specific steps identified to achieve this objective is the investment of significant
resources on strengthening or building specialty areas of large potential with the aim of making the
college a significant force in these areas on the national landscape. Five such areas were identified: (i)
Information Technology, (ii) Smart Small Systems, (iii) Intelligent Transportation Systems, (iv)
Nanotechnology, and (v) Bioengineering.
According to U.S. News & World Report, http://www.usnews.com/usnews/edu/college/rankings/, the
undergraduate programs of the Clark School are currently tied for 22nd. Among public institutions, the
School’s undergraduate engineering programs are ranked 13th. Among public graduate engineering
programs, the Clark School is ranked 12th (17th overall). The Clark is the only engineering school among
the top 25 undergraduate engineering schools nationwide without a formal undergraduate degree program
in bioengineering/biomedical engineering.
Table 1. Best Undergraduate Engineering Programs
1
Massachusetts Inst. of Technology
2
Stanford University (CA)
University of California–Berkeley *
4
California Institute of Technology
University of Illinois–Urbana-Champaign *
6
Georgia Institute of Technology *
University of Michigan–Ann Arbor *
8
Carnegie Mellon University (PA)
Cornell University (NY)
Purdue Univ.–West Lafayette (IN)*
11 University of Texas–Austin *
12 Princeton University (NJ)
University of Wisconsin–Madison *
14 Johns Hopkins University
Northwestern University
Texas A&M University–College Station *
Virginia Tech *
18 Pennsylvania State U.–University Park *
Rensselaer Polytechnic Institute
Rice University
University of Minnesota–Twin Cities *
22 Duke University
University of California–Los Angeles *
University of California–San Diego *
University of Maryland–College Park *
University of Washington *
2
“Toward Higher Levels of Excellence: A Five-Year Strategic Plan for Engineering, 2001-2006.” A. James Clark School of Engineering,
University of Maryland, College Park, October, 2001 (http://www.eng.umd.edu/aboutus/documents/ClarkSchool_5yr_StrategicPlan.pdf).
5
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Table 2. Best Graduate Engineering Programs
1. Massachusetts Institute of Technology
2. Stanford University (CA)
3. University of California–Berkeley *
4. Georgia Institute of Technology*
4. University of Illinois–Urbana-Champaign*
6. University of Michigan–Ann Arbor*
7. University of Southern California*
8. California Institute of Technology
9. Carnegie Mellon University (PA)
10. Purdue University–West Lafayette (IN)*
11. University of California–San Diego*
12. Cornell University (NY)
12. University of Texas–Austin*
14. Texas A&M University–College Station*
15. University of California–Los Angeles*
15. University of Wisconsin–Madison*
17. Princeton University (NJ)
17. University of Maryland–College Park *
*denotes public institution
During the 2001-02 academic year a Bioengineering Program Committee was created by the Dean
Farvardin and charged with the task of developing a Graduate Degree Program in Bioengineering. The
committee was chaired by Dr. Tim Barbari, then Chair of the Department of Chemical Engineering and
consisted of the following faculty members: Dr. Art Johnson of Biological Resources Engineering, Dr.
Bill Bentley of Chemical Engineering, Dr. Shihab Shamma of Electrical and Computer Engineering, Dr.
Don DeVoe of Mechanical Engineering, Dr. Peter Kofinas of Materials and Nuclear Engineering, Dr.
Avis Cohen of Biology, Dr. Jason Kahn of Chemistry and Biochemistry, and Dr. Dennis Healy of
Mathematics. Building on current research efforts and focusing on strengthening activities at the interface
between engineering and the life sciences, a strong and independent Graduate Program in Bioengineering
emerged to fulfill the vision of the School’s Strategic Plan.
In just three years, the Bioengineering Program has recruited 25 outstanding graduate students from
among the most highly ranked undergraduate programs in the United States. The current bioengineering
graduate student population is 44% female and 68% domestic. The more than 50 faculty formally
affiliated with the Graduate Program come from over 12 academic departments at UMCP, the Schools of
Medicine and Pharmacy in Baltimore, and UMBI. Research collaborations with the Schools of Medicine
and Pharmacy have been enhanced and collaborations with the School of Dentistry have been initiated.
The bioengineering graduate students benefit greatly from this unique interdisciplinary nature; not only
do they have a wide array of research projects available to them, but they also have the opportunity to
explore laboratories across the campus(es) in the new lab rotation program. In biology and medicine,
laboratory rotations are standard; they are rare in engineering. Many of the concepts needed in
experimental design and data analysis, as well as research methods, are best served by this type of handson instruction. This rotation is a first in engineering at Maryland.
6
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Proposal to Establish a Bioengineering Undergraduate Curriculum
1. Current Curriculum Requirements
The proposed undergraduate curriculum is largely that of the existing Biological Resource Engineering
(ENBE) program. ENBE, with its roots in Agricultural Engineering, has over the recent decade modified
its curriculum substantially so that with some additional modification, it can be efficiently transformed
into the undergraduate program. The ENBE Program/Degree has already been accredited by ABET.
The chart below describes the current curriculum in Biological Resource Engineering.
Freshman Year - Fall Semester
Freshman Year - Spring Semester
Cr
ENES
MATH*
CHEM
BSCI
100
140
135
105
ENBE
110
Introduction To
Engineering. Design
Calculus I
General Chemistry I
Principles of Biology 1
Introduction to Biological
Resource Engineering
Total
3
4
3
4
ENES
MATH*
CHEM*
PHYS*
102
141
136
161
Statics
Calculus II
General Chemistry Lab
General Physics
3
4
1
3
1
ENGL
101
Introduction to Writing
3
15
231
223
220
260
261
232
Organic Chemistry
General Microbiology
Mechanics of Materials
General Physics
General Physics Lab
Organic Chemistry Lab
Total
3
4
3
3
1
1
453
331
305
455
241
MATH
246
ENME
BSCI
ENBE
232
230
241
Differential Equations for
Scientist & Engineers
14
3
Thermodynamics
Cell Biology & Physiology
Computer Use in Bioresource
Engineering
[CORE course}
15
Total
3
4
3
3
16
Junior Year - Spring Semester
Junior Year - Fall Semester
ENBE
ENME
or ENCE
ENBE
MATH
Total
Sophomore Year - Spring Semester
Sophomore Year - Fall Semester
CHEM
BSCI
ENES
PHYS
PHYS
CHEM
Cr
Introduction to Biological
Materials
Fluid Mechanics
Basic Fluid Mechanics
Basic Electronic Design
Calculus III
(CORE Course)*
3
3
3
3
4
3
Total
16
7
ENBE
ECON
454
200/1
Biological.Process Engineering
Principles of Economics
[BIOL SCI tech elect.]
[EMG SCI tech elect.]
[CORE course]*
Total
4
4
3
3
3
17
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Senior Year - Fall Semester
ENBE
471
ENBE
ENBE
ENGL
ENBE
422
456
393
485
Senior Year - Spring Semester
Biological Systems Control
Water Resources
Engineering
Biomedical Instrumentation
Technical Writing
Capstone Design 1
[BIOL SCI tech.elect.]
[CORE Course]*
Total
Cr
3
3
3
3
1
3
3
16
ENBE
482
Dynamics of Biological Systems
Cr
1
ENBE
ENBE
484
486
Engineering in Biology
Capstone Design II
[ENGR SCI tech elect.]
[ENGR SCI tech elect.]
[CORE courses]*
3
2
3
3
3
Total
Total Credits
15
124
2. Proposed Requirements for Bioengineering Curriculum
The Committee proposes the curriculum noted below as the Bioengineering Undergraduate curriculum.
Courses are either new courses or simply have a change in prefix. Different fonts are used to identify
which courses are new courses and which have a change in prefix only from ENBE to BIOE. The descriptions
and syllabi for new courses will be submitted through the Vice President’s Advisory Committee (VPAC).
The Committee decided that it was critical to retain a consistent focus on chemistry, physics and math in
the first two years that is common among existing engineering programs. In addition to laying a solid
engineering foundation, this approach helps to ensure that individuals who wish to transfer into the
program in the third year may be able. Biology, while introduced in the first year, becomes a focal point
in the third and fourth years. BSCI 105 Introduction to Biology is being replaced with a newly designed
course, BIOE 120 with a laboratory, Biology for Engineers.
The key adjustments in the curriculum come in the third and fourth year. Courses in biomedical imaging,
biomechanics, physiological systems and transport play critical roles in the modified curriculum.
Capstone I, year four, will be enhanced to provide more instruction, guest speakers and opportunity for
exchange and discussion on current issues in bioengineering such as ethics, clinical trials, regulatory
issues, venture capitalism, business principles and entrepreneurship. Both Capstone I and II are increased
from one credit hour to three credit hours.
Freshman Year - Fall Semester
Freshman Year - Spring Semester
Cr
Cr
Introduction to Engineering
Design
Calculus I
General Chemistry I
3
4
3
ENES
MATH*
PHYS
102
141
174
Statics
Calculus II
Physics 1 Lab
3
4
1
PHYS*
161
General Physics
COREI
3
3
ENGL
101
Introduction to Writing
Total
3
17
ENES
100
MATH*
CHEM
140
135
CHEM*
136
General Chemistry Lab
1
BIOE
120
Biology for Engineers
3
BIOE
121
Biology for Engineers
Laboratory
1
Total
15
8
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Sophomore Year - Fall Semester
CHEM
231
Organic Chemistry
3
BSCI
ENES
230
220
Cell Biology and Physiology
Mechanics of Materials
4
3
Sophomore Year - Spring Semester
Differential Equations for
MATH
246
Scientist & Engineers
COREII
ENME
232 Thermodynamics
PHYS
260
General Physics
3
BSCI/
CHEM
PHYS
CHEM
261
232
General Physics Lab
Organic Chem. Lab
1
1
15
Total
Junior Year - Fall Semester
BIOE
241
340
Physiological Systems & Lab
4
BIOE
332
331
Biofluids
3
BIOE
MATH
241
BIOE
Basic Electronic Design
3
Calculus III
CORE III
Total
4
3
17
Senior Year - Fall Semester
BIOE
471
BIOE
BIOE
ENGL
BIOE
456
3
Biocomputation Methods
3
15
Junior Year - Spring Semester
BIOE/
ENME
455
3
3
Elective 1
Total
BIOE
BIOE
3
Bioengineering Elective 1
3
3
BIOE
BIOE
3
BSCI/
CHEM
485
Capstone I Entrepreneurship,
Regulatory Issues, Ethics
CORE V
Total
Biomedical Imaging
3
453
Introduction to Biological
Materials (also offered as
ENMA 425)
4
Elective 2
CORE IV
3
3
16
Senior Year - Spring Semester
BIOE
Technical Writing
420
Total
3
393
3
BSCI/
CHEM
Biological Systems Control
Biomedical Instrumentation
Transport Processes
3
3
18
404
486
Biomechanics
3
Bioengineering Elective 2
3
Capstone II
3
Elective 3
3
CORE VI
3
Total
15
Total
128
3. Identification of and Rationale for Change
The purpose of the proposed curriculum is to marry the principles and applications embedded within
engineering with sciences of biology, medicine and health. The undergraduate program is founded in
biology, driven by human health issues and it is forward-thinking. The first two years of the proposed
curriculum reflects the solid engineering foundations of the current ENBE program: Biology, Physics,
Chemistry and Math. However, in the first year, first semester, ENBE 110 Introduction to Biological
Resource Engineering will be replaced with BIOE 120 Biology for Engineers with an accompanying
BIOE 121 Laboratory. BIOE 120 is a modified course that will focus specifically on biological
engineering principles that will begin to lay the foundation for future courses. This new introductory
course on Biology for Engineers is the combination of two already approved courses, ENBE110
Introduction to Biological Resource Engineering & ENBE 484 Engineering in Biology, with established
9
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
track records that present biology in a context more appropriate for engineering students. We have not,
however, replaced biology and biochemistry courses with those “for engineers” as our faculty believe
strongly that upper level biology and chemistry courses should be taught by experts in those fields.
In the sophomore year, ENBE 241 Computer Use in Bioresource Engineering will be changed to BIOE
241 Biocomputation Methods. While the principles of the course will not change, the course will be
modified to focus more on computation related to biological principles in human health.
In the junior and senior years, ENBE 331 Basic Fluid Mechanics will at first be cross-listed with BIOE
331 BioFluids. The ENBE course on transport (ENBE 454 Biological Process Engineering) will be
renamed BIOE322 and will constitute the second course of a two-semester sequence. Courses specific to
agriculture, such as ENBE 422 Water Resources Management course will be deleted once the ENBE
students complete their studies (see below). The requirement for ECON 200/201 Principles of Economics
will be eliminated. ENBE 482 Dynamics of Biological Systems, ENBE 484 Engineering in Biology and
ENBE 454 Biological Process Engineering will be replaced with new courses, BIOE 340 Physiological
Systems & Lab, BIOE 332 Transport Processes, and BIOE 420 Biomedical Imaging. ENBE 453
Introduction to Biological Materials will become BIOE 453 Introduction to Biological Materials.
Capstone I and II will be increased from 1 and 2 credit hours respectively to 3 credit hours for each
course. Additional content will be added to enhance instruction and discussion on entrepreneurship,
current regulatory issues and ethics.
Advanced Study Courses are 300-400 level classes that are not required in the major but are available as
electives.
BSCI 440 Mammalian Physiology
BCHM 463 Biochemistry of Physiology
BSCI 412 Microbial Genetics
BSCI 413 Recombinant DNA
BSCI 415 Biology of the Human Genome
BSCI 417 Microbial Pathogenesis
BSCI 420 Cell Biology Lecture
BSCI 433 Biology of Cancer
BSCI 426 Drug Action and Design
among others to be approved by the undergraduate director.
4. Sample of Student Progression through Program
The chart below indicates how a typical student would progress through the proposed program semester
by semester. This chart is color coded to easily identify specific discipline areas.
10
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Fall 1
Spring 1
Math
MATH 140 Calculus I
4
Chem
CHEM 135 General Chemistry
3
CHEM 136 - Chem
Lab
1
MATH 141Calculus II
PHYS 161 - Physics
I
Phys
PHYS 174 - Physics
I Lab
ENES 100 - Eng
Design
Engl
ENES 102 - Statics
ENGL 101 Introduction to
Writing
Gen
Ed
Core *
HL/DS 100-200
level Literature or
Cultural Diversity
Engr
3
Fall 2
4
3
1
3
PHYS 261 - Physics
II Lab
ENES 220
Mechanics of
Materials
3
BIOE 120-Biology
for Engineers
1
15
Fall 3
Math
Chem
Phys
Engr
MATH 241Calculus III
17
Spring 3
BioE
3
BIOE 241
Biocomputational
Methods
3
BSCI/CHEM
Elective
3
1
3
4
15
15
Spring 4
4
ENGL 393Technical Writing
3
HA,HL or HO
Literature/Art 100200 Level
3
HS History 100-200
Level
3
SB Social Science
100-200 Level
3
SB Social Science
100-200 Level
3
BIOE 331Biofluids
3
BIOE 420Biomedical Imaging
3
BIOE 456Bioinstumentation
3
BIOE 486- Capstone
2
3
BIOE 340Physiological
Systems and Lab
4
BIOE 332Transport Processes
3
3
BIOE 404Biomechanics
3
BIOE 455 Basic
Electronic Design
3
BSCI/CHEM
ELECTIVE 3
3
BIOE ELECTIVE 2
3
Elec
Credits
HA 100-200 Level
Art
3
Fall 4
Engl
Gen
Ed
Core
Biol
3
1
Elec
Credits
ENME 232 Thermodynamics
3
3
BSCI 230 Cell
Biology and
Physiology
BIOE 120-Biology
for Engineers
3
3
Biol
BioE
CHEM 231 Organic Chemistry I
CHEM 232 Organic Chemistry
Lab
PHYS 260 - Physics
II
Spring 2
MATH 246 Differential
Equations
BIOE 453Biomaterials
BSCI/CHEM
ELECTIVE 2 Avanced Study 300400 Level
17
4
BIOE 485- Capstone
1
BIOE 471Biological System
Control
3
BIOE ELECTIVE 1
16
* double count with cultural diversity where possible
11
3
3
18
15
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
In addition to the course schedules by semester and year already provided, the following provides a complete listing
of the bioengineering core courses, non-bioengineering required courses, and elective opportunities with associated
credit hours.
Course Category
Credits
Bioengineering Core Credits
Non-Bioengineering Required Credits
Total Electives Credits
42
71
15
128
Bioengineering Core Courses
BIOE 120 Biology for Engineers Lecture
BIOE 121 Biology for Engineers Laboratory
BIOE 241 Biocomputation Methods
BIOE 331 Biofluids
BIOE 332 Transport Processes
BIOE 340 Physiological Systems & Lab
BIOE 404 Biomechanics
BIOE 420 Biomedial Imaging
BIOE 453 Introduction to Biological Materials
BIOE 455 Basic Electronic Design
BIOE 456 Biomedical Instrumentation
BIOE 471 Biological System Control
BIOE 485 Capstone I
BIOE 486 Capstone II
Credits
3
1
3
3
3
4
3
3
4
3
3
3
3
3
Total:
Non-Bioengineering Required
MATH 140 Calculus I
MATH 141 Calculus II
MATH 241 Calculus III
MATH 246 Differential Equations for Scientists and Engineers
PHYS 161 General Physics: Mechanics and Particle Dynamics
PHYS 174 Physics Laboratory Introduction
PHYS 260 General Physics: Vibration, Waves, Heat, Electricity & Magnetism
PHYS 261 General Physics: Vibrations, Waves, Heat, Electricity & Magnetism
Lab
CHEM 135 or 131 (pre-med)
CHEM 136 or 132 (pre-med)
CHEM 231 Organic Chemistry I
CHEM 232 Organic Chemistry Laboratory I
BSCI
230 Cell Biology and Physiology
ENES 100
Introduction to Engineering Design
12
42
Credits
4
4
4
3
3
1
3
1
3
1
3
1
4
3
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
ENES 102 Statics
ENES 220 Mechanics of Materials
ENME 232 Thermodynamics
ENGL 101 Introduction to Writing
ENGL 393 Technical Writing
General Education CORE I
General Education CORE II
General Education CORE III
General Education CORE IV
General Education CORE V
General Education CORE VI
3
3
3
3
3
3
3
3
3
3
3
Total
71
Biology/Chemistry Electives (take 3 courses)
BSCI 222 Principles of Genetics
BSCI 223 General Microbiology
BSCI 440 Mammalian Physiology
BSCI 441 Mammalian Physiology Laboratory
BCHM463 Biochemistry of Physiology
BSCI 412 Microbial Genetics
BSCI 413 Recombinant DNA
BSCI 415 Biology of the Human Genome
BSCI 417 Microbial Pathogenesis
BSCI 420 Cell Biology Lecture
BSCI 433 Biology of Cancer
BSCI 426 Drug Action and Design
CHEM241 and 242 Organic Chemistry II
Credits
4
4
4
2
3
4
3
2
3
3
3
3
4
Total
9
Bioengineering Electives (take 2 courses)
ENBE 381 Creative Design with CAD
ENBE 415 Bioengineering of Exercise Responses
ENBE 471 Biological Systems Control
ENCH 482 Biochemical Engineering
ENCH 468T Tissue Engineering
HONR 288L Medical Devices: Applied Ethics and Public Policy
Total
5.
3
3
3
3
3
1-3
6
Prerequisite Structure
The prerequisite structure is already in place for all the courses except those included as new. Completion
of Math 246 will be required prior to BIOE 454, BIOE 420, and BIOE 453. Completion of all 100 and
200 level chemistry and biology courses will be required prior to BIOE 340. BIOE120 will substitute for
13
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
BIOL 105 as the prerequisite for BSCI 230 Cell Biology and Physiology. A letter of support from the
Chairs of Biology and Cell Biology and Molecular Genetics (via Dean Allewell’s letter) is included in
Attachment B.
6. Courses Additions and Modifications
The charts below note the new courses that are being added to create the Bioengineering Curriculum and
the ENBE courses that will require a prefix change to BIOE.
New courses to be added for the Bioengineering Curriculum
BIOE
BIOE
BIOE
BIOE
BIOE
BIOE
BIOE
120
121
340
331
420
453
404
Biology for Engineers
Biology for Engineers Laboratory
Physiological Systems and Laboratory
Biofluids
Biomedical Imaging
Biomaterials and Laboratory (also offered as ENMA 425)
Biomechanics
Courses with Prefix Change Only: ENBE to BIOE
BIOE
BIOE
BIOE
BIOE
BIOE
BIOE
241
455
471
456
485
486
Biocomputation Methods
Basic Electronic Design
Biological Systems Control
Biomedical Instrumentation
Capstone I: Entrepreneurship, Regulatory Issues, Ethics
Capstone II
It is important to note, new courses that are biomedical device oriented, disease-specific or human-system
specific will be developed as the number of faculty grow with expertise in these particular areas.
7. Course No Longer Required
The following chart outlines the courses in Biological Resource Engineering curriculum that will not be
necessary in the ENBE curriculum as it moves to the BIOE curriculum. ENBE 110 and ENBE 484 will be
combined into BIOE120. ENBE 422, ENBE 482, and ENBE 454 will be offered as the students in the
ENBE program finish their degrees (see below).
Courses from Biological Resource Engineering to be deleted
ENBE
ENBE
ENBE
ENBE
ENBE
110
422
482
484
454
Intro to BRE
Water Resources Management
Dynamics of Biological Systems
Engineering in Biology
Biological Process Engineering (renamed and modified to BIOE322)
14
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
8. Letters of Support
Letters of Support to develop the Bioengineering undergraduate program and create the Fischell
Department of Bioengineering are also included in Attachment B.
9. Status of Students Currently Enrolled in ENBE Program/Degree
The Fischell Department of Bioengineering will be responsible for enabling the current Biological
Resource Engineering students to complete their ENBE programs as originally offered. This will require
that faculty currently teaching the ENBE courses continue to teach these courses until 2010. Exceptions to
this will be courses with ENBE prefixes that will be changed to BIOE. Since the additional BIOE courses
reflect research thrusts of non-ENBE faculty, the strain on the existing ENBE faculty should be
minimized. The students joining ENBE in Fall ’06 will be given the option of switching their major to
Bioengineering. Current freshmen ENBE students (those with less than 30 credits) will be given the
option of switching their major to BIOE. All other ENBE students will continue their degree program as
offered.
15
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
ATTACHMENT A
Bioengineering Program/Curriculum
Committee
16
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Bioengineering Program/Curriculum
Committee
Bill Bentley
bentley@umd.edu
Herbert Rabin Distinguished Professor
Director, Bioengineering Graduate
Program
3232 Jeong. H. Kim Engineering Building
Maryland Technology Enterprise Institute
301-405-4321
Bruce Jarrell
bjarrell@som.umaryland.edu
Vice Dean Academic Affairs
University of Maryland School of
Medicine
14-032A, BRB
655 West Baltimore Street
Baltimore, Maryland 212011559
410-706-2304
Raj Shekhar
rshekhar@umm.edu
Visitng Professor
Imaging Technologies Laboratory
Room 119
108 N. Greene Street
Baltimore, MD 21201
410-706-8714
Art Johnson
aj16@umail.umd.edu
Professor
Biological Resource Engineering
1429 Animal Science/Agric Engr Bldg
301-405-1184
Hubert Montas
montas@umd.edu
Associate Professor
Biological Resource Engineering
1453 Animal Science/Agric Engr Bldg
301-405-1196
Adam Hsieh
hsieh@umd.edu
Assistant Professor
Mechanical Engineering
3242 Jeong H. Kim Engineering Building/
2181 Martin Hall
301-405-7397
John Fisher
jpfisher@umd.edu
Assistant Professor
Chemical & Biomolecular Engineering
3238 Jeong H. Kim Engineering Building/
1223A Chemical & Nuclear Engineering
301-405-7475
17
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
Brendan Casey
bcasey1@umd.edu
Graduate Assistant 1
CBE-Bioengineering Program
2144 Chemical & Nuclear Engineering
Colin Hebert
cghebert@umd.edu
Maryland Biotechnology Institute
Research Graduate Assistant
UMBI-Center for Biosystems Research
6142 Plant Sciences Building
Sandra Huskamp
shuskamp@umd.edu
Bioengineering Program
Acting Director of Operations
3234 Jeong H. Kim Engineering Building
301-405-7771
18
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
ATTACHMENT B
Letters of Support
19
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
20
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
21
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
22
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
23
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
24
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
25
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
26
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
27
Fischell Department of Bioengineering
A. James Clark School of Engineering
University of Maryland College Park
28
UNIVERSITY OF
P
m Y L m
1296 Symons Hall
College Park, Maryland 20742-5551
301.405.2072 TEL
301.314.9146 FAX
COLLEGE OF AGRICULTURE AND NATURAL RESOURCES
OBre of the Dean and Director
Agricultural Experiment Station
Maryland Cooperative Extension
March 27,2006
Dr. Nariman Farvardin, Dean
A. James Clark School of Engineering
3 110 Kim Engineering Bldg
Dear Dr. Farvardin:
I was pleased to have the opportunity to review the proposed undergraduate program in
Bioengineering (BIOE) which is now before the Senate PCC. The program builds upon the solid
foundation currently provided in the Biological Resources Engineering major developed in the
College of Agriculture and Natural Resources. By changing the name, reshaping the courses and
focusing on the biological sciences, the program will clearly be enhanced. I speak not only for
myself but also for our faculty in supporting the proposal. However, I would like to highlight a
few concerns.
First, the proposal does not address the population of current ENBE (09030) majors who elect to
complete their degrees in the College of Agriculture and Natural Resources in regards to
reporting head-counts. Since both colleges have accepted each other's complement within the
biological resources area, I would suggest to continue jointly reporting duplicate head-counts
until the present cohort has completed their degree work.
Secondly, there are numerous students presently in the program who are on scholarship support
as awarded by the College of Agriculture and Natural Resources. The scholarships specify via
the Memoranda of Understanding that the students be enrolled in our college. While this support
will continue for students who will finish under the original major, I do not see any provision in
the proposal for the current freshman on scholarships who are invited to join the new major. I
would suggest that the A. James Clark School of Engineering assume support so that students
would not face undue financial burden.
Thirdly, the proposal states that newly admitted students to the current major will be offered
admission to the new major (pg 15). However, it is not clear how direct admission to the ENBE
LEP will be honored and if the regular 45-credit review will be the sole determining factor on
continuance for these students in BIOE. Since there is some question about this, I would suggest
a clarification prior to the adoption of the proposal.
Lastly, the proposal does not address the issue of how, when and what message will be conveyed
to the newly admitted student population and their parents. This will be especially important for
summer orientations, resources and public relations for both the A. James Clark School of
Engineering and the College of Agriculture and Natural Resources.
Sincerely,
ce,.-;d&
Dean
cheng-i we\
-
UNIVERSITY OF UYLAND
GLENN L. MARTIN INSTITUTE FOR TECHNOLOGY A. JAMES CLARK SCHOOL OF ENGINEERING
OFFICE OF THE DEAN
31 10 Jeong H. lbm Engineering Building
College Park, Maryland 20742-2831
(301) 405-3868 Fax (301) 314-5908
April 5,2006
Dr. Cheng-I Wei
Dean, College of Agriculture and Natural Resources
1296 Syrnons Hall
Campus
Dear Dr. Wei:
I am writing in response to your letter dated March 27, 2006 expressing your support for the
proposed Bioengineering Department and Bioengineering Program and raising a few questions.
First, your proposal to jointly report duplicate head-counts of ENBE majors until the present
cohort has completed its degree work is perfectly reasonable and we are happy to adopt it.
Second, relative to scholarships for incoming freshmen, we will do our best to use scholarship
funds within the Clark School of Engineering to provide financial support to this group.
Third, on direct admission to the ENBE program or the criteria used for continuance, the
clarification would be as follows. All students admitted to ENBE (regardless of the college they
elect to complete their degree in) will be offered admission to the BIOE Program. However, once
they are in Engineering, the Clark School criteria for continuance will be applied to all students
uniformly.
Finally, once the BIOE program is established, the Clark School, in coordination with the
College of Agriculture and Natural Resources, will inform all newly admitted ENBE students
and their parents of the newly established program and the offer of admission to it. We will try to
do this through various efforts to ensure all students are informed.
I hope the above clarifications help to address your concerns.
Nariman Farvardin
Professor and Dean
cc: Dr. Phyllis Peres
Dr. Gary Pertmer
Dr. William Bentley