The demand for the life-enhancing and innovative medical technologies and services that biomedical engineers create is expected to increase dramatically, particularly as the 77 million baby boomers enter their 60s and beyond. The aging of this generation is also likely to spark developments in the care of the elderly that will require the expertise of biomedical engineers
In biomedical engineering, students can work on interdisciplinary projects. My senior project was sponsored by a company to design and build a concept model of a medical device.
Jeffery Ziemba
Biomedical engineers work alongside doctors, nurses, and other medical caregivers to develop and improve such technologies as magnetic resonance imaging (MRI), computer-aided tomography (CAT), ultrasound, artificial knees and hips, and tissue engineering, as well as cardiac pacemakers and artificial hearts, electro-surgical and laser-surgery instruments, electrocardiogram machines, defibrillators, and dialysis equipment, among many others.
Biomedical engineers combine a sound foundation in engineering with a working knowledge of the life sciences. These two areas together enable biomedical engineers to design procedures and devices that assist in the diagnosis and treatment of disease and injury, make medical testing less intrusive, enhance the quality of life for people with disabilities, and otherwise improve the practice of medicine.
Why I chose Biomedical Engineering
As a biomedical engineering student at Lawrence Tech, you’re exposed to the University’s signature “theory and practice” approach to learning. Extensive laboratory work and opportunities for co-op positions and internships in hospitals, health care institutions, and the medical equipment industry provide valuable hands-on experiences, and dedicated faculty bring current industry knowledge and cutting-edge research to the classroom. 
You’ll gain additional insight from presentations given by researchers, industry and health care professionals, and consultants who study the “best practices” in the industry, such as responsible conduct in research, protection of human subjects, and professional behavior. Building on the entrepreneurial mindset, you’ll also complete a two-semester design project sequence that can further prepare you to enter a competitive workforce or to pursue advanced engineering or medical degrees.
At Lawrence Tech, you’ll benefit from engaging classes in a high-tech learning environment. Laptop computers, provided to all undergraduates, allow you access to valuable industry-standard software – a unique benefit valued up to $15,000. You are also exposed to the University’s Leadership Program, integrated into all undergraduate curricula, preparing you with the marketable skills that employers seek.
Lawrence Tech’s program can position you for a career in biomedical engineering, as well as in the traditional areas of engineering. It can also offer excellent preparation for working professionals who require expertise in biomedical engineering.
The BS in Biomedical Engineering requires 132 credit hours, focused on the areas of biomechanics, bioelectronics, biomaterials, and biofluids. The curriculum also includes advanced courses from the biomedical engineering, mechanical engineering, electrical engineering, and natural sciences programs. In addition, the coordination of programs at Lawrence Tech makes it easy to earn a dual degree in either biomedical and electrical engineering or biomedical and mechanical engineering.
Designed to accommodate your busy schedule, classes are offered both during the day and in the evening.
Bachelor of Science in Biomedical Engineering Flowchart 2018 PDF
Students seeking the Bachelor of Science in Biomedical Engineering degree must complete all courses in the core curriculum. This includes six (6) approved technical elective credits and six (6) BME elective credits.
Your 132-credit-hour program consists of:
First Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| COM 1001 | University Seminar | 1 |
| COM 1103 | English Composition | 3 |
| BIO 1213 | Biology 1 | 3 |
| BIO 1221 | Biology 1 Lab | 1 |
| MCS 1414 | Calculus 1 | 4 |
| BME 1202 | Computer Applications Lab | 2 |
| BME 1201 | Computer Graphics Lab | 1 |
| EGE 1001 | Fund. of Engr. Design Projects | 1 |
| TOTAL | 16 | |
Second Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| LLT 1213 | World Masterpieces 1 | 3 |
| MCS 1424 | Calculus 2 | 4 |
| PHY 2413 | University Physics 1 | 3 |
| PHY 2421 | University Physics 1 Lab | 1 |
| CHM 1213 | University Chemistry | 3 |
| CHM 1221 | University Chemistry 1 Lab | 1 |
| BME 1002 | Intro. to Biomedical Engr. | 2 |
| TOTAL | 17 |
First Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| COM 2103 | Technical and Prof. Communication | 3 |
| LDR 2001 | Leadership Models and Practices | 1 |
| MCS 2414 | Calculus 3 | 4 |
| BME 2103 | Biochemistry for Engineers | 3 |
| BME 2101 | Biochemistry for Engineers Lab | 1 |
| EGE 2123 | Entrepreneurial Engr. Design Studio | 3 |
| TOTAL | 15 |
Second Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| LLT 1223 | World Masterpieces 2 | 3 |
| MCS 2423 | Differential Equations | 3 |
| PHY 2423 | University Physics 2 | 3 |
| PHY 2431 | University Physics 2 Lab | 1 |
| BME 2203 | Anatomy and Physiology | 3 |
| BME 2201 | Anatomy and Physiology Lab | 1 |
| EGE 2013 | Statics | 3 |
| TOTAL | 17 |
First Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| SSC 2413 | Foundations of American Experience | 3 |
| COM 3000 | Writing Proficiency Exam | 0 |
| MCS 3403 | Probability & Statistics | 3 |
| EEE 2123 | Circuits and Electronics | 3 |
| BME 3303 | Intro. to Biomechanics | 3 |
| BME 3301 | Biomechanics Lab | 1 |
| BME 3703 | Biotransport | 3 |
| EGE 3012 | Engineering Cost Analysis | 2 |
| TOTAL | 18 |
Second Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| SSC 2423 | Development of American Experience | 3 |
| LDR 3000 | Leadership Seminar Series | 0 |
| BME 3002 | Biomedical Best Practices | 2* |
| BME 3103 | Bioinstrumentation | 3 |
| BME 3101 | Bioinstrumentation Lab | 1 |
| BME 3213 | Biomaterials | 3 |
| BME 4113 | Medical Device Design | 3 |
| Technical Elective | 3 | |
| TOTAL | 18 |
First Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| LLT/SSC/PSY 3XX3/4XX3 | Junior/Senior Humanities Elective | 3 |
| LDR 4000 | Leadership Seminar Series | 0 |
| BME 4XX3 | BME Elective | 3 |
| BME 4013 | BME Projects 1 | 3** |
| BME 4103 | Foundations of Medical Imaging | 3 |
| BME 4803 | Tissue Engineering | 3 |
| BME 4801 | Tissue Engineering Lab | 1 |
| TOTAL | 16 |
Second Semester
| Course Number | Subject | Cr. Hrs. |
|---|---|---|
| BME 4XX3 | BME Elective | 3 |
| BME 4022 | BME Projects 2 | 2*** |
| BME 4313 | Tissue Mechanics | 3 |
| BME 4203 | Intro. to MEMS | 3 |
| BME 4201 | Intro. to MEMS Lab | 1 |
| Technical Elective | 3 | |
| TOTAL | 15 |
*Sophomore standing required
**Senior standing required and minimum of 12 credits from BME 3XXX courses
***Must be enrolled/have completed all BME 3XXX courses
A list of eligible technical elective courses is available from the biomedical engineering program.
Dual majors will be permitted a number of substitutions as approved by the program director consistent with accreditation requirements.
Biomedical Engineering Advisors
All students should have an advisor-approved Plan of Work. Students should contact the Biomedical Engineering Program, 248.204.2600, room E98, for their assigned faculty advisor.
For students with matriculation date after Fall 2013
BME Electives: 6 credits from BME 4000:5999
Technical Electives: 6 credits from courses in engineering (including engineering technology), mathematics, and natural sciences at 3000 level or above. A maximum of one course from the following list is also allowed as one technical elective.
| Course Number | Subject |
|---|---|
| CHM 2313 | Organic Chemistry 1 |
| CHM 2323 | Organic Chemistry 2 |
| BIO 2313 | Microbiology |
| EEE 2214 | Digital Electronics and Lab |
| EGE 2233 | Entrepreneurial Mindset for Engineers |
Program Educational Objectives
The Program Educational Objectives (PEOs) are reviewed every three years. The faculty initiates the process, with input from life science and biomedical engineering advisory board, alumni and employers. The PEOs updated as of May 2015 are:
- Graduates of the BSBME program apply science and engineering principles in order to lead cross-functional teams. The focus of such teams may include the creation, development, design, implementation, verification and communicating of medical technologies and services.
- Graduates of the BSBME program conduct translational BME research while adhering to government compliance requirements and regulatory protocols.
- Graduates of the BSBME program exhibit and demand the highest safety standards and are ethically engaged in their research and professional practice.
- Graduates of the BSBME program are contributing members of the profession and society, and stay informed of current research and professional developments through life-long education, possibly including graduate studies.
Student Outcomes
To enable graduates to achieve the accomplishments described by the aforementioned educational objectives, the program cultivates specific skills, knowledge, and behaviors. In particular, upon graduation, students must have obtained the following outcomes:
- an ability to apply knowledge of mathematics, science, and engineering;
- an ability to design and conduct experiments, as well as to analyze and interpret data;
- 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;
- an ability to function on multidisciplinary teams;
- an ability to identify, formulate, and solve engineering problems;
- an understanding of professional ethical responsibility;
- an ability to communicate effectively;
- the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
- a recognition of the need for, and an ability to, engage in lifelong learning;
- a knowledge of contemporary issues;
- an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice;
- applying principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations), and statistics;
- solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems;
- analyzing, modeling, designing and realizing bio/biomedical engineering devices, systems, components, or processes;
- making measurements on and interpreting data from living systems.
Key Performance Indicators in support of ABET Student Outcomes
SO |
KPI |
(a) an ability to apply knowledge of mathematics, science, and engineering |
a-1 (L3): Implement mathematical algebra, geometry, calculus, probability techniques, differential equations and/or statistics |
| a-2 (L3): Apply biology, chemistry, calculus-based physics or human physiology principles | |
| a-3 (L3): Apply engineering principles to a system, device, or process | |
(b) an ability to design and conduct experiments, as well as to analyze and interpret data |
b-1 (L3): Conduct experimental procedures to measure and record data. |
| b-2 (L4): Examine data using appropriate analytical techniques | |
| b-3 (L3): Compose a scientific hypothesis and test the hypothesis using experimental 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 | c-1 (L3): Use the engineering design process to generate potential solutions to a biomedical need |
| c-2 (L4): Examine realistic constraints related to the proposed solution | |
| c-3 (L3): Implement, test and demonstrate that an engineered solution that meets design specifications | |
| (d) an ability to function on multidisciplinary teams | d-1 (L3): Demonstrate personal responsibilities in a team |
| d-2 (L3): Share responsibilities and collaborate in a cross-functional team | |
| (e) an ability to identify, formulate, and solve engineering problems | e-1 (L3): Write a problem statement for a biomedical engineering problem |
| e-2 (L3): Produce a solution to a biomedical engineering problem | |
| (f) an understanding of professional and ethical responsibility | f-1 (L2): Demonstrate knowledge of the professional code of ethics and government regulations |
| f-2 (L2): Explain the ethical dimensions of a biomedical engineering problem | |
| (g) an ability to communicate effectively | g-1 (L2): Construct and deliver a logical and articulate communication based on independent work |
| g-2 (L4): Create a plan, and document methods, observations, and results of an experiment or a project | |
| g-3 (L3): Organize and represent data collected in a clear and concise format that enhances the ability to interpret it. | |
| (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context | h-1 (L2): Recognize the contribution of science, technology, engineering and/or mathematics to society |
| (i) a recognition of the need for, and an ability to engage in life-long learning | i-1 (L3): Collect relevant technical information, data, and ideas from multiple sources |
| i-2 (L2): Recognize opportunities that enhance professional career development | |
| (j) a knowledge of contemporary issues | j-1 (L2): Explain contemporary issues in biomedical professions |
| j-2 (L2): Describe state-of-the-art and new trends in biomedical engineering | |
| (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice | k-1 (L3): Employ engineering and science techniques, skills, and tools relevant to biomedical systems |
| (l) applying principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations), and statistics | Addressed by a-1 and a-2 and a-3 |
| (m) solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems | m-1 (L2): Describe the challenges associated with interactions between living tissues or cells and engineered devices or materials |
|
m-2 (L3): Identify unmet medical needs and propose an engineering solution Addressed by c-1 |
|
| (n): analyzing, modeling, designing and realizing bio/biomedical engineering devices, systems, components, or processes | n-1 (L3): Analyze or model biomedical problems |
|
n-2 (L3): Implement design of biomedical engineering devices, systems, components, or processes Addressed by c-3 |
|
| (o) making measurements on and interpreting data from living systems | o-1 (L3): Conduct investigational protocols and procedures to measure and record signals and data from living systems responding to environmental conditions |
| o-2 (L3): Interpret data and observations from living systems subjected to environmental conditions | |
Getting Started
For more information, contact Lawrence Tech’s Office of Admissions at 800.225.5588 or admissions@ltu.edu.
CAREERS
GRADUATES WITH A DEGREE IN BIOMEDICAL ENGINEERING HAVE MANY CAREER OPTIONS:Governmental regulatory agencies
(Food and Drug Administration,
Environmental Protection Agency, etc.)
Hospitals
Medical device companies
Medical schools
Pharmaceutical companies
Public and private research institutions
Universities.
For more information visit the Career Services page.
The Bachelor of Science in Biomedical Engineering at Lawrence Tech is accredited by the
Engineering Accreditation Commission
of ABET, http://www.abet.org
Learn more about ABET accredited programs in the College of Engineering