91¶ÌÊÓƵ

• Mission Statement

  The Biomedical Engineering program is dedicated to providing a rigorous and innovative undergraduate education that empowers students to design, develop, and implement biomedical devices to improve human health and well-being. Rooted in a commitment to serving our local industry, we combine hands-on learning, interdisciplinary collaboration, and ethical responsibility to prepare students for impactful careers in biomedical engineering.

• Student Learning Outcomes
  • Certificate (Not Applicable)
     
  • Associate Degree (Not Applicable)
     
  • Bachelor Degree

    The Objectives of the ECE undergraduate programs in Biomedical Engineering are to educate graduates to become productive, accountable, and responsible professionals in engineering who will:

    1. Apply their engineering skills, through theory and application, in industry, government, society, or in graduate school;
    2. Practice high technical and ethical standards and communicate their work to colleagues, industry, and professional organizations;
    3. Work effectively and contribute in interdisciplinary fields;
    4. Understand the importance of lifelong learning and continuous professional growth in a changing world as shown through self-directed learning, specialized trainings, certifications, licensing, and graduate programs.

    
    Graduates of the 91¶ÌÊÓƵ Electrical and Computer Engineering Programs will achieve the following student outcomes as dictated by ABET:

    1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
    2. an 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.
    3. an ability to communicate effectively with a range of audiences.
    4. an 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.
    5. an 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.
    6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
    7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
• Curriculum Grid

• Program and Contact Information

  Contact Information
  Dr. Tye Gardner
  averygardner@weber.edu
  91¶ÌÊÓƵ
  Noorda Engineering Building
  Ogden, UT 84408
  801-626-6898
  
  Engineering and Engineering Technology Department Website

• Assessment Plan

  The faculty spent a great deal of effort defining a matrix of courses and student outcomes. For each course in the curriculum, a level of applicability was assigned. The levels are low, medium, and high, designated by a blank, M and H, respectively, in the matrix (or curriculum grid). Only the student outcomes that ranked high in the matrix were assigned a performance indicator (PI) in the course rubric. ABET does not require us to assess electives or courses taught outside the department.

  At the conclusion of each semester, faculty prepare a rubric for each ECE course they taught by assigning a level of achievement to each PI for the student outcomes in the rubric. The levels of achievement are (1) unsatisfactory, (2) developing, (3) satisfactory, (4) exemplary. 

  The continuous improvement process for courses occurs on two levels -- the course level and the program level. At the course level, the instructor makes independent improvements to the course. When the score, S, for a given PI is 3 or greater, no action is taken by the instructor to improve the course. When S falls below 3, the instructor identifies corrective actions to implement the next time that he/she teaches the course.

  At the program level, if the mean score for a given course is 2.85 or greater, no action is taken, but a mean score of less than 2.85 suggests deficiencies in the course or program that require discussion and correction by the program faculty.

  
  ABET will set the accreditation timeline, typically every 6 years, where we will generate a self-study report that meets ABET requirements.

• Assessment Result Submissions

• Program Review

  
   

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.