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Bachelor of Science in Bioengineering Program

We Stand in Solidarity Against Racism

The Department of Bioengineering stands in solidarity with our students, staff and faculty against social injustice and acts of racism. We are shocked and saddened by the recent, brutal deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, Nina Pop, and others. Like many members of our community, we are frustrated that these deaths are only the most recent manifestations of long-standing racial inequality in this country. 
The Department supports the call to action made by the Bourns College of Engineering.
•    We acknowledge that systemic racism permeates and poisons all levels of academia. 
•    We affirm that the Department has zero tolerance for racism, institutional bias or acts of violence against Black members of our community. 
•    We are committed to supporting Black students and combating the bias and inequity they face. 
•    We are committed to critically examining our recruitment and retention efforts to better support Black students, faculty and staff. 
We would also like to take this moment to recognize the essential contributions made every day by Black students, faculty and staff. They are part of the Bioengineering family, and the department would not be as strong today without their efforts.

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Mission and Vision of Marlan and Rosemary Bourns College of Engineering

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The Mission of the Bourns College of Engineering is to:

  • Produce engineers with the educational foundation and adaptive skills to serve rapdily evolving technology industries
  • Conduct nationally recognized engineering research focused on providing a technical edge for the United States
  • Contribute to knowledge of both fundamental and applied areas of engineering
  • Provide diverse curricula that will instill in our students the imagination, talents, creativity, teamwork, decision-making and problem-solving abilities
  • Be a catalyst for industrial growth in Inland Southern California

The Vision of the Bourns College of Engineering is to become a nationally recognized leader in engineering research and education.

    Bachelor of Science in Bioengineering Program Educational Objectives (PEOs)

    Our graduates will:

    1. Become leaders in bioengineering/biomedical engineering and related fields
    2. Have the capability to pursue and excel in bioengineering-related graduate studies, careers in the medical device or biotechnology industries, or medical or other health-related professional schools.
    3. Be effective in working professionally as individuals and in teams and communicating effectively to integrate contributions from multiple disciplines to address biological and medical problems.
    4. Have an appreciation of and sensitivity to a broad range of ethical and social concerns related to bioengineering/biomedical engineering.

    Consistency of Bioengineering PEOs and College Mission

    Relationship between the Bioengineering Program Educational Objectives and Bourns College of Engineering Mission Statements
    Department of Bioengineering Program Educational Objectives
    Bourns College of Engineering Mission Statements

    Become leaders in bioengineering/biomedical engineering and related fields.

    Produce engineers with the educational foundation and adaptive skills to serve rapidly evolving technology industries

    Have the capability to succeed in bioengineering-related graduate studies, careers in the medical device or biotechnology industries, and medical or other health-related professional schools.

    Conduct nationally recognized engineering research focused on providing a technical edge for the United States.

    Be effective in working professionally as individuals and in teams and communicating effectively to integrate contributions from multiple disciplines to address biological and medical problems.

    Contribute to knowledge of both fundamental and applied areas of engineering.

    Have an appreciation of and sensitivity to a broad range of ethical and social concerns related to bioengineering/biomedical engineering.

    Provide diverse curricula that will instill in our students the imagination, talents, creativity, teamwork, decision-making and problem-solving abilities

    Bioengineering Program Constituencies

    The key significant constituencies of the bioengineering program are the following:

    1. The students enrolled in the program.
    2. The faculty and staff responsible for delivering the program.
    3. The various organizations that are associated with the graduates of our program.
    4. Graduates of our program.

    ABET Program Criteria for the Bachelor of Science in Bioengineering Degree

    1. Curriculum: The curriculum must include mathematics through differential equations, a thorough grounding in chemistry and biology and a working knowledge of advanced biological sciences consistent with the program educational objectives. The curriculum must prepare graduates to apply engineering to biological systems.
    2. Faculty: The program shall demonstrate that those faculty members teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of education and experience or professional licensure.

    Bachelor of Science in Bioengineering Program Student Outcomes

    The Department of Bioengineering has combined Student Outcomes as listed ABET Criteria 3 with ABET Program Criteria for Bioengineering to form a modified list of Student Outcomes as listed below.

    • (a) an ability to apply knowledge of mathematics, science and engineering
    • (b) an ability to design and conduct experiments, as well as to analyze and interpret data
    • (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
    • (d) an ability to function on multidisciplinary teams
    • (e) an ability to identify, formulate, and solve engineering problems
    • (f) an understanding of professional and ethical responsibility
    • (g) an ability to communicate effectively (3g1 orally, 3g2 written)
    • (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
    • (i) a recognition of the need for, and an ability to engage in life-long learning
    • (j) a knowledge of contemporary issues
    • (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
    • (l) an ability to apply principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations) and statistics
    • (m) an ability to solve bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems
    • (n) an ability to analyze, model, design, and realize bio/biomedical engineering devices, systems, components, or processes; and
    • (o) an ability to make measurements on and interpreting data from living systems

    Members of the Department of Bioengineering Advisory Board

    John Watson UC San Diego
    Matt Chludzinski Abbott Vascular
    Ruben Flores Merck Group
    Bruce Tromberg UC Irvine
    Warren Grundfest UC Los Angeles Medical School
    William R. Pratt Kinamed
    Walt Baxter Medtronic
    Ben Versteeg TruTouch Technologies
    Amir Gandjbakhche NIH
    Andrew Carmen Illumina