ABET

Accreditation: The bachelor’s program in Bioengineering is accredited since 2013 by the Engineering Accreditation Commission (EAC) of ABET, http://www.abet.org.
Degrees Awarded (Annual data based on Summer, Fall, Spring semesters)
Degree Program 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009
BS BioE 14 6 0 0 0 0
Current Enrollment (Spring 2014) : 154 students
Educational Objectives for students:
  • Alumni electing to work after graduation (for example, in industry or government) will contribute to the development or application of new biomedical products or processes that are of benefit to society
  • Alumni electing to continue their formal education will have completed their studies, or will have made demonstrable progress toward an advanced degree in their chosen profession
  • Alumni will communicate and perform effectively as members or leaders of multi-disciplinary teams
  • Alumni will continue to enhance their skills and knowledge in a quest for further professional development
Outcomes of the Bioengineering BS program at Mason:
By the time of graduation, students will have demonstrated the following:
a) an ability to apply knowledge of mathematics (including differential equations and statistics), science (including biology and physiology), and engineering to solve problems at the interface of engineering and the life sciences
  1. students will have acquired necessary knowledge, such as differential equations, statistics, physics, computational techniques, cellular biology and integrative physiology, that would allow them to address problems at the interface of engineering and the life sciences
  2. students can apply an appropriate combination of mathematical, scientific and engineering techniques to solve a problem at the interface of engineering and the life sciences
  3. students apply engineering judgment to evaluate answers

b) an ability to design and conduct experiments, as well as to obtain, analyze and interpret data from physical and living systems

  1. students can design experiments, taking into account variability when planning measurements from living systems
  2. students can conduct experiments safely and effectively
  3. students can analyze and interpret data thoughtfully and critically, taking into account variability of living systems

c)  an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, health and safety, manufacturability, and sustainability

  1. students understand design requirements and consider relevant constraints
  2. students use appropriate engineering and computational tools in their design
  3. students evaluate their design objectively

d)  an ability to function on multidisciplinary teams

  1. students are able to define a team project and define roles for team members
  2. students make effective contributions to the team project, such as technical/scientific knowledge, communications, and conflict management
  3. students can assess team progress and their own performance

e) an ability to identify, formulate, and solve engineering problems, addressing issues associated with the interface of engineering and the life sciences.

  1. students can identify engineering problems that are at the interface of living and non-living systems
  2. students can formulate solutions to the problems
  3. students can use engineering approaches to solve problems in the life sciences

f)  an understanding of professional ethical responsibility

  1. students understand that professional decisions need to be consistent with the safety, health and welfare of the public
  2. students understand issues that arise from conflicts of interest.
  3. students treat each other fairly, recognize diversity, and respect the intellectual property of others

g)  an ability to communicate effectively

  1. students can write reports that are clear and addressed to an appropriate audience
  2. students can give oral presentations that are clear and addressed to an appropriate audience

h)  the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

  1. students are familiar with globalization, and understand its potential impact on their profession
  2. students understand the potential impact of their profession on health and environment in societies at different stages of economic development

i)  a recognition of the need for, and an ability to engage in life-long learning

  1. students recognize the need to learn on their own by seeking out relevant information when facing an unfamiliar problem in homework, laboratory exercise or senior project
  2. students are able to integrate information gathered from multiple sources, such as textbooks, online resources, experts, and peer-to-peer discussions, to solve an unfamiliar problem
  3. students recognize and avail themselves to educational opportunities, such as focus groups, journal clubs, seminars, library and online resources, that are likely to advance their professional development

j)  a knowledge of contemporary issues

  1. students are familiar with multiple, and often contradictory, views of contemporary issues such as health care costs, health insurance, regulation, and intellectual property

k)  an ability to use techniques, skills, and modern engineering tools necessary for engineering practice

  1. students understand and can use techniques and skills, such as sensor development, telemetry, search algorithms, to obtain data from living systems
  2. graduates can use computational tools, such as signal analysis, modeling, pattern recognition, to understand living systems
  3. graduates can integrate information, such as obtained from measurements and computational approaches, to design, apply, or test systems that are of potential societal benefit.