Complete Course Listing

BME 271 – Biomedical Engineering Principles (1 credit)

Application of engineering principles and methods to problem solving in the life sciences and medicine.

 

BME 430 – Biomedical Engineering Laboratory (3 credits)

Experience with the unique problems associated with making measurements and interpreting data in living systems. Experiments may include mechanical testing of biological materials, imaging, and physiological measurements (EKG, EMG, ECG, etc.).

 

BME 455 – Biomedical Engineering Design I (2 credits)

Design of biomedical systems. Economics, optimization, reliability, patents and product liability. Participation in team design efforts. Requires oral and written design reports.

 

BME 469 – Biomedical Engineering Design II (3 credits)

Design of complete biomedical device. Documentation includes complete specification, design calculations, preparation of working drawings, and cost analysis. Requires written and oral reports.

 

BME 538 – Ultrasonic Methods and Bioinstrumentation (3 credits)

Basic ultrasound principles including wave equation, impedance, acoustic properties of biological tissues, etc. Transducers, beam patterns, resolution, and diagnostic imaging configurations for static and dynamic real-time imaging principles. Doppler physics, Doppler spectral analysis, image quality, image artifacts, clinical safety and measurement techniques, and quality control.

 

BME 548 – Optimization Techniques in Biomedical Engineering (3 credits)

Current techniques in optimization. Emphasis on applying optimization techniques to problems in biomedical imaging.

 

BME 574 – Multidimensional Medical Image Analysis (3 credits)

Applied mathematical and physical principles for different medical imaging modalities, image formation, reconstruction, enhancement and filtering, representation and analysis, registration and camera calibration models, shape and texture, transforms, features extraction, segmentation, clustering, introduction to pattern recognition and classification based on non-parametric techniques, parametric techniques, and neural networks models, 2D matching, introduction to biometrics, application in medical image segmentation, classification, and computerized medical diagnosis of diseases.

 

BME 582 – Micro-electromechanical Systems in Biomedical Engineering (3 credits)

Examines physical principles, design techniques, fabrication techniques, and testing technologies needed for the modern biomedical engineer working in the microfabrication field in miniaturized environments. This is a hands-on hardware and software course that includes some laboratory experiments and use of MEMS design software.

 

BME/ECE 599 – RF/Microwave Effects in Biological Tissues (3 credits)

Effects of RF and microwave radiation on biological systems (e.g. nervous, muscular), EM waves in lossy inhomogeneous media, SAR calculations and measurements, hyperthermia concepts and systems, overview of numerous systems including cardiac ablation, liposuction, and microwave balloon angioplasty, class projects emphasized including measurement of complex permittivity and FDTD simulations of EM waves in biological tissues.

 

BME 674 – Neuro-Fuzzy Pattern Recognition in Medicine (3 credits)

Pattern recognition and computer vision fundamentals, human vision system, principles of image formation and human perception, camera models, sampling and quantization and image transforms. Applications of neuro-fuzzy l systems in medicine.

 

BME 682 – Micro/nano Bio-systems and Bio-mimetics for Biomedical Applications (3 credits)

Emerging techniques and theory in biological and biomedical research on the micro and nanoscale. The focus is on employing engineering principles for understanding and solving micro-/nano-scale biomedical problems, and learning from micro-/nano-scale biological principles for biomedical engineering innovation. Case studies include cellular mechanics, communication, control and organization of multi-cellular and multi-organ systems, nanomedicine, bio-sensors, bio-actuators, drug delivery, bio-MEMS, DNA microarrays, AFM and laser scanning confocal microscopy imaging.

 

Governor’s School for the Sciences and Engineering

In the summer of 2008 I was asked to participate in the Governor’s School for the Sciences and Engineering, a unique program financially supported by the Tennessee Department of Education. Top high school students from across the state enrolled in a five-week college-credit program where they earned six hours of college credit. A well-established course teaches students fundamental engineering design and computer skills and I was asked to instruct the second course which focused on the principles of biomedical engineering. The first year, summer of 2008, I established a curriculum for students deriving from the engineering physiology undergraduate course in which they would receive credit for upon completion of the course. After gaining experience throughout the five-weeks and receiving feedback from the students, I changed the program in the summer of 2009. To better expose the students to biomedical engineering I had decided to change their college credit course from engineering physiology to a combination of biomedical engineering principles and professional topics. I encouraged the participation of some of my graduate students and together we created what I felt was a much better curriculum for an introductory course. My team again participated in the summer of 2010. Students were exposed to biomedical subtopics such as bioinstrumentation, biomechanics, anatomy and physiology, medical imaging, and biosensors.

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