Advising

Overview of BME Program Components

The path towards a BS degree in BME varies greatly from student to student. Since there are no required courses, students must tailor their programs to fit their specific academic needs, working within the boundaries of the major’s distribution requirements and the WPI’s general degree requirements. Because BME is such a broad and diverse discipline, the distribution requirements for BME have been purposely written to provide students with a great deal of flexibility. However, with this flexibility comes responsibility. This section is intended to give students a broad overview of the BME program components and to clarify those elements of the program that should be addressed before they begin selecting specific courses and projects. Planning a program in BME should be started only after students understand how these broad program elements will impact their total degree plan.

Specializations Within BME

Perhaps the most important decision students need to make when planning a BME program of study is the selection of a specialization. BME is so broad in scope that it is effectively impossible to develop sufficient rigor and understanding in all areas. By choosing a specialization, students bring focus to their coursework and project planning. BME specializations are not concentrations and do not change their degree requirements. In fact, students do not have to formally declare a specialization and their course options are not at all restricted within a specialization. They simple help to better organize the diverse field of biomedical engineering. Five specializations have already been created for students:

To develop a BME program of study within one of these specializations, students should first understand the general program guidelines and advising issues (this section of the UG catalog) and then develop a plan of study within their chosen area of specialization. Within each specialization, there are additional and more specific advising guidelines, as well as information on project ideas and research opportunities.

The five specializations listed above were developed by the BME faculty because they cover most of the major sub-disciplines and research thrusts within biomedical engineering and because there is faculty expertise at WPI in these areas. However, students should not feel constrained to the courses and projects outlined within these specializations. In consultation with an academic advisor, students might be able to develop a unique specialization that is more precisely matched to their own academic needs. While students must work within the boundaries of the major’s distribution requirements and the WPI’sgeneral degree requirements, the flexibility of the BME distribution requirements gives students the opportunity to either select one of the preexisting specializations or develop one of their own.

Basic and Supplemental Science Requirement

Because BME exists at the exciting intersection of engineering and biology, a firm foundation in the sciences (physics, chemistry, and biology) is critical. In fact, this is one aspect of a BME degree that distinguishes it from other engineering programs that have a biomedical engineering or biologic component. Biology, chemistry, and physics are not simply peripheral to the BME curriculum, but absolutely integral. The total science requirement is 8 courses (2-2/3 units), which is divided into two parts: a basic science requirement (6 courses) and a supplemental science requirement (2 courses). Within the basic science requirement, students must take 2 biology (BB), 2 chemistry (CH), and 2 physics (PH) courses, generally at the introductory level. The supplemental science requirement extends the science-related coursework into a particular BME specialization. These two additional courses (BB, CH, or PH) should be chosen after selecting a specialization and students should consult the recommendations within that specialization for guidance. Broadly speaking, the supplemental science requirement should be used to develop greater science proficiency within a chosen specialization.

Engineering Outside of BME

As one might expect, the BME department does not teach every engineering course required for a BS in BME. The cross-disciplinary nature of a BME degree means that some of the engineering coursework, particularly at the sophomore- (2000+) and junior-levels (3000+), will come from other engineering departments. In general, students will take a sequence of courses within a particular engineering department based upon their selection of a BME specialization. For example, a student seeking a specialization in biomechanics will need to take a sequence of courses in mechanical engineering. Similarly, a student seeking a specialization in bioinstrumentation will need to take a sequence of courses in electrical engineering. This is why a BME specialization should be chosen as early as possible, since this choice dictates which engineering department will provide the majority of the fundamental engineering coursework. Since most engineering departments have core course sequences that begin at the 2000- level (sophomore-level), the selection of a BME specialization should be made no later than the middle of the sophomore year.

Core BME Courses

Before students begin developing a BME program of study, they should consider the important concept of “breadth versus depth”. Within the limited time period here at WPI, it is impossible to develop sufficient knowledge, or “depth”, in all areas of biomedical engineering. At the same time, a successful biomedical engineer is someone who has a fundamental understanding of many diverse areas of biomedical engineering (mechanical, electrical, and chemical). This is discipline “breadth” and should not be dismissed when planning a program of study. Because students cannot take every course necessary to establish depth in all areas of biomedical engineering, the BME department has a series of core courses (a.k.a. bridge courses), mostly at the sophomore-level, that serve two fundamental purposes. First, they bridge the basic biology and science courses with the more advanced engineering coursework in biomedical engineering. Second, they provide breadth within an area of biomedical engineering that may lie outside of a chosen area of specialization. Thus these courses, taken as a group, serve to provide breadth in some areas of biomedical engineering and start students down a path towards depth within a chosen specialization. As students develop their BME programs of study, they should consider which of the BME core courses will provide them with the best combination of breadth and depth within BME.

Major Qualifying Project (MQP) and BME Design

In many cases, the pinnacle of a student’s undergraduate work at WPI is the MQP, the senior-level design project. Most likely, students will choose or develop an MQP within their chosen area of specialization and will work with a specific BME program faculty member doing projects in that area. The MQP is an extremely important part of the degree program: it is a single project that accounts for the equivalent of three BME courses and provides some of the most directly relevant preparation that students will receive for graduate school or a job in industry.

The MQP can be very rewarding, exciting, and even fun. However, it can also be quite frustrating if students are not adequately prepared. Consequently, when planning their program of study, students should make a good deal of effort to ensure that they have developed a solid foundation in BME before they begin a project. In addition, advanced leg-work to identify suitable projects should be a central component of their junior-year program planning.

As with all engineering departments at WPI, BME requires that the MQP satisfy the 1/3 unit capstone design experience. This means that, in addition to possible hypothesis-testing and experimentation during their MQP, students will be doing engineering design work. Engineering design is a process that must be learned, like most topics of importance, and there exists a BME course (BME 3300 – BME Design) to teach them the design process and the unique application of this process to biomedical engineering. This course should be taken prior to starting an MQP, typically in the junior-year.

In the section below on “Planning a Program in BME”, students will find much more specific information to help them to choose or develop their MQP. However, before beginning this process, students should keep in mind that most BME program faculty are receptive to helping them realize a particular project idea that they might have. Students do not necessarily have to select a project created by someone else. If they have a specific interest in an area of biomedical engineering and don’t see it described anywhere, students should not be dissuaded from speaking directly with a BME program faculty member about it. If the project idea is within biomedical engineering, has sufficient engineering design, and is of general interest to that BME program faculty member, it might be feasible.

These types of self-defined projects are often the most rewarding for all involved, including the faculty.

Laboratory Experience With Living Systems

In its program criteria for biomedical engineering, the Accreditation Board for Engineering and Technology (ABET) requires that graduating undergraduate students have an understanding of biology and physiology and demonstrate an ability to make measurements on and interpret data from living systems. This particular requirement is specific to biomedical engineering programs and further clarifies the separation between biomedical engineering and other engineering disciplines.

Humanities and the Sufficiency

The humanities requirement and associated sufficiency is a requirement that all WPI students must satisfy to graduate. While it is possible to satisfy this requirement at anytime during their tenure at WPI, it is generally much easier for students to complete it by the end of their sophomore-year. Like the MQP, the sufficiency is one of the major program requirements and due vigilance is certainly needed to ensure that the project is a satisfying experience. Students should identify a sufficiency advisor, typically a faculty member in Humanities and Arts, as soon as they can.

Planning a Program of Study in BME

The following section is intended to be a guide for students planning their BME degree program. Of course, it is by no means a complete guide and cannot substitute for the BME distribution requirements (which must be met to graduate). In addition to the recommendations outlined here, students should also read and understand:

 After delving into this background material, students can begin to plan their program of study. Students will get the most out of this process if they complete the following tasks in order:

A Note on Academic Advising

Our department, and WPI as a whole, offers students the opportunity of an education that is highly individualized.As no two students are identical in terms of their academic skills, interests, and aspirations, no two students should have identical academic programs. The chance to tailor a degree program to their individual needs is indeed a great opportunity, but the burden of seizing such an opportunity falls primarily on the student. Adapting to WPI’s complex system of courses, projects, and other degree requirements is certainly not an easy task. Fortunately, students possess a set of resources to help them, including their peers, the faculty and staff of the BME department, the Academic Advising Office, and most importantly, their academic advisor. As students proceed through their years of undergraduate education, they should always remember that their academic advisor can be of great assistance. He or she is a source of advice and information, helping students with decisions about what courses to take, what projects to pursue, their personal and professional development, and how ultimately to make the most of their WPI experience. The academic advisor can even help students find a job or get accepted to a graduate program or medical school.

As students get to know their academic advisor, students should remember: though he or she may contribute as much guidance as possible, most of the effort in planning a program must come from the student. However, if a student simply cannot work well with their academic advisor for any reason, it is the students responsibility to find one with whom they are more comfortable.

Choosing a Specialization

Whether students choose a pre-existing specializations or create one of their own, it is vitally important that they make this decision early on in their academic program. If students are unsure about what they want to do with their BME degree, then they should learn more about the different specializations first and also consider taking the “Introduction to Biomedical Engineering” course (BME 1001). This course was created to provide students with a broad overview of the different specializations within BME. It is offered every D-term and it is recommended for all BME freshmen who are unsure about their choice of specialization.

Selecting Courses in BME

The program distribution requirements for BME specify 10-1/3 units of coursework (out of the 15 units required for graduation). This BME coursework requirement is subdivided into five major areas, each with a specific minimum coursework requirement:

  1. Mathematics (6 courses, 2 units), which must include differential and integral calculus.
  2. Basic science (6 courses, 2 units), which must include two courses each from biology (BB), chemistry (CH), and physics (PH).
  3. Supplemental Science (2 courses, 2/3 units), which must be from BB, CH, or PH. These two courses do not have to be from the same department.
  4. Laboratory experience with living systems (1/3 unit), which can be satisfied by taking Experimental Physiology (e.g., BB 3511 and BB 3514) or an equivalent laboratory-based course sequence in biology.
  5. Biomedical Engineering and Engineering (13 courses, 4-1/3 units), which must be composed of the following components: (1) seven courses from Biomedical Engineering or Engineering as specified in the WPI Catalog “Courses Qualifying for Engineering Department Areas”, one of which must be an engineering design course; (2) four course  in biomedical engineering or engineering at the 3000-level or above; (3) two courses in biomedical engineering at the 4000-level or above. A minimum of eight of the thirteen courses must be from biomedical engineering, not including BME 3110.

There are a number of different ways to navigate these distribution requirements, which at first glance may seem intimidating. First, students should continue reading this document to get more insights into selecting individual courses, specifically the recommendations broken down by academic year. Second, students should utilize all of the available advising documents that have been created for their use.  Finally, students should consult with their academic advisors, as needed, to ensure that their chosen

Course work will satisfy these distribution requirements. The mathematics requirement (6 courses) is fairly straight forward and does not deviate substantially from the other engineering programs at WPI. Competency in mathematics and statistics (MA 2611 – Statistics) is essential for a biomedical engineer. Through advanced testing and previous AP credits, the mathematics department will typically determine where students should begin in the calculus sequence. If students are fortunate enough to get advanced credit for some of their calculus, they should seriously consider using this credit to redesign their academic programs. Generally, advanced credit provides students with a wonderful opportunity to take additional courses of interest without extending their matriculation time at WPI.

The basic science requirement is intended to address basic “breadth” in the sciences and is typically accomplished by taking the first two introductory courses in both physics (Mechanics and Electricity and Magnetism) and general chemistry (Molecularity and Forces and Bonding). The recommendations for biology are slightly different, as the introductory-level (1000-level) biology courses are not usually the best choice for a biomedical engineer. It is recommended that students begin biology at the 2000-level, starting with Cell Biology (BB 2550), and do not take this first biology course until after they havecompleted the physics and chemistry requirements. This generally means that biology courses should not be taken in the freshmen year, but deferred until the start of the sophomore year. The following table summarizes the recommendations for the basic science requirement in biomedical engineering.

 

Biology (BB)Chemistry (CH)Physics (PH)
BB 2550
Cell Biology		CH 1010
Molecularity		PH 1110
Mechanics
BB 3102
Physiology		CH 1020
Forces and Bonding		PH 1120
Electricity and Magnetism

The supplemental science requirement is intended to extend the science-related coursework into a particular BME specialization. As such, the specific course recommendations are part of each BME specialization and students should consult the specific guidelines of their chosen specialization for additional information.

The “laboratory experience with living systems” requirement is truly unique to biomedical engineering and, as such, is listed as a separate and distinct degree requirement. Students can satisfy this requirement by taking BB 3511 – Nerve and Muscle Physiology and BB 3514 – Circulatory and Respiratory Physiology or an equivalent laboratory-based two course sequence in biology.

The final course distribution requirement is probably the most complex, as it involves a sequence of engineering courses that must simultaneously satisfy a number of conditions. First, there must be a minimum of 13 of engineering courses, with four at the 3000-level (or higher) and two at the 4000-level (or higher). Second, some of these courses must also be biomedical engineering courses, since students must ultimately take 8 biomedical engineering courses (not counting BME 3110) to graduate. Engineering courses at the 1000-level, with the exception of BME 1001, cannot be used to satisfy this engineering distribution requirement. If students want to take a 1000-level engineering course besides BME 1001, then they must count it as a free elective. Because the specific course recommendations are different for each specialization, students should consult the specific guidelines in their chosen specialization for additional information on choosing engineering courses (after reading this section).

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Last modified: August 21, 2008 15:59:02