Appendix A: Cover Sheet

A. Name of institution:	Binghamton University – Main Campus
Specify campus where program will be offered, if other than the main campus:
B. Campus President or Chief Academic Officer
Name and title:	Lois DeFleur, President
Signature and date:
C. Contact person, if different
Name and title:	Nancy Stamp, Vice Provost and Dean, Graduate School
Telephone :	607-777-2070
Fax:	607-777- 2501
E-mail:	nstamp@binghamton.edu
D. Proposed program title:	Biomedical Engineering
E. Proposed degree or other award:	Master of Science/Doctor of Philosophy
E. Proposed HEGIS code:		G. Total program credits:
H. If the program will be offered jointly with another institution, name and address of the institution/branch below: N.A.
If the other institution is degree-granting, attach a contract or letter of agreement signed by that institution’s President or CEO. If it is non-degree granting, refer to SED Memorandum to Chief Executive Officers No. 94-04 (http://www.highered.nysed.gov/ocue/ceo%20memorandum.htm).

I. If the program will lead to teacher certification as other than a classroom teacher, list the intended: N.A.
Certification title(s) and type(s): (e.g., English 7-12, Professional; Childhood 1-6, Initial/Professional)
J. If specialized accreditation will be sought indicate: N.A.
Accrediting group
Expected date of accreditation:
K. Anticipated enrollment:
Initial: 15	Maximum within first five years: 28
L. If this program will be offered in a special format, please specify (See Appendix H for definitions.): N.A.
M. If this program will be offered in an atypical schedule that may affect program financial aid eligibility, please describe: N.A.
N. Brief Program Summary (300 words), describing academic content, structure and duration. The program will develop graduate engineers with the understanding and skills necessary to make significant contributions to health and medical care. The goal is to graduate individuals capable of creating new products and processes directed toward the prevention of injury or disease or to enhance healthcare and/or quality of life. A specific emphasis of the program is chronic illness in the modern healthcare system, which requires an understanding of remote, expert systems based diagnostics, and distributed healthcare delivery systems. PROGRAM OUTCOMES Graduates of the Doctoral program in Biomedical Engineering at Binghamton will have: Ÿ An understanding of living systems as complex systems. Ÿ An understanding of the legal, regulatory, economic, business, and ethical issues inherent in the design and development of healthcare products and processes Ÿ The ability to independently obtain, evaluate, and apply experimental information to the development of innovative advances in medicine and healthcare. Ÿ Effective listening and oral and written communicate skills, and a commitment to life-long learning. DEGREE REQUIREMENTS Students entering the Doctor of Philosophy (Ph.D.) program in Biomedical Engineering will be expected to have a bachelor’s degree in engineering, or the equivalent. The requirements for the degree includes 54 credits of graduate work, inclusive of course work and thesis research credits. It is expected that the Ph.D. degree can be completed in 4-6 years of full time study, 2-4 years of full-time study beyond the master’s degree. Specific Requirements for the Ph.D. Grade Point Average of B or better in all required coursework (5 core courses). Satisfaction of learning contract, including proficiency in teaching Satisfaction of residence requirement. Satisfaction of qualifying examination Successful defense of dissertation proposal to supervising committee of faculty advisor and at least three additional faculty members Submission of dissertation. Successful defense of dissertation at oral examination by supervising committee and outside examiner

B. Detailed Program Description

1. FULL DESCRIPTION OF THE PROGRAM

A. Purpose

The Doctor of Philosophy program in Biomedical Engineering (BME) at Binghamton is an educational program focused on providing engineers with the knowledge and ability to make significant contributions to health and medical care. The knowledge base required of all biomedical engineers includes:

· an understanding of the emergent (complex system) behaviors evident in all living systems, from the molecular to the healthcare system level;

· an understanding of the social, political, legal, cultural, economic, and ethical issues confronting the delivery of medical and health care in the U.S.;

· the ability to design and perform experimental tests for observing and discovering important properties of physiologic or pathophysiologic systems;

· the ability to develop and introduce into the healthcare industry products, processes, or systems that monitor physiologic status, diagnose pathologies, prevent injury or disease, or otherwise enhance healthcare and quality of life.

More specifically, the BME program at Binghamton University is focused on advancing our understanding and ability to diagnose, prevent, and treat, the chronic illnesses that dominate health and medical care in the 21^st century. In addition, as most non-academic biomedical engineers are, and will continue to be, employed in small companies, students will be provided with the background necessary to work comfortably in the realm of new ventures and entrepreneurial environments. The program will be coordinated by faculty affiliated with the Bioengineering Department at Binghamton University.

B. Content and Structure

Content

Graduates of the Doctoral program in Biomedical Engineering at Binghamton will have:

Ÿ An understanding of living systems, at the molecular, cell, organ, individual, and societal level, as complex systems.

Ÿ Experience with modern experimental techniques for investigating complex systems with respect to medicine and healthcare.

Ÿ Sufficient laboratory or field experience to understand how to obtain reliable data, evaluate data, and apply experimentally obtained information to address scientific/engineering questions.

Ÿ An understanding of the social, political, legal, cultural, economic, and ethical issues inherent in the design of products and processes and systems for the U.S. medical/healthcare industry

Ÿ A demonstrated ability to explore, develop, and evaluate potential solutions to multi-faceted, multi-stakeholder medical/healthcare problems, and implement socially satisfactory outcomes.

Ÿ An understanding of the employment opportunities for biomedical engineers, including academic, industrial and entrepreneurial opportunities.

Ÿ Effective listening and oral and written communication skills.

Ÿ A commitment to life-long learning.

Students will achieve these learning outcomes through three primary mechanisms: the completion of a core curriculum; fulfillment of an individualized learning contract; and, completion of an independent research study.

The coursework requirements for each student will be dependent upon the learning contract established between the student and their guidance committee, however, the minimum required coursework will include the following core subjects:

1. BIOL 513 Cell and Molecular Biology I (4 credits)

2. BIOL 514 Cell and Molecular Biology II (4 credits)

3. BME 502 Medical Engineering and Health Care (3 credits)

4. BME 510 Modeling Complex Biological Systems (3 credits)

5. BME 520 Computer Aided Medical Diagnostics (3 credits)

6. BME 590 Graduate Seminar in Biomedical Engineering (1 credit x 2 semesters)

7. At least two advisor approved graduate courses in a focused area (6 credits)

Students lacking the educational background necessary to successfully complete the required core courses will be required to undertake appropriate undergraduate or graduate level introductory coursework in preparation for the core coursework. Any prerequisite work undertaken by the student will not count toward required credits. The remaining graduate credits will be drawn from approved electives, including dissertation research and teaching credits. The student must complete a minimum of 24 credits of coursework at Binghamton University to satisfy the residency requirement (teaching, thesis, and dissertation credits are not included in determining whether the residency requirement has been met).

All Biomedical Engineering graduates must satisfy a teaching requirement. This may be accomplished by either serving as instructor of record in a course, or by satisfactorily completing two semesters of a teaching assistantship (BME-591 Teaching Practicum) under the guidance of a member of the Biomedical Engineering faculty.

At the time of entry into the graduate program, an advisory committee (faculty advisor and two other BME faculty) will be formed to assist the student in constructing a Learning Contract, based upon the educational and career goals of the student. Upon completion of the work described in the Learning Contract (typically within two years), students will be required to pass a qualifying examination which will demonstrate a thorough grasp of this preliminary work. This examination will include both written and oral portions. A retaking of the qualifying exam may be scheduled after one semester. Two reexaminations will be permitted before any student is terminated from the program, but the student must complete the qualifying exam within four years of entry to graduate school.

Upon successfully completing the qualifying exam, the student, in collaboration with the advisory committee, will form a dissertation committee (faculty advisor and three other university faculty, including at least one other BME faculty) and present a written and oral prospectus to this committee describing their proposed dissertation research. Research topics may draw upon the expertise and research interests of any of the faculty within the BME program, as long as the proposed research will allow the student to achieve the learning outcomes of the program. Current research activities of the faculty are largely focused in the diagnosis, prevention and treatment of chronic illness, bioinformatics approaches to medical diagnosis; and, improved patient care through medical error reduction.

The final requirement for the Ph.D. degree in Biomedical Engineering is submission of a satisfactory dissertation and successful oral defense of the dissertation to the thesis committee, as well as an external reviewer.

Ethics Training

A critical aspect of graduate education is ensuring that each graduate student has acquired an understanding of the cultural values associated with their field of study such that they are prepared to identify ethical issues in their career, and are well positioned to handle ethical challenges. Biomedical engineering, in particular, represents a complex ethical landscape, as it is necessary for students to understand not only engineering ethics, but also have a grasp of bioethics, medical ethics, and scientific ethics. To provide the appropriate level of training in this area, the graduate program will utilize three distinct avenues of ethics instruction. First, all graduate students will be expected to complete the on-line ethics course organized by the Graduate School at Binghamton. This course covers the fundamental ethical issues associated with scientific research and study. Second, BME-502 explicitly reviews the topics of medical ethics and concepts relevant to the use of humans in clinical research. Finally, the BME- 590 graduate seminar series will include discussions of engineering ethics, including the topics of risk/benefit, conflict of interest, and professional behavior.

Mix of students

This program is primarily focused on full time students who will be undertaking research in the laboratory of their faculty advisor. However, we anticipate a small number of part time students joining the program.

C. Prospective catalog course descriptions.

Courses to be offered by faculty in the Biomedical Engineering Program

BME 501 RESEARCH FUNDAMENTALS

Introduction to the principles of experimental design and the resources available on campus to assist in experimental studies.

BME 502 MEDICAL ENGINEERING AND HEALTH CARE

Overview of the cultural, economic, ethical, political, and regulatory, issues confronting the engineer introducing new products into the U.S. healthcare market in the 21^st century.

BME 510 COMPLEXITY IN BIOLOGICAL SYSTEMS

Modeling and analysis of the dynamics of complex biological systems using several different means of formulation, from both a classical and a complex systems/self-organizing systems perspective.

BME 520 COMPUTER AIDED MEDICAL DIAGNOSTICS

Development and implementation of new medical diagnostic algorithms using concepts derived from statistical learning theory. Emphasis is placed on the intelligent diagnosis derived from medical images, and proteomic, genomic, biochemical and physiological data sets.

BME 530 BIOMOLECULAR TECHNIQUES I

A laboratory and lecture course designed to cover theoretical principles, practical details and applications of basic experimental techniques routinely used in protein biochemistry and protein purification.

BME 531 BIOMOLECULAR TECHNIQUES I I

An advanced laboratory and lecture course designed to train students in the fields of mass spectrometry, proteomics, and bioinformatics.

BME 540 BIOINFORMATICS: CONCEPTS AND APPLICATIONS

An introduction to Bioinformatics. Sources of biological data including genomic and protein arrays, analytical techniques (clustering, supervised learning, unsupervised learning, statistical measures, PCA, NLPCA, ICA, etc.) and various software and database resources.

BME 545 HEURISTIC PROBLEM SOLVING

Explores the multi-faceted forces requisite to social, organizational, and scientific breakthrough, creativity, and productive innovation, making use of active learning, affective teaching, and team-driven interactive simulation.

BME 550 INTELLECTUAL PROPERTY LAW IN BIOMEDICINE

Introduction to U.S. patent, trademark and copyright law with a particular emphasis on contemporary issues in intellectual property law as it relates to advances in biology and medical research the development of the biotechnology industry.

BME 560 HUMAN CARDIOVASCULAR REGULATION

Influence of gravity and muscle activity on fluid distributions within the human body and the adaptive processes involved in supporting upright stance and activity. Review of orthostatic intolerance and the clinical implications of chronic hypotension.

BME 572 MULTIVARIATE STATISTICS

Introduction to the multivariate statistical methods necessary for analyzing responses arising in complex systems, such as molecular, physiological, or organizational systems.

BME 580 HUMAN PHYSIOLOGY

An introduction to the major organ systems of the body with an emphasis on regulatory processes and interactions with other body systems. The course provides the students with a basic understanding of the prevalent theories of physiology and pathophysiology and the application of these theories to health concerns relevant to biomedical engineering.

BME 590 GRADUATE SEMINAR IN BIOMEDICAL ENGINEERING

Introduction to ongoing research activity related to Biomedical Engineering, at Binghamton University, and in the region, as well as issues relevant to biomedical research, such as ethical issues associated with animal and human research, conflicts of interest, replication studies, plagiarism, etc.

BME 592 TEACHING PRACTICUM

Development of effective educational techniques under the guidance of a faculty mentor.

BME 597 INDEPENDENT STUDY

Opportunity for students to undertake independent study under the direction of bioengineering faculty.

BME 599 THESIS RESEARCH

Research activity for Master’s candidates under the direction of biomedical engineering program faculty.

BME 600 BIOMEDICAL APPLICATIONS OF SOFT COMPUTING

Economic, ethical, legal, logistical, and technical problems associated with implementing advanced decision support systems in modern medicine and health care. Risk analysis and issues relating to the influence of over and under diagnosis, and physician and public perception will be covered, as well the success of various technologies that have been introduced.

BME 610 ADVANCED TOPICS IN COMPLEX BIOMEDICAL SYSTEMS

Development of advanced understanding of complex biomedical systems through discussion on cutting-edge research in complex systems, including complex network, evolutionary medicine, and organization behavior theories.

BME 620 MODELING BIOELECTRIC PHENOMENON I

Introduction of models describing the generation of electrical impulses by cells, intercellular impulse transmission, impulse propagation at the organ scale, the interaction of electromagnetic waves with tissue and the scattering of electromagnetic waves by biological structures. Mathematical methods for numerical treatment of the differential equations associated with the models.

BME 621 MODELING BIOLECTRIC PHENOMENON II

Extends the model developments initiated in BME 621 through the study and implementation of more elaborate geometric and modeling techniques. Use of the developed models to simulate realistic pathologic conditions.

BME 680 ADVANCED SPECIAL TOPICS IN BIOMEDICAL ENGINEERING

Placeholder course to permit opportunity for department faculty, and as well, visiting scientists and faculty, to teach a topics course at the advanced level.

BME 697 ADVANCED INDEPENDENT STUDY

Reading and research on special advanced topics under direction of biomedical engineering program faculty member. Student must obtain consent of professor, who then determines description of study program, number of credits, frequency of meetings, location.

BME 698 PRE-DISSERTATION RESEARCH

Reserved for exploratory research oriented toward dissertation.

BME 699 DISSERTATION RESEARCH

Research for and preparation of dissertation. Registration restricted to those admitted to candidacy.

BME 700 CONTINUOUS REGISTRATION

Required for maintenance of matriculated status in graduate program when no other course taken. No credit toward graduate degree requirements.

In addition to the above Biomedical Engineering courses, students will be able to utilize courses from other graduate programs to fulfill their learning contracts. Students are responsible for ensuring that they have obtained the appropriate prerequisite educational background for any graduate level courses offered outside of the BME program.

D. Requirements for admission to the program

Students entering the Doctor of Philosophy (Ph.D.) program in Biomedical Engineering will be expected to have a bachelor’s degree in engineering, or equivalent, with demonstrated interest in healthcare or medical care products or processes.

E. Requirements for degree completion

The requirements for the degree include at least 54 credits of course work, including dissertation research and teaching credits. [JK1] If students are entering the program with a Master’s degree in Biomedical Engineering, or equivalent, the requirements for the degree include at least 24 credits of course work and dissertation research credits. It is expected that the Ph.D. degree can be completed in 4-6 years of full time study (2-4 years of full-time study beyond the Master’s degree).

Specific Requirements for the Ph.D.

1. Grade Point Average of B or better in all coursework.

2. Satisfaction of learning contract, including proficiency in teaching, residence requirements, and on-line graduate ethics course.

3. Satisfaction of qualifying exam covering material in Learning Contract.

4. Successful defense of dissertation proposal to supervising committee consisting of faculty advisor, at least three additional faculty members, and one external reviewer.

5. Submission of dissertation.

6. Successful defense of dissertation at oral examination by supervising committee and outside examiner.

2. SAMPLE SEMESTER BY SEMESTER BREAKDOWN OF COURSES TO BE TAKEN (SEE APPENDIX F)

3. LIST OF GRADUATE COURSES TO BE TAUGHT IN FIRST THREE YEARS OF THE PROGRAM

Course Number and Name	Fall 2007	Spring 2008	Fall 2008	Spring 2009	Fall 2009	Spring 2010
BME 501 Research Fundamentals			x		x
BME 502 Medical Engineering and Healthcare	x		x		x
BME 510 Modeling Complex Biological Systems		x		x		x
BME 520 Computer aided Medical Diagnostics	x		x		x
BME 530 Biomolecular Techniques I	x		x		x
BME 531 Biomolecular Techniques II		x		x		x
BME 540 Bioinformatics Concepts and Applications		x		x		x
BME 545 Heuristic Problem Solving	x		x		x
BME 550 Intellectual Property in Biomedicine		x		x		x
VME 560 Human Cardiovascular Regulation				x		x
BME 572 Multivariate Statistics		x		x		x
BME 580 Human Physiology	x		x		x
BME 590 Graduate Seminar	x	x	x	x	x	x
BME 591 Teaching Practicum	x	x	x	x	x	x
BME 597 Independent Study	x	x	x	x	x	x
BME 599 Thesis Research	x	x	x	x	x	x
BME 600 Biomedical Applications of Soft Computing				x		x
BME 610 Advanced Topics in Complex Biomedical Systems				x		x
BME 620 Modeling Bioelectric Phenomena I			x		x
BME 621 Modeling Bioelectric Phenomena II				x		x
BME 697 Advanced Independent Study	x	x	x	x	x	x
BME 698 Pre-dissertation Research	x	x	x	x	x	x
BME 699 Dissertation Research	x	x	x	x	x	x

4. IMPACT OF THE PROPOSED PROGRAM ON OTHER PROGRAMS ON CAMPUS

A. Effect on access to existing undergraduate and graduate programs

Approval of the Graduate Program in Biomedical Engineering will have a significant positive impact on the undergraduate program in Bioengineering. In the absence of a graduate program within the department, recruitment of top tier faculty into the department has been quite difficult. With increased faculty in the department, student enrollment in Bioengineering could be increased without adversely affecting student-faculty ratios. Similarly, the additional course offerings provided by the faculty in Biomedical Engineering will enhance the attractiveness of the undergraduate program (as undergraduates may take 500 level graduate courses) as well as several graduate programs in engineering (electrical, mechanical, industrial, computer) and have students who wish to apply their knowledge of traditional engineering in the arena of health and medical care. For example, the Industrial Engineering program at Binghamton includes coursework which focused on applying process control in healthcare systems. Similarly, the existence of this program should help both the Biology program and the Nursing program recruit graduate students due to the natural overlap between research programs in BME and these related fields.

B. Effect on retention and time to degree in existing programs.

The existence of a BME program within the department will enhance faculty hiring initiatives, resulting in an improved student-faculty ratio and therefore should improve both the retention rate and time to degree the Bioengineering Department. The additional courses available with the creation of the BME program may also be expected to increase retention and shorten time to degree in other related graduate programs.

C. Effect on student/faculty ratio and other measures of sufficiency of faculty resources

Approval of the BME graduate program will significantly improve student-faculty ratios for the bioengineering program. The Bioengineering Department has been allocated faculty lines which have been difficult to fill due to the lack of a graduate program housed within the Bioengineering Department. Faculty recruits with significant research programs are reluctant to join a department if they do not have an influence on the recruitment and educational program of graduate students who will be participating in their research activities. The program will affect student:faculty ratios in the introductory Life Sciences graduate courses (Molecular Biology and Biochemistry) as these are required courses for the program. As the matriculation rate for the BME program is far smaller than in Biology, this is not expected to be a significant problem, and as the Bioengineering faculty expand, this responsibility could shift back to Bioengineering if the Biology faculty would prefer.

D. Effect on other internal and external resources

Approval of the BME graduate program will also result in improved educational and research resources by opening the door to the recruitment of new research oriented faculty. New faculty members bring resources from their previous universities, and as well, receive new research resources as part of their start-up package. These resources commonly become available to all graduate students and faculty, enhancing the research and educational experience of everyone at the University.

5. PROCEDURES FOR DEGREE COMPLETION

All policies and procedures of the Graduate Program in Biomedical Engineering will conform to the standards established by the Graduate School at Binghamton University.

A. Academic Advising

Six levels of advising/support exist for students matriculated into the graduate program in Biomedical Engineering, the graduate program director, the advisory committee, the dissertation committee, the Watson School of Engineering Graduate Studies Director, the Watson School of Engineering Dean for Academics, and the Graduate School Dean’s Office at the University.

Upon admission to the doctoral program, new students will be advised by the graduate program director. The graduate program director is responsible for:

a) Explaining the program requirements for the doctoral degree

b) Assisting the student in assembling an initial faculty advisory committee

c) Ensuring that an advisory committee approved learning contract has been received and is filed in the graduate program office by the end of the first semester.

d) Recommending withdrawal from the program if satisfactory progress is not being made.

The advisory committee is responsible for:

a) Assisting the student in constructing a learning contract, which will serve as the basis for the qualifying exam

b) Ensuring that any changes to the learning contract are provided to the graduate program director.

c) Ensure that the student is maintaining a 3.0 GPA and is making satisfactory progress toward the degree.

d) Acknowledging the student’s completion of the learning contract

e) Preparing and administering a qualifying exam to the student upon completion of the studies identified in the learning contract

f) Notifying the Graduate Program Director that the student has passed the qualifying exam

g) Assisting the student in organizing a thesis committee

The dissertation committee is responsible for:

a) Assisting the student in preparing for the dissertation proposal defense

b) Approving the dissertation proposal following receipt of a written proposal and successful oral defense

c) Assisting the student in accomplishing the required work described in the dissertation proposal

d) Assisting the student in the writing of the dissertation

e) Approval of the dissertation following receipt of the written dissertation and successful oral defense of the dissertation research

If issues arise in which the student cannot obtain satisfactory assistance from the program advisors, the student may speak directly with Watson School Graduate Studies Director or the Watson School Dean for Academics. If the issue extends beyond the Watson School, the student may go to the Graduate Dean at the University who oversees all graduate programs.

B. Supervision of the student

The Faculty Advisor

The faculty advisor will generally be responsible for the day-to-day supervision of graduate students in the BME program. This supervision during the first year of graduate study typically includes an introduction to the research programs and techniques used within the advisor’s laboratory as well as involvement in the teaching program of the advisor.

The Advisory Committee

The advisory committee will be composed of the faculty advisor and at least two additional faculty members in good standing in the graduate program in Biomedical Engineering. The committee membership will be maintained on file with the Graduate Program Director, and it will be the responsibility of the student to ensure that any changes in the Advisory Committee will be transmitted in writing to the Graduate Program Director. The Advisory Committee is responsible for working with the student to develop a learning contract, and to evaluate the student after the student has completed the requirements of the learning contract.

The Dissertation Committee

The membership of the dissertation committee will include the principal research advisor of the student, and must include at least one additional faculty member from the Graduate Program in Biomedical Engineering. In general, the principal advisor of the student should not be the Chairperson of the thesis committee, but the Chairperson of the dissertation committee must be a member of the Graduate Program in Biomedical Engineering. The membership of this committee will be registered with the Graduate Program Director, with the Committee Chairperson and principal advisor clearly identified. As the dissertation research progresses and new members are added to the dissertation committee and/or current members depart, the student is responsible for ensuring that the Graduate Program Director has, on file, the an up to date list of committee members. Faculty from outside the institution may serve on a student’s dissertation committee with approval from the Dean of the Graduate School, though such advisors do not replace the need for an outside examiner who is appointed by the Dean of the Graduate School prior to the oral defense.

C. Evaluation of student progress

Registering the Learning Contract

An up to date copy of the learning contract will be maintained in the student’s file in the Graduate Program Office.

The new student is to start to work immediately, upon formation of the Advisory Committee, on developing a learning contract. The purpose of the learning contract is to define the knowledge and skills required in order to pass the qualifying examination. The learning contract should identify courses and concepts which must be mastered in order to provide the breadth of background, as well as specialized courses and concepts which are germane to the proposed area of research interest of the student. Students admitted into the PhD program with a BS degree (or equivalent) alone should anticipate needing 2-3 years to complete the studies identified in their learning contract. Students entering the PhD program with an MS (or equivalent) should be able to complete the work identified in the learning contract within one year. The learning contract can be modified at a later date if additional knowledge is required or if the field of research is changed. Students should have a completed learning contract by the end of the second semester of study and the graduate program director will contact the student’s advisory committee at the end of the second semester of study if a learning contract is not on file to clarify and resolve the problem.

Award of Master of Science

For students entering without a Master’s degree, upon completion of 30 credits of coursework, including all of the required core coursework, and a thesis, the student may be awarded the Master’s of Science in Biomedical Engineering degree.

Residency Requirement

Before taking the qualifying examination, the student must complete a minimum of 24 credit hours in residence on the Binghamton campus. The courses listed in the learning contract must be sufficient to meet the residency requirements.

The PhD Qualifying Examination

The written and oral qualifying examination is structured by the advisory committee to cover both core course materials and specific topics as described in the learning contract. Achievement of the goals of the learning contract will be determined by simple majority vote of the examination committee. Failure to demonstrate a thorough knowledge of the material in the learning contract will require rescheduling a qualifying examination. A new examination may be after one semester of further study. If the student is unsuccessful in their second attempt, a third attempt may be permitted. If after three attempts to pass the qualifying exam have been unsuccessful, the student will be advised to leave the program.

Admission to Candidacy

Upon satisfactory completion of the qualifying examination, the student is admitted to candidacy for the PhD degree.

Notification of Admission to Candidacy

Upon notification by the guidance committee that the student has satisfactorily completed the qualifying exam, the Graduate Program Director will notify the Graduate School of the student’s admission to candidacy on the Recommendation for Admission to Candidacy for Doctoral Degree form. Doctoral candidates must complete all requirements for the degree, including the dissertation, within five years after admission to doctoral candidacy.

Formation of Dissertation Committee

With the assistance of the advisory committee and dissertation advisor, the PhD candidate will identify faculty members appropriate for a thesis committee, who are able to assist and evaluate work in the specific research area intended to be pursued by the student.

Preparation and Approval of Prospectus

Following admission to candidacy, the candidate will prepare a prospectus, describing the proposed dissertation research topic. This prospectus is presented and discussed in an open colloquium and revisions are made based on committee consensus. Upon acceptance of the prospectus by the dissertation committee, a copy of the prospectus is placed in the students file in the Graduate Office. If extensive revisions to the prospectus are required, a second meeting of the committee may be required.

Evidence of Proficiency in Teaching

Doctoral students may meet the teaching proficiency requirement in one of two ways:

1. The student, if sufficiently experienced, can serve as the instructor of record in an undergraduate course. Alternatively, demonstration of a previous history of teaching experience equivalent to being the instructor of record for an undergraduate course, which has been approved by the guidance committee.

2. The student may obtain teaching experience under the guidance of a Biomedical Engineering faculty member working for two semesters as a teaching assistant in a didactic course, with sufficient responsibility to obtain credit in BME-592 Teaching Practicum.

Declaration of Candidacy

In the semester that the student plans to complete all degree requirements, the student must submit a Declaration of Candidacy for a Graduate Degree form to the Graduate School by the required deadline.

Submission of Doctoral Dissertation

The candidate must submit a dissertation conforming to the University’s Guidelines for Preparing a Thesis or Dissertation at least two months prior to an expected examination date. The dissertation must have the unanimous approval of the dissertation committee and of the Director of the Graduate Program to proceed to a defense.

Recommendation of the External Examiner

At least two months preceding the oral defense of the dissertation, the chairman of the dissertation committee must make a recommendation to the Director of Graduate Studies for an external examiner. At least one month before the oral defense, the director of graduate studies will make the nomination to the Vice-Provost and Dean of the Graduate School who will formally appoint the external examiner. The chairman of the dissertation committee will be responsible for informing the external examiner regarding the scheduling of the oral defense examination.

Oral Defense of Doctoral Dissertation

The PhD candidate will be required to present an oral defense of his or her dissertation in an open colloquium. The dissertation committee and the appointed external examiner will serve as the examiners during this colloquium.

Recommendation of Awarding of PhD Degree

Upon satisfactory defense of the dissertation (unanimous support from the dissertation committee and no more than one dissenting vote from the total examination committee present), the chairman of the dissertation committee submits a signed copy of the Recommendation For Award of Doctoral Degree form to the Graduate School.

All forms are available in the Graduate Program Office, Watson School Advising Office, and in the Graduate School Offices. All forms must be signed by the Graduate Program Director and the Associate Dean for Academic Affairs and Administration in the Watson School of Engineering and Applied Science.

D. Retention and time to degree goals

The goal of the faculty in the proposed BME program is to actively recruit graduate students with a specific interest in the research activities of the faculty. Consistent with this philosophy, doctoral level students will only be accepted into the program after a faculty advisor has been identified who has agreed to provide full financial support to the student for the duration of their studies. This arrangement should serve to enhance retention in the program, though it can be anticipated that student interests can change over time, or research funding or priorities can change. Our experience has been that approximately one-quarter of graduate students change their research focus during their graduate studies. In many cases, an alternative research project can be identified for the student, but if not, the student will have the option of obtaining their M.S. in BME and moving to an alternative university to continue their studies or joining the work force.

For students entering with a B.S. degree, time to complete all of the requirements of the degree is anticipated to be 4-5 years. For students entering with an M.S., the requirements should be able to be met within three years of study.

6. DESCRIPTION OF RESOURCES AND SUPPORT PROGRAMS, INSIDE AND OUTSIDE OF THE UNIVERSITY

1. The Watson School of Engineering and Applied Science supports administrative and technical staff which are readily accessible resources for graduate students within the school. If students confront difficulties in working with the graduate program director or the members of their advisory or dissertation committee, they will be encouraged to contact the Graduate Studies Director within the Watson School of Engineering, or the Dean of Academics within the Watson School of Engineering, as these individuals responsible for all graduate programs housed within the School of Engineering.

Similarly, a technical staff within Watson provides computer hardware and software support as well as machine shop support, in addition to being an excellent network for helping students locate specific pieces of equipment necessary to complete their studies.

2. The Graduate School at Binghamton has responsibility for overseeing all graduate students on campus and is a resource students may turn to for help in resolving any problems which cannot be resolved at the program or school level.

3. The Department of Bioengineering supports a technical and administrative staff who can assist graduate students with purchasing, travel arrangement, software development, experimental design, and data collection and analysis

4. The Clinical Science and Engineering Research Center technical staff can assist students in the development of IRB proposals, and provide training with a wide range of laboratory measurements, from molecular level assessments such as SELDI mass spectroscopy to clinical assessments such as whole body composition.

5. The Decker School of Nursing at Binghamton University, one of only four doctoral-granting nursing schools in the state, provides a unique academic and research resource for the students in the Biomedical Engineering Graduate Program given the focus on chronic health issues and distributed care solutions.

5. The Medical Centers in the Binghamton Region. The immediate Binghamton area supports three large teaching hospitals (Lourdes, Wilson, and Binghamton General) with faculty and staff who can provide collaboration and assistance in the development of medical devices, procedures and processes, as well as serve on doctoral committees.

6. The SUNY Upstate Medical University. Five faculty in the Biomedical Engineering Graduate Program have joint faculty appointments with the SUNY Upstate Medical University, which supports campuses in both Syracuse and Binghamton, thereby providing connections to additional physicians, nursing staff, technical staff, laboratory resources, and library resources.

C. Faculty

1. Faculty Information Table (See also Appendix B)

Name	Rank	School/Department
Kenneth McLeod, Ph.D.	Professor	Bioengineering
Jacques Beaumont, Ph.D.	Assoc. Professor	Bioengineering
Craig Laramee, Ph.D.	Asst. Professor	Bioengineering
Leann Lesperance, M.D./Ph.D.	Asst Professor	Bioengineering
Hiroki Sayama, Sc.D.	Asst. Professor	Bioengineering
Walker Land, M.S.	Research Professor	Bioengineering
Virgina Brown, J.D.	Adjunct Professor	Bioengineering
Sudipta Chatterjee, Ph.D.	Research Asst. Professor	Bioengineering
Marcelo Barriero, M.D.	Research Professor	Bioengineering
David Schaffer	Research Professor	Bioengineering
Don Gause	Research Professor	Bioengineering
New faculty hire 2007	Asst. Professor	Bioengineering
New faculty hire 2007	Professor	Bioengineering
New faculty hire 2008	Asst. Professor	Bioengineering
New faculty hire 2008	Asst. Professor	Bioengineering
New faculty hire 2009	Asst. Professor	Bioengineering
John Baust, Ph.D.	Professor	Biology/Joint Title in Bioengineering
George Catalano, Ph.D.	Professor	M.E./Joint Title in Bioengineering
Robert VanBuskirk, Ph.D.	Professor	Biology/Joint Title in Bioengineering
Gary James, Ph.D.	Professor	Nursing/Joint Title in Bioengineering
Carolyn Pierce, R.N./Ph.D.	Asst. Professor	Nursing/Joint Title in Bioengineering

2. Vitae of Biomedical Engineering Faculty (Attached)

3. Anticipated Changes in the faculty for the next three years

A. New positions

The Department of Bioengineering intends to expand by a minimum of five faculty over the next three years. It is anticipated that all newly recruited faculty will participate in the Biomedical Engineering Graduate program. In addition, the Biology Department expanding its research focus into the area of neuroscience, and it is likely that this faculty member will want to participate in the BME graduate program. Finally, the School of Management is rapidly expanding its program in entrepreneurship and it is likely that new faculty in that program will be interested in participating in the BME program.

B. Qualifications for positions to be filled.

Faculty to be recruited will be required to have doctoral level training and hold an M.D., Ph.D., Sc.D. or equivalent. New faculty hires into the Bioengineering department can be expected to have a research interest in living systems at any level, from the molecular to the social system level, and to emphasize complex systems analysis in their approach to problems in their field.

C. Reductions

No reductions are expected over the next three years.

D. Student Information

1. Criteria and procedures for admission to program

Applicants having a baccalaureate or a master’s degree in bioengineering or related field of study and with a demonstrated interest in biomedical applications are welcome to apply for admission. Generally, applicants must have a minimum GPA of 3.0 to be eligible for admission and must have sufficient preparation to undertake graduate studies in the interdisciplinary field of biomedical engineering.

Evaluation of the applications will be done by a committee of the faculty of the Graduate Program in Biomedical Engineering.

Applications must include:

1. Complete, official transcript of all college and university level coursework.

2. Written statement describing the applicant’s background and the area of emphasis within biomedical engineering that the applicant wishes to study.

3. At least two letters of recommendation from individuals acquainted with the applicant’s academic achievements. Applicants with significant non-academic experience should include at least one additional letter from an individual who is familiar with the applicant’s professional career. The letters should be submitted in sealed envelopes with the application.

4. Verbal, Quantitative, and Analytical GRE scores (may be waived by the program if the student has a master’s degree from an institution which does not require GRE scores).

5. If the applicant is from a non-English speaking background, a score on the TOEFL or IELTS must be submitted. Admitted students having a TOEFL score less than 620 (or equivalent IELTS) are typically required to complete a course on English as a second language during their first semester of study.

Admission with Conditional Matriculation Status

If any of the above items are not supplied with the application, the applicant may be denied admission. If it appears that an applicant has deficiencies that can be remedied, a recommendation for conditional instead of regular matriculation status may be made. If conditional matriculation status is recommended, the applicant will be notified by the Graduate Program Director outlining the conditions that must be met before the student becomes eligible for a change to regular matriculation status. A time limit for satisfying the conditions will be set. A student must be in regular matriculation status to be awarded a degree. It is the student’s responsibility to monitor his/her matriculation status and to request a change in status when the conditions are met. Such a request should be made in writing to the Graduate Program Director.

Non-matriculated students

It is possible for qualified students to take graduate courses on a non-matriculated basis. However, non-matriculated students need to recognize that no more than two courses taken prior to matriculation may be credited toward the requirements for a degree, an prior approval is required.

Transfer credit

Transfer credit for up to two graduate courses taken at another institution may be obtained. Each student must submit an official “Application for Transfer Credit” request to the Graduate School for their approval.

Financial Support

Graduate students receiving financial support in the form of a teaching assistantship or a research assistantship are normally eligible to receive a tuition scholarship. This is arranged by the student’s advisor and the Graduate Dean’s office. All of those receiving financial support must be registered as full time students.

2. Type of student body to be served.

A. Geographic Origins: Approximately 40% from New York State, 40% from the remainder of the continental U.S., and 20% foreign born.

B. Academic Origins: Research activities among the faculty of the Biomedical Engineering Program are largely focused on diagnostics, preventative measures, and treatments associated with chronic illness, as well as the prevention of errors, or practices, which can occur in medical and healthcare processes which can lead to injury or death. Moreover, an emphasis will be placed on innovation and entrepreneurship, with the goal of providing the graduates with an alternative career path beyond academia or industry. To that end, the program will specifically attempt to identify individuals with a demonstrated interest in working in the medical and/or healthcare fields and are willing to consider entrepreneurial ventures as a viable career option. The majority of matriculated students are expected to be recent graduates of undergraduate programs, however, around 10% of matriculates are expected to have substantial work experience before returning to graduate school. We anticipate that 20-30% of students matriculating into the graduate program will be graduates of the Bioengineering undergraduate program at Binghamton or other undergraduate programs (either the biological sciences or engineering) at Binghamton. Approximately 50% are expected to be graduates of other engineering programs throughout the United States. Approximately 20% are anticipated to be foreign students who have started a different graduate program at a U.S. university and wish to transfer into the BME program at Binghamton.

C. Proportion of Women and Minorities: Approximately 50% women, 10% minority

D. International students for whom English is a second language: 10-20%; primarily transfers from other U.S. colleges as an interview will be necessary for admission.

E. Special provisions or requirements: Prior to acceptance, all applicants of interest to the program faculty will be interviewed to ensure that at least one faculty member is interested in providing financial support to the student.

3. Student support

A. Types, amounts and sources of financial support anticipated

The primary means of student support is through a teaching or research assistantship. Graduate assistants will receive annual stipends between $18,000 and $25,000, depending on post-graduate years of experience, plus tuition scholarship and a benefits package. Part time graduate students typically have a full time salary from their place of employment that includes healthcare options plus tuition assistance through their employer.

B. Proportion of students to receive support: and proportion with no support

The majority of students (>90%) will be provided research assistantships. Part time students will not normally be offered financial support.

4. Projected Enrollment

A. Enrollment at start of program

Full Time: 15; Part Time: 3

B. Enrollment at 5 years

Full Time: 28; Part Time: 3

C. Basis for projections

Initial program enrollments are based on the fact that eleven graduate students (8 FT; 3 PT) are currently enrolled in other graduate programs on campus with the intent of transferring into the Biomedical Engineering program as soon as it is approved. Extrapolations for subsequent years are based on expected growth in research funding, using the estimate that a minimum of $50,000 in research funding is necessary to support a full time graduate student. A small number of part time Ph.D. students who work in local industry are currently undertaking research programs with Bioengineering faculty, and that number is expected to remain approximately constant over time.

E. Facilities resources

1. Currently available and anticipated increased needs

A. General and Department library holdings and acquisition

The Science and Engineering Library holdings and electronic subscriptions will provide a strong foundation for the reference needs of the proposed program. The science librarian has obtained supplemental budgets of the last three years to assist in building up the bioengineering related holdings of the library, and a permanent budget line for the science and engineering library has been requested to permit the continued acquisition of new bioengineering and biomedical engineering books, and to obtain subscription to several journals for which university faculty and students do not currently have access. The recent federal legislation requiring the rapid distribution of electronic journal articles reporting on research funded by the federal government has significantly enhanced student access to the vast majority of biomedical research.

Current holdings:

Books

Engineering approximately 15,000 volumes

Biology/Health Sciences approximately 18,000 volumes

Bioengineering Dept. approximately 500 volumes

Journals

Biomedical/Bioengineering 430 (as of March 2006)

A complete list of electronic subscriptions accessible to Binghamton students is available at: http://library.lib.binghamton.edu/ejour/dynamic/

B. Access to off-campus research materials

All Binghamton University graduate students have, or can readily obtain, access to the:

Wilson Hospital Library

Upstate Medical Center Library

Cornell University Library

Syracuse University Library

As well as the following Databases

BIOSYS

Applied Science and Technology Abstracts

Compendex

INSPEC

Medline

ABI/INFORM

Web of Science/Science Citation Index

C. Research and laboratory facilities and equipment

The facilities within the new Innovative Technologies Complex (ITC) will serve a substantial role in supporting the educational and research needs of the graduate students in the Program in Biomedical Engineering. This approximately 90,000 sq. ft. facility opened in January of 2005, with the Bioengineering Department moving its offices into the facility. In early 2006 the Clinical Science and Engineering Facility opened within the ITC, and by the end of the calendar year 2006, the full complement of teaching laboratory space and classrooms within the building will be available, along with approximately 8000 square feet of wet laboratories. This building was funded with the intent of enhancing biotechnology and biomedical research on campus, and so the resources and capabilities in the ITC are directly in line with the objectives of the proposed graduate program in Biomedical Engineering.

Three Centers, in particular, that will be located in the ITC will play a large role in fostering research in the area of biomedical engineering. The first is the Clinical Science and Engineering Research Center, which is a 2000 sq. ft. facility dedicated to physiologic and medical research. Second, is the Small Scale Systems Analysis Center with its focus on the physical characterization of systems at the nano and micro levels. Finally, is the Biotechnology Incubator, a facility within the ITC which provides space and facilities where students can become involved with biotechnology/biomedical start-up companies working to commercialize technologies derived from Binghamton University research.

Specialized equipment available to the students within the laboratories of the ITC include:

· Atomic force microscope – for the characterization of molecular and cellular systems in aqueous environments relevant to tissue engineering

· Ciphergen Surface Enhanced, Laser Desorption/Ionization Spectroscope, utilized in the development of proteomics based diagnostics.

· Portapres continuous, ambulatory blood pressure monitoring for physiological studies.

· Lunar dual energy x-ray absorbtiometry, for obtaining bone density and body composition scans

· Tissue culture facilities for maintaining both eukaryotic and prokaryotic cell lines.

· Coulter Flow cytometer and fluorescence assisted cell sorting

· Biodex Muscle dynamometer for muscle stimulation and muscle adaptation studies

· Electromyography and vibromyography equipment for muscle dynamics characterization

· Continuous glucose monitoring equipment

· Electromyography, vibromyography and nerve conduction recording facilities

· Posturagraphy recording facilities

· Scanning electron microscopy

· Transmission electron microscopy

· Fourier Transform infrared spectroscopy/microscopy

D. Computer facilities and services

In addition to desktop workstations available to all graduate students in their offices, three computer systems within the ITC are either dedicated to, or are extensively utilized for biological/biomedical research. These include:

· The BioCluster Computer facility – A 20 node Apple XR Gserve cluster dedicated to bioinformatics research

· The Biodynamics Cluster facility – A 50 node Sun cluster dedicated to finite element modeling of tissue deformation and fluid flows in physiologic systems

· The Linux Center – A national center of expertise in Linux, open source, and open standards, supporting promoting research, development and commercialization. The Center supports a IBM Z900 Model 108 with 5 Terabytes of storage; 9 Power5 systems; and a 48 node Linus xCluster.

E. Technical and secretarial services for students and faculty

For the first year of the program, the Bioengineering department secretary will provide assistance to the new Graduate Program. In the second year, we will recruit a ½ time secretary to support the students and graduate program director.

As described above, a wide range of technical support is available within the Watson School of Engineering and Applied Science, and technical support is also available within the Bioengineering Department and within the Clinical Science and Engineering Center.

F. Office, classroom and study space

Graduate student space has been designed into the new Bioengineering department facilities and as the home department of Biomedical Engineering, BME students will have full access to this space. These spaces include six office suites capable of housing four graduate students each, as well as a graduate student lounge. In addition, graduate office space is available within the laboratories of individual faculty.

2. Special support facilities and unique resources

No special support facilities will be required to operate this program. The program will have unique resources available to it, however, as the Bioengineering faculty have been effective in the technology transfer process, such that numerous technologies developed by the faculty have been licensed and are undergoing commercial development. A portion of the royalties from these commercialization efforts will be returned to the Department of Bioengineering, and as the technology derives from research involving graduate students, a substantial fraction of these funds will be returned to the Graduate Program to foster continued technology transfer efforts.

F. Expenditures Table (see Appendix C)

G. Academic Quality Assurance

1. Provisions for periodic review

Through the provost’s office, graduate programs at Binghamton University are reviewed on a regular seven year cycle by outside reviewers to ensure programs are staying current with respect to research opportunities, occupational opportunities for students, and that the faculty are maintaining national and international stature.

Existing institutional academic standards, the Graduate Studies Committee of the Watson School, and the Graduate Council at the University level will be used to maintain and monitor program quality between external reviews.

2. Special accreditation: NA

H. Site Visit Evaluation Report

Evaluator: Victoria H. Freedman, PhD

Associate Director, Sue Golding Graduate

Division of Medical Sciences

Assistant Professor, Department of Microbiology & Immunology

Albert Einstein College of Medicine

Bronx, NY

I. Program

1. The goal of this training program in Biomedical Engineering is to produce MS and PhD graduates who have broad expertise in biomedical engineering, particularly the analysis of complex systems, and have made and will continue to make significant and original contributions to the field. The doctoral program structure is based on the completion of a core curriculum, an individualized “learning contract” and independent research study. The structure will facilitate the understanding of living systems from the molecular level to the healthcare system level. The independent doctoral research will enhance the student’s ability to develop, design, and test behavioral aspects of physiologic systems including products, processes, or systems that monitor health care status.

2. The proposed program will establish a new niche in biomedical engineering graduate programs because of its focus on entrepreneurship. The doctoral thesis research will emphasize development of a new products, processes, or systems relative to the medical/healthcare industry, as well as new approaches to monitor or diagnose physiologic status. It is expected that graduates of this new program will have a unique expertise and therefore be positioned to have a profound influence on health care in the U.S. It is also expected that the program will grow through recruitment of new research intensive faculty and increasing student enrollment. Periodic reviews will be carried out through an already established University-based external review process.

3. At present, the current bioengineering faculty will provide the core expertise for the program. The faculty has a broad range of backgrounds as well as a demonstrated commitment to the new curriculum. Nevertheless, the continued development and success of the program requires significant faculty expansion through recruitment of new biomedical engineering faculty with ongoing research programs and an interest in contributing to the curriculum. A short plan for recruitment of new faculty should be included as part of this proposal. In addition, a significant number of the faculty are listed as part-time. It is not clear whether part-time faculty have the same commitment to the program and whether competing priorities will affect their participation in the training of the graduate students. This should be addressed. The course offerings, as presented in the proposal, will provide the necessary framework for the new program. The courses emphasize complex systems and are unique in the curriculum of the University. A great strength of the proposal is the “learning contract,” by which the student and faculty advisors develop an individualized program of learning suited to the student’s background, level of expertise, and research goals. Additionally, the faculty advisory committee will provide cross-training and sufficient flexibility in the program so that the doctoral student can explore and develop innovative areas of research.

4. There is potential for interaction with related graduate programs at the University, e.g. business and economics, nursing, etc. and this will likely be an important area for future growth. Another positive aspect of the proposed program is the relationship to the University’s undergraduate biomedical and other engineering programs. It is likely that engineering undergraduates who wish to apply their analytic and quantitative skills to the problems of health care delivery, will be attracted to the new program because of its emphasis on complex systems in health care. The new graduate program will thus provide a venue for continued training of outstanding Binghamton University engineering undergraduates.

5. The proposed graduate program will significantly expand the course offerings and breadth of the University’s biomedical engineering department. The focus on complex systems engineering and its application to problems of health care is unique and it is expected that a graduate program of this nature will attract significant attention both within the field and in related fields. An interesting and important aspect of this program is the emphasis on innovation and entrepreneurship, and the expectation that most graduates will find employment outside the academic environment. As the medical/healthcare industry and supporting services grow in the U.S., there will be increased demand for experts trained in experimental approaches to complex systems, and the new biomedical PhD graduates will be prepared to address critical scientific and engineering questions within this context.

II. Faculty

1. The bioengineering faculty are appropriate graduate trainers for the proposed doctoral program. There are currently 10 F/T faculty, 5 P/T faculty, and 1 adjunct faculty. The F/T faculty have generated 155 publications in refereered journals over the past five years, and the P/T faculty have contributed 60 journal articles over the same period. This compares quite favorably with research productivity of other similar departments.

2. The varied professional expertise of the faculty will provide the intellectual backbone of the proposed graduate program. The faculty are well prepared to deliver the core subjects, including cell and molecular biology, medical engineering and health care, analysis of complex biological systems and computer aided medical diagnostics. It is expected that new faculty will be recruited to expand the course offerings and the range of possible doctoral research projects in complex systems, particularly in areas such as neuroscience (neural networks), and pharmacology and genomics.

3. The demographics of the faculty are as expected at a state University in NY. Recruitment of women and underrepresented minority faculty should be a priority as new faculty recruitment gets underway.

4. The external research support for full time faculty is excellent and can be expected to increase as the doctoral program grows. Currently, 8/10 full time faculty have external funding, and 6/8 have external funding greater than $500K annually. An important priority for the current faculty should be the continued development of external support, since this is a marker of national recognition. In addition, University support for new faculty is essential, as the new faculty seek to establish their individual research programs and attract doctoral students to their labs. Sufficient funds should be available to relieve the pressure of obtaining external funding for new faculty until they are “up and running.”

5. The department faculty are experienced as graduate trainers. Of the fulltime faculty, 9/10 have served as dissertation committee members or chairs during the most recent academic year, and 60% have been mentors of doctoral or master’s students. Following implementation of the new doctoral program, it is likely that most, if not all, of the faculty will be mentoring graduate students. The faculty courseload is presently concentrated on undergraduate courses. One issue to be addressed is the shift to graduate teaching responsibilities in the new graduate program and how the current faculty will address the increased courseload without jeopardizing quality of instruction (in either graduate or undergraduate courses) or infringement on research time.

6. At present, there is a single adjunct faculty member, who provides needed expertise in legal matters related to engineering and health care. The number of adjunct faculty may increase as the doctoral program expands and the need for experts e.g. from industry or from other academic disciplines, becomes apparent. The flexibility to incorporate outside experts through the adjunct track is a strength of the program.

III. Students

1. The new doctoral program will provide a unique training experience for engineering students who wish to expand their knowledge of complex systems and the application of engineering skills to problems of healthcare delivery in the 21^st century. There is already great interest in the program at the University. The program will be able to initiate operation immediately following approval, since there is a talented pool of University undergraduates and Master’s program students eager to enter the new doctoral program.

2. (and 3). Admissions criteria, as outlined in the proposal, are sufficiently rigorous to assure the quality of the program. There are accommodations for part-time students, although few are anticipated. However, student recruitment plans for the doctoral program are somewhat vague and should be outlined further. Plans for advertisement of the program to a wider audience (outside the University) should be included. The recruitment of women and underrepresented minority students should be addressed.

4. The proposed system for monitoring student progress and performance is one of the program’s great strengths. When a student enters the program, s/he will have already identified a mentor, who will become the student’s main advisor and advocate. The “learning contract,” which is entered into by the student with the advice of the faculty advisory committee, is a powerful tool to engage both student and faculty in the development of an individualized curriculum. Benchmarks of student progress are clearly specified. including completion of the learning contract, proficiency in teaching, satisfaction of the qualifying exam requirement, successful defense of the dissertation proposal and then submission and defense of the dissertation. The benchmarks will facilitate the progress of the doctoral student through the program and assure timely completion of the PhD. It is expected that the degree can be completed in 4-6 years of full time study beyond the bachelor’s degree, which is consistent with the national average of time to (engineering) degree.

5. Of concern is the absence of adequate career development plans for alumni of the new doctoral program, though it is expected that these plans will develop as students enter the program and express interest in learning about future job placements. It is not unusual for the faculty to begin work on career counseling issues after a new program starts and the direction and interests of the students become clearer. The new PhD program is well situated to take advantage of possible industry, government, and/or medical/hospital linkages both within central NY state and in a wider geographic region, and it is expected that these linkages will assume importance both for educational value and as possible career pathways.

IV. Resources

1. The University’s commitment to the new doctoral program is evident in operating budget, salaries, and other support, particularly in the commitment to recruitment and support of new faculty. The University support is critical at this time to ensure that the new program is able to have a strong beginning. Support of non-academic personnel appears adequate for the new program.

2. Physical resources and facilities within the University are expanding and are accessible to and part of the facilities available to students in the new doctoral program. The library and electronic resources are cutting edge, though access to biomedical journals was omitted and should be included in the proposal.

V. Comments - summary

1. This proposal describes an innovative new doctoral program in bioengineering. Under the leadership of Dr. Kenneth McLeod and an experienced and dedicated faculty, a broad curriculum has been developed that will focus on training engineers in the analysis and solution of complicated problems in health and medical care. Major strengths of the program include an emphasis on understanding complex living systems at all levels ranging from the molecular to the societal, development of experimental techniques for investigating complex systems, and an understanding of the legal, regulatory, economic, and ethical issues involved in the medical/healthcare industry. A unique aspect of the new doctoral program is the prominence of entrepreneurship and the emphasis on development of products and processes that will be immediately utilizable in the health care system. Graduates of the PhD program will be primed to assume important positions in the medical/healthcare industry.

2. Overall, this is a strong proposal for a new and unusual doctoral program that will invigorate both the department and the University. From the proposal it appears that all aspects of the program, including potential students, are in place to assure a successful launch in the near future. Because of its unique focus on problem solving in complex systems at all levels, and also its entrepreneurial aspects, this doctoral program may be expected to, over time, achieve national prominence.

I. Campus Response to Site Visit Report

Dr. Freedman’s review of the program raises three issues she would like to see more clearly documented in the proposal: 1) A listing of the Biomedical journals available in the Binghamton Library; 2) A specific discussion of faculty recruitment plans; and, 3) An outline of how career counseling for the graduate students will be handled.

1) We have added an appendix K to this proposal which provides a current listing of the biomedical journals for which the library maintains subscriptions. The list, of course, does not include any of the biomedical journals which are now freely available over the internet.

2) With respect to faculty hiring we again emphasize that the major focus of the new BME program is on the prevention, diagnosis and treatment of chronic health conditions, and so future faculty hiring will also have this same focus. Specifically, in the immediate future there is interest among the program faculty to move into the areas of Parkinson’s Disease, Alzheimer’s Disease, and vascular dementia, as these areas link in well with ongoing research and also with the strong gerontology focus of the Nursing School. This hiring focus is consistent with Dr. Freedman’s suggestion of recruiting faculty with a neuroscience research focus.

3) It is certainly important for the program faculty to help guide graduate students into their careers as they approach graduation. As with most graduate programs, we can expect many of our students to have an interest in pursuing academic or industrial research careers. However, a major focus of our program is on preparing students to pursue business/entrepreneurial careers. While students rarely have a well defined career track upon entering graduate school, it is important that this be defined as early as possible. We would like to see the students developing a career focus by the time of their qualifying exam. Career expectations can, and should, affect both the process of the thesis committee selection as well as the nature of the dissertation research. The committee should work with the student through the two to three years of their doctoral studies helping the students to develop the appropriate network (either academic, industry, or business) to ensure that career opportunities are in place upon graduation. Similarly, with students electing to terminate their studies at the M.S. level, the advisory committee needs to play a leading role in helping the student make appropriate career decisions by ensuring that these students have the opportunity to travel to the appropriate scientific/industry meeting where they can establish the contacts necessary to identify and pursue job opportunities.

J. Attestation of Governance Approval