Proposal for a

Bachelor of Science in Biological Engineering

Wentworth Institute of TechnologyBoston, Massachusetts

January 5, 2016

Preface

This proposal is about a new engineering program – biological engineering. The proposal is not offered strictly as a business plan, but rather as a comprehensive overview of the convergence of engineering and science, its impact on the future, and the opportunities for those who study such a discipline. The proposal attempts to answer many of the questions that arise when introducing a new program; from how it differs from other offerings, to the curriculum, to accreditation, to enrollment, to income, to faculty, to facilities, to career and educational opportunities, etc. The proposal is structured in the form of questions that a reader may ask and responses to those questions. This program complements the other programs in the College of Engineering and Technology. It also introduces a field of study with new and exciting opportunities for students at the intersection of engineering and life science that are solving problems, producing new products and processes for the betterment of society. The program as proposed is an interdisciplinary program between the College of Engineering and Technology and the College of Arts and Sciences.

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Table of Contents

Introduction 4

What is biological engineering? 4

What is convergence? 5

What are the engineering principles of analysis, synthesis and design? 5

What is the difference between biomedical engineering and biological engineering? 6

Who should study biological engineering? 6

What are the present student demographics at other colleges? 7

What other colleges/universities offer an EAC-ABET accredited program? 7

What are the core areas of study? 8

What would be the courses if they are grouped by subject area? 9

What is the course of study for each semester? 9

Are there faculty now on campus to teach the courses? 11

Will the biological engineering program meet EAC-ABET accreditation criteria? 11

What are the program’s educational objectives? 12

What are the student outcomes? 13

What are the enrollment projections? 13

What are the revenue projections? 14

Will the Institute need to hire additional faculty? 14

Will there be a drop in enrollment in the biomedical engineering program? 15

What new facilities are needed to offer a biological engineering program? 15

Are there professional societies for biological engineering? 16

What are the co-op/career opportunities? 17

What are the higher education opportunities? 22

Appendix A: Course Descriptions 23

Appendix B: Faculty Bios 28

Appendix C: Assessment Rubrics 35

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Introduction

This is a proposal for a new engineering degree program at Wentworth Institute of Technology: Bachelor of Science in Biological Engineering. Biological Engineering is at the intersection of physical science, life science and engineering. During the 20th century, engineering programs were primarily based on the physical sciences. Although these established programs have a continuing relevance, the 21st century has ushered in the development of products and systems that increasingly incorporate the life sciences and expand opportunities for graduates with skills that cut across several disciplines. The basis of life science is biology at the cellular and molecular level. The proposed program is designed using a model currently used in industry. It is beginning to be used at other colleges and universities: convergence. Convergence reflects the nature of the merger of multiple disciplines and the necessary collaborations between faculty members associated with distinct areas of study. Convergence is a paradigm that is yielding advances in a broad array of sectors such as health care, energy, food, water and the environment. Wentworth is well positioned to introduce such a program because of its faculty and facilities. In the past few years, Wentworth has hired well qualified faculty both in the sciences and in engineering. The Center for Science and Biomedical Engineering and the new academic building to be built in the near future will provide the facilities needed for such a program at the Institute. But we do not have to wait. The present proposal is to introduce this program in the fall 2017 semester.

What is biological engineering?

Biological engineering is at the leading edge of emerging engineering disciplines, applying the engineering principles of analysis, synthesis and design to biology at the molecular and cellular level to create new products and processes. By understanding how biological systems and processes are structured and their functions at the fundamental level, new technologies, materials and systems can be created to improve quality of life through a broad array of sectors from health care to the environment. Due to the very nature of biology and living organisms, this engineering major is different from traditional engineering disciplines, which are primarily based on non-living materials and processes that have their basis in the physical sciences. For example, mechanical engineering has its foundations in physics with applications in solid mechanics and thermal-fluids. For electrical engineering, the foundation is again in physics and then applied in electromagnetics. For chemical engineering and materials engineering, the foundations are in physics and different branches of chemistry. The basic building block for biological engineering is the life sciences, and the core of the life sciences is biology. By applying the principles of engineering to life sciences, what emerges is a convergence of physical sciences, life sciences and engineering. The intersection of these disciplines is revolutionizing not only health care but a host of other areas including but not limited to medicine, pharmaceuticals, environment, clean water, waste water, energy, materials, etc., all of which will affect lives in the 21st century. Examples recently in the news include microbial materials being used to biodegrade man-made toxins, enzymes being used to convert plant material to bio-based products, biological systems being used as drug delivery systems and even cells being used as bio-sensors. What was sci-fi a few years ago is now reality. The rapid evolution of innovative approaches towards new discoveries, products, and processes in biological systems is yielding professional opportunities for a new generation of engineers. What is needed

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now is an educational environment that supports the growth of engineers with a strong science background. Wentworth is positioned to provide that educational opportunity for students.

What is convergence?

Convergence is the merging of different disciplines which, in the case of biological engineering, represents the combination of physical sciences, life sciences and engineering. These fields have been viewed by many as distinct, or even completely contradictory. However, creating collaborations between disciplines and integrating the use of different technologies and devices can and will continue to yield critical advances in a broad array of industries that will be vital in the 21st century. Convergence generates a rethinking of how systems can be designed and how an integrated approach can be used to achieve technological advances. Convergence of disciplines is also a catalyst for innovation and entrepreneurship in product development as well as a motivator in the academic realm for faculty from different disciplines to collaborate on teaching, scholarly activity, and service to their profession. The convergence of engineering and science opens new pathways and opportunities for graduates in the 21st century.

The convergence of engineering with biology is bi-directional. The connection of engineering to biology applies the engineering design principles of physical systems to biological systems. Similarly, the connection of biology to engineering applies the fundamental principles of biological systems to the design of physical systems. Living organisms are essentially complex engineering systems: they consume fuel and raw materials (such as food, water and oxygen), they exchange heat with their surroundings, they pump fluids throughout their systems, they perform numerous chemical reactions, they use separation processes, they have internal chemical signaling and control mechanisms and they have sensory characteristics. Thus living organisms are truly complex sensory systems with many principles similar to engineering physical systems. Knowledge learned in one system is now being applied to the other, which truly represents a bi-directional approach. Biological engineering is truly interdisciplinary and it requires collaboration between scientists and engineers.

What are the engineering principles of analysis, synthesis and design?

The principles of analysis, synthesis and design are cornerstones of an engineering education and it is this tool set that needs to be integrated with the study of biological systems to create true cross-pollination. Analysis is the breaking down of a system or problem in a logical and systematic way into its basic elements in order to understand the functions of each component, their relationships to one another, and their interactions with external elements. Often the system can then be modeled by a set of mathematical equations that are solved to understand the system’s overall performance under different initial, boundary, and input conditions. If analysis is the process of breaking a topic or substance into smaller parts, synthesis is the opposite. Synthesis is defined by the combination of two or more elements to form a single or unified entity. For some engineering problems, an equation is written for each part and therefore a mathematical model for the system may be constructed from a set of equations to learn how the entire system or process should function for different conditions. Simulation modeling is often applied using this model. The design process is the establishment of objectives to fulfill a need, focusing on the general

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aspects of ideation, research, feasibility assessment, design requirements, preliminary design, detailed design, production, measurement, evaluation, etc, to meet this objective. It is a decision making process (often iterative) in which the basic sciences, mathematics, and engineering principles are applied to convert resources to meet the stated objective.

What is the difference between biomedical engineering and biological engineering?

At some colleges and universities biomedical engineering and biological engineering are often used interchangeably. At Wentworth, there will be a clear distinction. The biomedical engineering program is focused on the device and instrumentation side of health care by applying the physical sciences, mathematics and engineering to medical products. For example, biomedical engineers combine engineering principles with medical and biological sciences to design and create equipment such as neonatal systems, defibrillators, prostheses, diagnostic medical devices, imaging systems (MRIs and EEGs) and other systems to improve health care. Although the students take chemistry and biology as well as anatomy and physiology, the focus of the biomedical engineering program is on systems for the improvement of health. Biological engineering integrates the physical sciences, mathematics and engineering with cellular and molecular biology for applications that involve living organisms and in fields other than health care. Biological engineers apply biology-based technology and systems across a wider spectrum of applications – medicine, energy, food, water, environment, etc. Some colleges and universities use other but similar program names such as bioengineering, biological systems engineering, agricultural and biological engineering, chemical and biological engineering, etc. Those schools have only a single program to cover all these topics, which does not clearly distinguish the different fields of study or their prospective rapid growth in the future.

Who should study biological engineering?

The Biological Engineering program will provide opportunities for students who apply to Wentworth for engineering but also want to study biology because it is the fundamental building block of life science. This program opens opportunities for students to study science and engineering and apply the principles of each area and work with diverse applications involving living organisms. This program will expand our engineering offerings into the life sciences but will be different from other colleges in the area by integrating and applying engineering principles to biology. What type of student is drawn to such a program?

Students who enjoy and want to study biology from the molecular level to the systems level and apply that knowledge along with engineering principles to solve real world problems for the betterment of society

Students who want to be creative and see that life science and engineering has the potential of bringing forth solutions to many present day problems in a variety of areas from health care, to food, to water, to energy, to the environmental etc

Students who want to be at the forefront of discoveries, products and processes now and in the future.

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What are the present student demographics at other colleges?

There are 27 colleges and universities that have an EAC-ABET accredited program that award Bachelor of Science degrees that include biological in the title. Of the 27 schools there are 16 colleges that concentrate just on biological or biological systems engineering. ASEE has enrollment data on 14 of the 16 programs. Figure 1 is a plot of the enrollment data for the 14 schools from 2009 through 2014 (the last year that is in ASEE’s data base). As shown in Figure 1 the enrollment in biological engineering increased over this period. The percentage increase for total undergraduate enrollment is 44%, for men the increase is 31% and for women the increase is 70%. Although there are more men enrolled in the discipline the percentage rate of increase for women is 2.2 times that of men. The total list of the 27 colleges and universities is given in Table 1. An asterisk indicates the 14 schools that were used from which the enrollment data was drawn. Some colleges did not submit enrollment data although they do offer a biological engineering program. In addition, there are another 91 schools that have programs that award Bachelor of Science degrees with titles of bioengineering or bio-medical engineering in the title.

What other colleges/universities offer an EAC-ABET accredited program?

Table 1 is a list of colleges and universities offer EAC-ABET accredited programs with biological in the title. The schools with an asterisk are the 14 schools whose enrollment data was used to plot Figure 1.

College or University Program NameColorado State University Chemical and Biological EngineeringCornell University * Biological EngineeringFlorida A & M University Biological and Agricultural Systems EngineeringIowa State University * Biological System EngineeringKansas State University * Biological System EngineeringLouisiana State University and A&M College * Biological EngineeringMassachusetts Institute of Technology Chemical and Biological Engineering

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2009 2010 2011 2012 2013 20140

500

1000

1500

2000

2500

3000

3500

Biological Engineering

Total UG Male UG Female UG

Figure 1 ASEE Enrollment Demographics

Mississippi State University * Biological EngineeringNorth Carolina Agricultural and Technical State University Biological EngineeringNorth Carolina State University at Raleigh * Biological EngineeringPennsylvania State University * Biological EngineeringPurdue University at West Lafayette * Biological EngineeringTexas A & M University Biological and Agricultural EngineeringThe Ohio State University Food, Biological and Ecological EngineeringUniversity of Arkansas * Biological EngineeringUniversity of California, Davis * Biological System EngineeringUniversity of Colorado at Boulder Chemical and Biological EngineeringUniversity of Florida Agricultural and Biological EngineeringUniversity of Georgia * Biological EngineeringUniversity of Hawaii at Manoa * Biological EngineeringUniversity of Idaho Biological and Agricultural EngineeringUniversity of Illinois – Champaign Agricultural and Biological EngineeringUniversity of Missouri – Columbia Biological EngineeringUniversity of Nebraska – Lincoln * Biological System EngineeringUniversity of Wisconsin – Madison Biological System EngineeringUtah State University * Biological EngineeringVirginia Polytechnic Institute and State University * Biological System Engineering

Table 1 EAC-ABET accredited programs

What are the core areas of study?

Mathematics Physical Sciences Life Sciences Engineering Design H&SS Electives

What would be the courses if they are grouped by subject area?

Mathematics (20 credits) Common Engineering (19 credits)Engineering Calculus I (4) Introduction to Engineering (3)Engineering Calculus II (4) Introduction to Engineering Design (3)Differential Equations (4) Fundamentals of CAD and CAM (1)

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Multivariable Calculus (4) Programming with MATLAB (1)Biostatistics (4) Engineering Senior Design I (4)

Engineering Senior Design II (4)Physics (8 credits)Engineering Physics I (4) Biological Engineering (35 credits)Engineering Physics II (4) Biomaterials and Tissue Engineering (4)

Fundamentals of Biological Engineering (4)Chemistry (16 credits) Bio. Instrumentation and Measurement I (2)Engineering Chemistry I (4) Bio. Instrumentation and Measurement II (2) Engineering Chemistry II (4) Micro-Fluidics (4)Organic Chemistry I (4) Bio-Transport Phenomena (4)Biochemistry (4) Bio-Elective / EPIC I (3)

Bio-Elective / EPIC II (3)Biology (12 credits) Science / Engineering Electives (9)Cell and Molecular Biology (4)Advanced Molecular Biology (4) Some of the Possible ElectivesMicrobiology (4) Biophysics

Organic Chemistry IIEnglish and H&SS (28 credits) Molecular Genetics and TransgeneticsEnglish I and II (8) Synthetic BiologyHumanities and Social Science (20) Computational Biology

What is the course of study for each semester?

The following spreadsheet gives a semester by semester breakdown of the program. Although the final curriculum may change slightly, the faculty expects that the listing is very close to the final version. The first year as shown is the same as the first year in the biomedical engineering program and is very close to the common first year for all engineering students at Wentworth. The difference is the students enrolled both in the biomedical and biological engineering programs will take a Cell and Molecular Biology course in the first semester instead of Engineering Physics I. All engineering students take the Engineering Chemistry course but the students in these two programs will take it the first year and take Engineering Physics II in the second year. The other engineering students switch the order of these two courses. This switch is because of space limitations in the science laboratories. Course descriptions for new courses or courses that have not been taught are given in Appendix A along with some of the faculty with the expertise to teach the courses.

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10

R L C R L CENGL1100 English I 4 0 4 ENGL2000 English II 4 0 4MATH1750 Engineering Calculus I 4 0 4 MATH1850 Engineering Calculus II 4 0 4PHYS1250 Engineering Physics I 3 2 4 CHEM1100 Engineering Chemistry I 3 2 4BIOL1100 Cell and Molecular Biology 3 2 4 ENGR1500 Introduction to Engineering Design 1 4 3ENGR1000 Introduction To Engineering 1 4 3 ENGR1600 Programming with MATLAB 0 2 1

ENGR1800 Fundamentals of CAD and CAM 0 2 119 17

R L C R L CMATH2500 Differential Equations 4 0 4 ELECTIVE Humanities and Social Science 4 0 4PHYS1750 Engineering Physics ii 3 2 4 MATH2025 Multivariable Calculus 4 0 4CHEM1600 Engineering Chemistry II 3 2 4 CHEM2500 Organic Chemistry I 3 2 4BIOLxxx Fundamentals of Biological Eng 3 2 4 BIOExxx Advanced Molecular Biology 3 2 4BIOExxx Bio. Instrumentation & Measurement I 1 2 2 BIOExxx Bio. Instrumentation & Measurement II 1 2 2

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R L C R L CELECTIVE Humanities and Social Science 4 0 4 ELECTIVE Humanities and Social Science 4 0 4CHEMxxx Biochemistry 3 2 4 BIOExxx Biomaterials and Tissue Engineering 3 2 4BIOExxx Microbiology 3 2 4 BIOExxx Bio-Transport Phenomena 3 2 4ELECTIVE Science or Engineering Elective 3 EPICxxx Bio-Elective / EPIC 3EPICxxx Bio-Elective / EPIC 3

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R L C R L CELECTIVE Humanities and Social Science 4 0 4 ELECTIVE Humanities and Social Science 4 0 4BMED4600 Biostatistics 3 2 4 BIOExxx Cell Physiology and Signaling 4BIOExxx Bio-Elective 3 ELECTIVE Engineering Elective 3ENGR5000 Engineering Senior Design I 4 ENGR5500 Engineering Senior Design II 4

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Summer 2020Course

CourseFall 2017 Spring 2018

Course Course

Summer 2018

Summer 2019

3rd

Year

Fall 2019Course

2nd

Year

Fall 2018

Total

1st Y

ear

Course

Total

Spring 2019

Total

Total

4th

Year

Spring 2021Course

Summer 2021Course

Fall 2020

Spring 2020

Total

Total

Total Total

Optional Co-op

Co-op I COOP 3500

Co-op II COOP 4500

Bachelor of Science in Biological Engineering

Are there faculty now on campus to teach the courses?

Yes. The Institute in the last few years have hired extremely talented faculty and they have the expertise both to develop a biological engineering program and teach the courses listed above. The following list is a summary of some of the faculty who have expressed interest in developing and teaching the both the required and elective courses. Faculty bios are given in the Appendix B. The mathematics and humanities and social science courses are similar to those offered to other engineering students. The need for additional faculty and staff because of growth of the engineering programs is given in a later section.

Engineering Physics I and II J. O’Brien, F. Rueckert, N. Ridge, D. Goodman, O. ZubairiBio-Physics J. O’Brien, F. Rueckert, N. Ridge, D. Goodman, O. ZubairiEngineering Chemistry I and II G. Sirokman, L. Grove, R. MoranOrganic Chemistry G. Sirokman, L. Grove, S. AlibeikInorganic Chemistry G. Sirokman, L. Grove, S. AlibeikPhysical Chemistry G. Sirokman, L. Grove, J. O’BrienMolecular Biology R. Rogers, S. Alibeik, L. Grove, N. StecherCell Physiology and Signaling R. Rogers, S. Alibeik, N. StecherGenetics R. RogersBiochemical Instrumentation G. Sirokman, L. Grove, R. Rogers, S. Alibeik, N. StecherInstrumentation & Measurement D. DowBio-Fluids J. Martel-Foley, O. Zubairi, N. RidgeBiostatistics H. Wu, J. Martel-FoleyBiomaterials and Tissue Engineering S. Alibeik, J. Martel-FoleyBiological Transport Phenomena J. Martel-FoleyOptics D. GoodmanComputational Methods in Science O. ZubairiSolid State Devices G. Sirokman, F. Rueckert, L. GroveBio-Informatics R. Rogers, O. ZubairiNeuro-Biology R. Rogers, S. Alibeik, N. StecherCondensed Matter and Materials Science G. Sirokman, F. Rueckert

Will the biological engineering program meet EAC-ABET accreditation criteria?

Yes. Wentworth’s Biological Engineering program is being developed to meet ABET’s accreditation criteria similar to all our other engineering programs. The following material is from ABET’s web site for 2016 – 2017 accreditation visits.

Program Criteria for Biological and Similarly Named Engineering Programs

Lead Society: American Society of Agricultural and Biological Engineers

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Cooperating Societies: American Ceramic SocietyAmerican Academy of Environmental Engineers and Scientists, American Institute of Chemical Engineers, American Society of Civil Engineers, American Society of Mechanical Engineers, Biomedical Engineering Society, CSAB (formerly called the Computing Sciences Accreditation Board, Inc.), Institute of Electrical and Electronics Engineers, Institute of Industrial Engineers, Minerals, Metals, and Materials Society

These program criteria apply to engineering programs that include “biological,” “biological systems,” “food,” or similar modifiers in their titles with the exception of bioengineering and biomedical engineering programs.

1. CurriculumThe 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. FacultyThe 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

What are the program’s educational objectives?

The mission of biological engineering program is to prepare students to become practicing engineers/scientists who will become innovative problem solvers in industry, government, and academia.

Within three to five years after graduation, graduates of the Biological Engineering program will:

Contribute significantly in the design and development of complex biological systems. Work effectively as members of multidisciplinary teams that analyze data critically, synthesize

information and implement ethical solutions for the betterment of society. Prepare and present technical and scientific information professionally to various audiences. Further their education either through directed or independent studies to advance them

personally and professionally.

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What are the student outcomes?

By the time of graduation, students enrolled in the biological engineering program will be able to demonstrate the following outcomes. These outcomes and the rubrics used to assess them are the same ones used for all the engineering programs in the College of Engineering and Technology. The rubrics are given in Appendix C

What are the enrollment projections?

Table 2 shows a conservative enrollment forecast based on a starting class of 20 students and increasing to 40 first-year students in four years. Student enrollments are based on an 85% retention rate for each year. The four year graduation rate would be approximately 62%.

Note: The first and second entering classes are being projected to be 20 students which should be a conservative estimate. We projected 25 students for the first Biomedical Engineering (BME) class in 2010 and Wentworth enrolled 67 students into BME that year.

Academic Year First Year Second Year Third Year Fourth Year Total2017 – 2018 20 0 0 0 202018 – 2019 20 17 0 0 372019 – 2020 30 17 15 0 622020 – 2021 35 26 15 13 892021 – 2022 40 30 22 13 105

Table 2 Biological Engineering Enrollment Forecast

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(a) Ability to apply knowledge of mathematics, science, and engineering(b) Ability to design and conduct experiments, as well as to analyze and interpret data

(c)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) Ability to function on multidisciplinary teams(e) Ability to identify, formulate, and solve engineering problems(f) Understanding of professional and ethical responsibility(g) Ability to communicate effectively

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

(i) Recognition of the need for, and an ability to engage in life-long learning(j) Knowledge of contemporary issues

(k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

What Are The Revenue Projections?

Table 3 is the estimated tuition for five academic years beginning with the fall 2017 semester.

Fiscal Year FY ‘18 FY’19 FY ’20 FY ‘21 FY ‘22Academic Year 2017–2018 2018–2019 2019–2020 2020–2021 2021–2022Tuition $31,940 $32,550 $33,170 $33,800 $34,450

Table 3 Estimated Tuition Beginning in the Fall 2017 Semester

Table 4 uses the projected enrollment numbers given in Table 2 and the estimated tuition (Table 3) to generate the revenue over the first five years of the program. Tuition discount rates are not included in these calculations

Academic Year First Year Second Year Third Year Fourth Year Total2017 – 2018 $ 638,800 - - - $ 638,8002018 – 2019 $ 651,000 $ 553,350 - - $ 1,204,3502019 – 2020 $ 995,100 $ 563,890 $ 497,550 - $ 2,056,5402020 – 2021 $ 1,183,000 $ 878,800 $ 507,000 $ 439,4000 $ 3,008,2002021 – 2022 $ 1,378,000 $ 1,033,500 $ 757,900 $ 447,850 $ 3,617,250

Table 4 Revenue Estimates from the Biological Engineering Program

Will the Institute need to hire additional faculty?

Yes. The course of study given in the semester by semester table (page 10) can be covered by the present faculty if the enrollment is limited by what is given in Table 2. However the departments must cover the classes that these faculty are presently teaching and with an increase in enrollment in the biomedical engineering and biological engineering programs additional faculty will be required. Some of the classes in both programs are the same. Therefore the enrollment of both programs can be a concern on hiring personnel. If the program begins in 2017, an estimate of faculty and staff is given below.

Academic Year New faculty New Staff

2017 / 2018 1 1

2018 / 2019 2 0

2019 / 2020 2 1

2020 / 2021 2 0

Will there be a drop in enrollment in the biomedical engineering program?

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It may not. When the new engineering programs were introduced in the College of Engineering and Technology in 2010, we anticipated a drop in enrollment for the Electromechanical Engineering program and that did occur. The drop was approximately from 75 entering students to 45 entering students. The reason the drop was expected was that students had been indicating for several years they wanted to study only electrical engineering or mechanical engineering but not both disciplines. However, they did indicate they wanted to study at Wentworth. Therefore, the drop was no surprise.

Recently faculty have mentioned that approximately 10 to 15 students in the biomedical engineering program have indicated they wish they had more opportunities to study biology and chemistry. These students most likely would have chosen the biological engineering program. The question now is “Will there be a drop in enrollment in the biomedical engineering program?” The answer to this question is “It may not.” The reason is for the last few years we have stopped accepting students into the biomedical engineering program because of laboratory space limitations. Therefore we do not have an accurate measure of what the potential growth of the biomedical engineering could be. We should be able to increase the overall enrollment at the Institute with both programs.

What new facilities are needed to offer a biological engineering program?

Presently the Center for Sciences and Biomedical Engineering has 2.5 chemistry laboratories (one chemistry lab is smaller than the other two labs), two biology laboratories, five physics laboratories and two biomedical laboratories. However, additional laboratories will be needed for the biological engineering program but also for the biomedical engineering program and for any additional growth in the near future. The new facilities should be:

1 More Chemistry Laboratory1 More Biology Laboratory1 Biology/Chemistry – a higher level laboratory space for organic, inorganic, etc.1 Imaging/Telemedicine Laboratory (for biomedical program)1 Biomechanics/Bio-fluids Laboratory (used by biomedical and biological) 1 More Physics LaboratoryProject space areas for biomedical and biological

The chemistry and biology laboratories need to have exhaust venting and only one side of the Center has laboratory venting capabilities. Therefore in order to expand the number of biology and chemistry laboratories some laboratory moves and relocations are necessary. The five physics laboratories do not require venting therefore they can be moved to the new Willson Academic Building where there will be some but limited venting. Additional biology and chemistry laboratories may require venting and these new laboratories should fill the space vacated by the physics laboratories on the side of the Center which has venting facilities. The biomedical engineering program will require additional laboratory space, for imaging / telemedicine and biomechanics / bio-fluids (used by both biomedical and biological programs) and it would be best

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if they are located within the Center. The biomedical engineering and biological engineering programs will be using many of the same labs in the Center maximizing their usage.

Are there professional societies for biological engineering?

Yes. Just as there are well established professional societies for other engineering programs such as IEEE for electrical and electronic engineering, ASME for mechanical engineering ASCE for civil engineering and BMES for biomedical engineering, ASBMB for molecular and biology, etc. Professional societies provide a networking structure for faculty and students to exchange ideas, collaborate on papers, opportunities to attend national and international conferences and follow the latest products, processes and technologies. There are also several professional biomedical organizations that also have biological divisions as well as the American Institute of Chemical Engineering (AIChE). Some of the professional organizations for biological engineering are:

Society for Biological Engineering

The Society for Biological Engineering produces content across the spectrum of the field of bio-engineering.

Bioenergy / Biomedical Engineering / Biosensors / Food, Science & TechnologyMetabolic Engineering / Biomaterials / Bionanotechnology / BioprocessingIndustrial Biotechnology / Molecular, Tissue, & Cellular EngineeringSynthetic Biology / Protein Engineering

Institute of Biological Engineering

The Institute of Biological Engineering (IBE) is a professional organization which encourages inquiry and interest in biological engineering. IBE supports:

Scholarship in education, research and service Professional standards for engineering practices Professional and technical development of biological engineering Interactions among academia, industry and government Public understanding and responsible uses of biological engineering products.

Through publications, meetings, distribution of information and services, IBE encourages: Cooperation among engineers, scientists, technologists and allied professionals Timely availability of new knowledge and technology Collaboration in education, research and economic activities worldwide Active promotion and growth of its members

American Institute for Medical and Biological Engineering

The American Institute for Medical and Biological Engineering (AIMBE) is the authoritative voice and advocate for the value of medical and biological engineering to

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society. It is an organization of leaders in medical and biological engineering, consisting of academic, industrial, professional society councils and elected fellows.

International Federation of Medical and Biological Engineering

The IFMBE’s objectives are scientific and technological as well as educational and literary. Within the field of medical, biological and clinical engineering IFMBE’s aims are to encourage research and application of knowledge, and to disseminate information and promote collaboration. The ways in which we disseminate information include: organizing World Congresses and Regional Conferences, publishing our flagship journal Medical & Biological Engineering & Computing (MBEC), our web-based newsletter – IFMBE News, our Congress and Conference Proceedings, and books. The ways in which we promote collaborations is through networking programs, workshops and partnerships with other professional groups, e.g., Engineering World Health.

American Society of Agricultural and Biological Engineers

For more than a century, ASABE has been the professional home of engineers and others worldwide who endeavor to find sustainable solutions for an ever-growing population. A member-driven technical and educational organization, ASABE is its members: a strong, closely woven network of experts who share the vision of Engineering for a Sustainable Tomorrow

Providing the necessities of life. Innovators, collaborators, stewards. ASABE members are leaders in the production, transport, storage, and use of renewable resources. They put science to work to meet humanity's most fundamental needs: safe and abundant food; .clean water; fiber, timber, and renewable sources of fuel; and life-enhancing and life-saving products from bio-based materials. And they do this with a constant eye toward the improved protection of the people, livestock, wildlife, and natural resources involved.

Engineering in Medicine and Biology Society

The IEEE Engineering in Medicine and Biology Society (EMBS) is the world’s largest international society of biomedical engineers. The organization’s 9,100 members reside in some 97 countries around the world. EMBS provides its members with access to the people, practices, information, ideas and opinions that are shaping one of the fastest growing fields in science.

What are the career opportunities?

The Dean of the College of Engineering and Technology has already met twice with the Director of the Center for Cooperative Education and Career Services to discuss the program, its goals and how this new engineering program fits into the Institute and College’s structure. The College wants to ensure that when the program begins the faculty and co-op / career services personnel have everything in place for the students to be on the path for Career Success. The following

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career information is from a variety of web sites additional material, in another report was prepared by Dr. Nakisa Alborz chair of the Interdisciplinary Engineering Department, documents what has transpired in the field of biological engineering over the last decade and its growth.

Biological Engineer: Career Information from Study.com

Career Definition The job responsibilities of a biological engineer are diverse. A biological engineer may study the environment to improve the ways we conserve soil, water and other natural resources. He or she may design new equipment or methods used in medicine or agriculture, or specialize in power systems. The specific talents of a biological engineer may lead her or him into a career involving research, management, sales or production. In all cases, biological engineers combine their skills in math and science to find solutions for many of the problems facing the world today.

Career and Economic OutlookThe U.S. Bureau of Labor Statistics (BLS) projects that the growth rate for jobs will vary based on the specific field within biological engineering. Biomedical engineers are expected to see 27% growth from 2012 to 2022, which is much faster than the average for other occupations. Environmental engineering jobs are predicted to grow by 15% (also faster than average), while agricultural engineering jobs are predicted to see only a 5% increase (slower than average). According to the BLS in 2012, the median annual salary for biological engineers who specialized in agricultural engineering was $74,000; $86,960 was the reported median for biomedical engineers, and $80,890 was the median annual wage for those who specialized in environmental engineering.

Careers in biological engineering from the Society for Biological Engineering

Some of the career areas that a graduate with an engineering/science degree in biological engineering are given below. The descriptions come from the Society of Biological Engineering.

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Bioenergy

Bioenergy is a renewable energy made available from materials derived from biological sources, better known as biomass. Biomass can be any organic material which has stored energy and may include plant or animal matter, as well biodegradable wastes. These various sources create bioenergy in the form of electricity, heat, steam, and fuels.

Biomaterials

Biomaterials are any matter, surface, or construct that interacts with biological systems. It can be any material, natural or synthetic, that comprises whole or part of a living structure or a biomedical device which performs, augments, or replaces natural function. This science encompasses elements of medicine, biology, chemistry, tissue engineering and materials science.

Biomedical Engineering

Biomedical engineering is the application of engineering principles and design concepts to medicine and biology. It combines the design and problem solving skills of engineering with medical and biological sciences to improve healthcare diagnosis, monitoring, and therapy providing an overall enhancement to health care.

Bionanotechnology

Bionanotechnology studies nanoscale phenomena associated with biological molecules and to develop new technologies based on these materials. It takes advantage of natural or biomimetic systems and designs to create new materials and sensors for medical and security applications, hybrid bio-electronic devices, and even biologically inspired nanomachines.

Biosensors/Devices

Biosensors are devices that use living organisms or biological molecules to detect the presence of chemicals. Biosensors combine the exquisite selectivity of biology with the processing power of modern microelectronics to offer powerful new analytical tools with major applications in medicine, environmental diagnostics, and the food and processing industries.

Bioprocessing

Bioprocessing is the conversion of raw materials into products using biological processes, which include the production of recombinant protein therapeutics (biologics), the generation of renewable energy, among others.

Food, Science, & Technology

Food Science & Technology draws from many disciplines such as biology, chemical engineering, and biochemistry in an attempt to better understand food processes and ultimately improve food products for the general public. Developing safe, nutritious foods is made possible by studying and applying the physical, microbiological, and chemical makeup of food

Industrial Biotechnology

Industrial biotechnology is the application of biotechnology for industrial purposes including manufacturing, alternative energy, and bio-based materials. It includes the practice of using cells or components of cells to generate industrially useful products (e.g. to prevent pollution, conserve resources, and reduce costs).

Metabolic Engineering

Metabolic Engineering is the practice of genetically optimizing metabolic and regulatory networks within cells to increase production and/or recovery of a certain substance from cells. This practice specifically seeks to mathematically model these networks, calculate

Molecular, Tissue, & Cellular Engineering

Molecular, Cellular, and Tissue Engineering exploit multidisciplinary strategies derived from materials science, cell biology, biochemistry, biomechanics, and biophysics to recreate and analyze molecules, cells, and tissues. These

Massachusetts Biotechnology Council

Massachusetts Bio Tech Council is extremely active. It is an association of more than 650 biotechnology companies, universities, academic institutions and others dedicated to advancing cutting edge research. They are the leading advocate for the Bay State's world premier life sciences cluster.

The Mass Bio Tech Council fosters innovation by creating a forum for the biotechnology community to come together, educating the public and policy makers, influencing public policy and advancing the economic interests of individual companies, as well as the sector as a whole.

Its Mission

Advance Massachusetts' leadership in the life sciences to grow the industry, add value to the healthcare system and improve patient lives.

Objectives Advance common goals and concerns of Mass Bio Member Companies. Provide an infrastructure for joint activities that serve the needs of the member

companies through programs, events, advocacy and contracts and services. Create a suitable biotechnology business climate in which the regulatory, legislative

and public environment recognizes and supports the social and economic benefits of biotechnology in Massachusetts.

Provide educational and informational activities to aid local, state and federal officials and the general public in making informed decisions about issues concerning biotechnology.

Support the education foundation, Mass Bio Ed, which promotes science education at all levels, workforce development, and public awareness of biotechnology.

Encourage and facilitate economic development of the Massachusetts biotechnology industry.

Massachusetts is home to a biotechnology cluster that is second to none. Massachusetts has more employment classified as Biotechnology Research and Development than any other state.

The latest Mass Bio 2015 Industry Snapshot can be downloaded here: 2015 Industry Snapshot

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What are the higher education opportunities?

Upon graduation, biological engineers will have the opportunity to choose a number of different professional pathways. Some graduates will select graduate school or a career in one on the many fields discussed in this report while others may select additional education in areas of medicine, business or law.

Graduate School for Science, Engineering or Computation: Some of the graduates will want to pursue graduate school (M.S. or Ph.D.) to study in depth the areas of engineering, biology, biochemistry, pharmaceutical, drug delivery, molecular biology, genetics, synthetic biology, organogenesis, gene therapy, biomarkers, tissue engineering, biomaterials, computational biology, bioreactors, biological remediation, energy development, and biochemical and radioactive hazardous defense and processing. Many institutions within industry and government, as well as innovation companies, recruit those with such knowledge and skills for employment.

Medicine: A degree in biological engineering provides a solid foundation for a graduate to apply to medical school. These students should be advised early to review the necessary premed courses and select electives that will fulfill the requirements. Medicine is becoming so integrated with technology that a background in engineering / science is excellent preparation for an MD degree not only in understanding and diagnosing illness but being able to discuss with personnel from pharmaceutical and medical device companies what is needed and how it should function. As an example, blood flow will not be just a topic a graduate from biological engineering program will understand engineering and scientific principles of fluid mechanics. These graduates will be able to “bring to the table” a more in depth knowledge of the issues at hand.

Business: Some graduates may not choose an engineering / science path but rather a business path such as pursuing a Masters of Business Administration (M.B.A.) degree. A strong background in engineering will allow these graduates to easily interface between different bio tech companies, either well established or start-ups companies, or divisions within a company. A graduate of the biological engineering degree will be able to discuss with a company’s personnel industry trends and how best to move their idea from prototype to market and does the company have the financial resources in place to move forward.

Law: An engineering / science education is excellent background for a graduate to pursue a law degree because coursework in an engineering program is extremely disciplined which is required to be successful in law. The ability to analyze a problem from different angles, understand different conditions and make professional presentations to a variety of personnel with different backgrounds. A graduate with engineering / science background and focuses on patent law is extremely valuable for a company. There are so many new products and processes that are being developed and companies need advice from someone who is knowledge both about the technology but also about patent law.

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Appendix A

Course Descriptions

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Course Descriptions Biological Engineering Related New Courses

Required courses for BIOE degree

CHEM xxxx Biochemistry 3/2/4This course starts with structural descriptions of macromolecules, with a particular focus on proteins and the structure/function relationship. Enzymes and the principles of catalysis are discussed, followed by a comprehensive survey of the pathways and regulation of metabolism, including glycolysis, the Krebs Cycle, electron transport, as well as lipid, carbohydrate, and protein metabolism.

Prerequisites: CHEM2500 Organic Chemistry I, BIOL1100 Cell and Moecular BiologyInstructors: Laurie Grove, Ryan Rogers, Sara Alibeik

BIOL xxxx Advanced Molecular Biology 3/2/4This course focuses on the molecular basis of cell function. Emphasis will be placed upon synthesis of proteins and nucleic acids, chromosomes and the organization and regulation of genes, the genetic code, controls of RNA synthesis and gene expression, molecular genetic control of cells, the cell division cycle and epigenetic regulation of cell differentiation, cell communication and molecular pathologies.

Prerequisite: BIOL1100 Cell and Molecular Biology Instructors: Ryan Rogers

BIOL xxxx Microbiology 3/2/4This course introduces those concepts that are basic to viruses and prokaryotic and eukaryotic cells. Topics include microbial growth, evolution and classification; descriptions of different prokaryotic, eukaryotic and other lifeforms and how they utilize these principles; the natural ecology of microorganisms; the human use of microorganisms; and how microorganisms function in disease.

Prerequisite: BIOL1100 Cell and Molecular BiologyInstructors: Ryan Rogers, Sara Alibeik, Nadine Stecher

BIOE xxxx Fundamentals of Biological Engineering. 3/2/4Fundamental concepts of biological engineering are developed that integrate principles of physical and life sciences, engineering, computer science and mathematics.

Prerequisites: BIOL1100 Cell and Molecular Biology, CHEM1100 Engineering Chemistry I, PHYS1250 Engineering Physics I, ENGR1800 Introduction to MATLAB

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Instructors: Co-taught course (science and engineering instructors): Sara Alibeik, Ryan Rogers, Martel-Foley, Douglas DowBIOE xxxx Biological Instrumentation & Measurement I 1/2/2First part of instrumentation and measurement for biological engineering. Computer programming using high level language is developed. The software being developed communicates with instrumentation and databases. Methods for signal conditioning, signal analysis, graphing and data storage are explored. The instrumentation utilizes sensors and actuators relevant for biological engineering applications.

Prerequisites: BIOL1100 Cell and Molecular Biology, and ENGR1600 Programming with MATLABInstructors: Douglas Dow

BIOE xxxx Biological Instrumentation & Measurement II 1/2/2Second part of instrumentation and measurement for biological engineering. Application programmable interfaces to databases are utilized to obtain and store data. Methods for characterization of obtained data are explored. Aspects of recording and stimulation of cells or tissues in aqueous environments are investigated.

Prerequisite: BIOExxxx Biological Instrumentation & Measurement IInstructors: Douglas Dow

BIOE xxxx Biotransport Phenomena 3/2/4This course explores transport phenomena (momentum, heat, and mass transfer) as related to biological systems. This includes microscale and molecular processes for membrane transport and perfusion, such as diffusion, osmosis, passive and active transport, and electrophysiology. Dynamics of mechanical flow for fluid and heat are introduced for cells, tissues and organ systems.

Prerequisites: BIOExxxx Fundamentals of Biological Eng., BIOExxxx Biological Instrumentation & Measurement II, MATH2500 Differential EquationsInstructors: Martel-Foley

BIOE xxxx Biomaterials and Tissue Engineering 3/2/4This course introduces the principles of materials science and cell biology underlying the design of materials used in biotechnology and biomedical applications. More specifically, it focuses on the design, preparation and characterization of materials used in medical implants, artificial organs, and scaffolds for tissue engineering. Studying the interactions of such materials with biological environment and evaluation of their performance are explored.

Prerequisites: BIOE xxxx Fundamentals of Biological Eng., CHEMxxx BiochemistryInstructors: Sara Alibeik, Martel-Foley

BIOE xxxx Microfluidics 3/2/4Introduction to the fundamental principles and methods of microfluidics including capillarity, low Reynolds number flows, diffusion, osmosis, electrical fields, flow through porous media, microfabrication and lateral flow assays with an emphasis on global health diagnostic

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technologies. Fluid dynamics concepts for bulk flows both in physiological systems and in terms of microfluidic tools for exploring transport phenomena of single cells and tissue scale systems will be covered.

Prerequisite: BIOE xxxx Biotransport Phenomena or BMED xxxx BiofluidsInstructors: Martel-Foley

Elective courses for BIOE degree

CHEM 2200 Proteins Medicine & Disease 3/2/4A second semester in introductory chemistry focusing on the relevance of protein sequence and structure in health, disease and drug design. Specific topics include introduction to organic molecules, enzyme kinetics and inhibition and protein structure. There will also be an emphasis on correlating protein chemistry aspects to mechanisms of disease, methods of drug discovery, and computational methods used in the drug discovery process. A combination of projects involving wet and computational laboratory methods will be included.

Prerequisite: CHEM1100 Engineering Chemistry IInstructors: Laurie Grove

CHEM xxxx Organic Chemistry II 3/2/4This course is a continuation of Organic Chemistry I. It covers alkyl halides and their associated reactions, alcohols and their associated reactions, an introduction to carbonyl chemistry, as well as a continuation of instrumental analysis as applied to these classes of molecules. Conjugated systems and their detection using UV/Vis spectroscopy will be introduced. Polymer chemistry and lipids are also addressed.

Prerequisite: CHEM2500 Organic Chemistry IInstructors: Laurie Grove, Sara Alibeik

BIOL 1500 Intro to Medical Biotechnology 3/2/4This course introduces students to how medical biotechnology applications can be used to solve important social and medical problems for the benefit of humankind. Students will learn essential molecular biology techniques commonly used in modern research labs, including preparation of biological reagents, use of expression vectors, selective growth and transformation of bacteria, DNA synthesis and polymerase chain reactions (PCR), subcloning, electrophoresis and the use of bioinformatics databases and algorithms to design and perform successful cloning experiments.Prerequisite: BIOL1100, Cell and Molecular Biology, BIOLxxxx Advanced Molecular Biology, CHEMxxxx Biochemistry Instructors: Ryan Rogers

BIOL xxxx Cell Physiology and Signaling 3/2/4This course focusses on intercellular communication via chemical, electrical and mechanical stimuli. Topics include membrane-bound and intracellular receptor proteins, cellular responses to receptor activation, membrane potentials, sensory receptors and the endocrine and nervous organ systems.

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Prerequisite: BIOL1100 Cell and Molecular Biology Instructors: Nadine Stecher, Ryan Rogers

BIOL 3800 Molecular Genetics and Transgenetics 3/2/4This course will explore the vast applications of genetics in biomedical science. Students will survey recently published primary research articles, read selected scientific literature and view relevant biomedical films or attend symposia in the Boston area, which emphasize the importance of genetics in biomedical progress. Topics will include: classical molecular genetics, genetic disease, genetic engineering, epigenetics and the social, moral, and ethical issues surrounding biomedicine. Laboratories will be primarily research-driven using Drosophila melanogaster as a model organism.

Prerequisite: BIOL1100 Cell and Molecular Biology, BIOLxxxx Advanced Molecular Biology, CHEMxxxx Biochemistry Instructors: Ryan Rogers

BIOE xxxx Computational Biology 3/2/4Introduction to the concepts, techniques and programming skills for computational biology, including simulation and game theory. The system models include central control, multiple actor based, deterministic, stochastic, differential equations, and spatial representation and graphics (at least two dimensional).

Prerequisite: MATH2500 Differential Equations, BIOExxxx Biological Instrumentation & Measurement II Instructors: TBD

BIOE xxxx Synthetic Biology 2/4/4This course introduces the basics of system and synthetic biology including the design and engineering of macromolecules, biological systems and living organisms. The principles of cell regulation and reengineering of cellular networks are also discussed. Use of computational models and tools in synthetic biology is explored.

Prerequisites: CHEMxxxx Biochemistry, BIOExxxx Fundamentals of Biological Eng., BIOExxxx Biological Instrumentation & Measurement II Instructors: Sara Alibeik

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Appendix B

Faculty Bios

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James G. O’Brien, Ph.D.Chair of Sciences Associate Professor of Physics

James O’Brien has been part of the Wentworth Faculty of Sciences for six years and has recently been named Department Chair of Science. Since joining the faculty, James has created six new course offerings in the departments of Science, Applied Mathematics and Humanities such as The Physics of Music, Modern Physics, and The Philosophy of Science. James has been a leader in undergraduate research projects with numerous peer-reviewed publications co-authored by students. Although his research is specialized in Gravitation and Cosmology, James has recently been leading student projects in interdisciplinary bio-physics such as x-ray analysis and x-ray shielding methods. As the new chair of sciences, James is dedicated to interdisciplinary collaboration amongst departments and has actively worked with the Engineering Departments on the development of the new Biological Engineering program.

Ryan Rogers, Ph.D. Assistant ProfessorDepartment of Sciences

Ryan has always been intrigued by science and truly enjoys sharing her passionate outlook with students. She began genetics research as an undergraduate at Wagner College and expanded her interests during a fellowship at Johns Hopkins University, studying neurodevelopment in Down syndrome. After earning a B.S. in Biology, Ryan completed a Ph.D. in Biomedical Science with a concentration in Genetics and Developmental Biology at the University of Connecticut Health Center. She investigated the molecular genetics of aging, specifically the impact of reactive oxygen species as a result of genetic mutations on cellular homeostasis in Drosophila melanogaster. Her areas of expertise are molecular genetics, genomic annotation, molecular basis of disease pathology and metabolic influences on development and aging. She is proficient in Drosophila husbandry, nucleic acid extraction, PCR, metabolic assays, RT-qPCR, oxidative stress and longevity assays, fluorescent microscopy, confocal microscopy and has experience with transmission electron microscopy and cell culture.

At Wentworth, Ryan engages students in research projects using Drosophila to investigate the relationship between stress, metabolism and aging. Ryan also actively collaborates with the University of St. Joseph School of Pharmacy to identify novel chemical compounds for the treatment of seizure disorders using genetic mutants. Recently Ryan has been invited into the Genomics Education partnership (GEP), which is a Howard Hughes funded program to incorporate genomics and undergraduate research into the biology curriculum. Furthermore, Ryan teaches a genetics elective that has a large research project component, where students design, develop and execute self-derived research problems using fruit flies.

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Omair Zubairi, Ph.D.Assistant ProfessorDepartment of Sciences

After serving for six years in the United States Marine Corps, Professor Zubairi started his college career at San Diego State University where he received his B.S. in physics in 2007. He continued his education and research at San Diego State where he received his M.S. in physics in 2010 focusing on cosmology and general relativity. In 2015, he received his Ph.D. in computational science from Claremont Graduate University and San Diego State University. Dr. Zubairi’s research interests lies in the areas of numerical astrophysics and general relativity, in particular, computational and theoretical modeling of compact stars such as quark and neutron stars, stellar structure for non-spherical stellar configurations, and solutions of Einstein’s field equations for compact stellar objects in two dimensions. His other interests include mathematical modeling, computational methods & techniques and webpage design.

Douglas S. Goodman, Ph.D.Assistant Professor Department of Sciences

Douglas S. Goodman earned his Ph.D. in Physics in 2015 and his M.S. in 2011, both from the University of Connecticut. He earned his B.S. in Physics from Trinity College in 2006, where he was inducted into Phi Beta Kappa.  Before graduate school he worked as a research assistant at Oak Ridge National Laboratory studying quantum cryptography.  As a graduate student he was awarded a departmental teaching award, doctoral dissertation fellowship, and the Edward Frisius Memorial fellowship.  His current research interests are in the field of experimental ultracold physics, including the study of laser cooling of atoms and ions, neutral atom trapping, ion trapping, sympathetic cooling of molecules, quantum chemistry, and cold ion-neutral collisions. He is currently participating in collaborations with the University of Connecticut, Wesleyan University, and the Naval Air Systems Command. His research activities and education have provided him extensive training in optimizing, operating, and maintaining a variety of lasers, including: pulsed Titanium:sapphire and cw dye, diode, and gas lasers, which operate over a wide range of wavelengths and power. Due to the need for sub MHz laser linewidths in laser cooling applications, he has a lot of experience with active temperature and laser frequency stabilization. Prof. Goodman also has a great deal of hands-on optics experience, including: geometric optics, Gaussian optics, optical alignment techniques, opto-mechanics, polarization optics, optical fibers, control electronics, electro-optical modulators, acoustic-optical modulators, power meters, wave meters, beam-profiling, interferometry, and saturation absorption spectroscopy.

Laurie Grove, Ph.D.Associate Professor Department of Sciences

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Professor Grove’s background lies in the field of bioinorganic chemistry. Specifically, she has extensive experience using spectroscopic and computational methods to study the reaction mechanisms of metalloenzymes. Professor Grove has also more recently worked in the field of structural bioinformatics, one aspect of which involves the prediction and analysis of biomolecular binding interactions. Past projects have included characterizing differences in protein-ligand and protein-protein interactions as related to applications in drug discovery. Professor Grove is eager to work on research and teaching ventures within the fields of biochemistry, inorganic chemistry and computational chemistry.

Greg Sirokman, Ph.D.Associate ProfessorDepartment of Sciences

Associate Professor Gergely (Greg) Sirokman has served as a chemistry professor at Wentworth Institute of Technology since 2008. At Wentworth Institute of Technology Professor Sirokman has taken an active role from his start at revamping chemistry curriculum in both engineering and non-engineering programs. He has worked closely with engineering faculty in developing class content that best serves the needs of engineering students in chemistry classes. He has also developed interdisciplinary collaborations to support Wentworth’s EPIC Paradigm (Externally-collaborative, Interdisciplinary Project-based Culture) with engineering as well as biology faculty. Professor Sirokman’s academic focus has been renewable energy. He has advised multiple teams of students in the development, construction, and improvement of a 10 gallon biodiesel processor. The eventual goal of this project is to be able to turn the campus cafeteria’s used vegetable oil into a viable fuel, primarily to be used by Wentworth’s Department of Facilities. In the pursuit of his interest in renewable energy, Professor Sirokman has also taken extensive course work from MIT’s Short Program’s professional level course offerings.

Additionally Professor Sirokman also works in the gamification of education. Working with fellow physics and industrial design faulty, he has worked on the creation of several games which deliver concrete physics lessons usable as laboratory modules at the university level. This work has been published both with ASEE (American Society of Engineering Educators) and with APS (American Physical Society).

Sara Alibeik, Ph.D.Assistant ProfessorDepartment of Sciences

Dr. Alibeik is an Assistant Professor of Sciences at Wentworth Institute of Technology since September 2013. She holds a PhD in Biomedical Engineering from McMaster University, Canada. Prior to joining Wentworth Institute of Technology, she worked as a postdoctoral research associate in the Biological Engineering Department at Massachusetts Institute of Technology (MIT). During her studies, she was awarded multiple national and institutional scholarships including the prestigious Natural Sciences and Engineering Research Council of Canada Scholarship (NSERC) for three years, McMaster Internal Prestige Scholarship and Ontario Graduate Scholarship.

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Dr. Alibeik has over ten years of research experience in the area of biotechnology. Her research involves the development of novel biomaterials and the assessment of their interactions with the biological environment. In particular, she has worked on the development of polymeric biomaterials for cardiovascular applications. Dr. Alibeik’s research work has been published in multiple refereed scientific journals and in conference proceedings. She has also presented her research at several national and international conferences. She is a member of the Society for Biomaterials and American Chemical Society.

Robert Moran, Ph.D.Associate Professor Department of Sciences

Robert F. Moran is currently an Associate Professor of Chemistry and Physics at Wentworth Institute of Technology (Boston, MA), where he also serves on the Faculty Senate. He is also President of AccuTest Inc., a USA-based, non-profit company providing approved External Quality Assessment (Proficiency Testing) for US Clinical and Physician’s Office Laboratories, and of mvi Sciences, a consulting and educational services organization. He is an elected Fellow of the American College of Critical Care Medicine (FCCM), the American Institute of Chemists (FAIC), and the Academy of Clinical Biochemistry (FACB) and is an appointed Fellow of the International Union of Pure and Applied Chemistry (FIUPAC). Dr Moran is also certified as a Clinical Laboratory Consultant, Allied Health Instructor and as a Point-of-Care Specialist. Dr. Moran received a BS in Chemistry from Stonehill College, an MS in Health Sciences from Northeastern University and a PhD in Health Sciences Management from Pacific Western University. He has held various positions, including academic appointments at Hampden College of Pharmacy, Chicopee, MA (Instructor of Biochemistry) and the adjunct faculty of the University of Massachusetts –Amherst (Instructor of Clinical Chemistry), Wentworth Institute of Technology and Cambridge College. He was also supervising Chemist at the world-renowned Framingham Heart Study of the US DHEW, and in technical/supervisory positions at several Boston (Mass.) area hospitals.

Naomi Ridge, Ph.D.Assistant ProfessorDepartment of Sciences

Naomi Ridge is currently an Assistant Professor in the Department of Sciences at Wentworth Institute of Technology in Boston. She has a background in astrophysics, with a focus on radio and millimeter observations of nearby star-forming regions. As well as teaching undergraduate physics at Wentworth, Naomi has a committed interest in encouraging young women to enter the world of physics. She has hosted astronomy workshops based on the “Kids Capture Their Universe” curriculum for middle-school-aged girls, through the summer program of the Cambridge public school system, and through the “TechSavvy” program run by the Boston Area Girls STEM Collaborative. Both these workshops concentrate on providing girls an interest in astronomy and physics, alongside activities which aim to build the confidence of young women scientists. She received an undergraduate Masters degree in Physics with Astrophysics from the University of Leeds, and her PhD in Astrophysics from Liverpool John Moores University, both in

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the UK. She has held postdoctoral positions at the University of Massachusetts/Five College Radio Astronomy Observatory and the Harvard College Observatory. She also spent two years working in international science policy at the British Consulate-General in Boston, where she was responsible for the planning and execution of several high-level government and diplomatic missions to the New England area.Nadine Stecher, Ph.D.Assistant Professor Department of Sciences

Nadine Stecher has been part of the department of Science for three years. For her doctoral dissertation, Professor Stecher studied the physiology and embryonic development of animal sensory systems. She has extensive experience with a variety of histological methods including fluorescent staining and the preparation of microscopic samples, and with light microscopy, fluorescent microscopy and electron microscopy. With an external collaborator, she participated in research projects that studied the interaction of genes and the environment in regulating the development of observable traits. Professor Stecher is enthusiastic about research and teaching projects that involve cell culturing and genetic manipulation.

Franz Rueckert, Ph.D., Assistant ProfessorDepartment of Sciences

Dr. Rueckert is an experimental physicist specializing in condensed matter and material sciences. A native Californian, he received his undergraduate and master’s degrees from San Diego State University and completed his doctoral work at the University of Connecticut. His research interests include the magnetic and electrical properties of transition metal oxides and Mott insulators, focusing on the effects of oxygen doping in magnetic phase separation and superlattice ordering. More recently, Dr. Rueckert has explored novel approaches to physics education and the classroom environment.

Dr. Rueckert joined the Department of Sciences at Wentworth in 2013. Since that time, he has taught the introductory physics sequence at both the college and engineering level, engineering chemistry, and conceptual physics. He has also served as an instructor and advisor for the summer RAMP programs and overseen the Physics Facilitated Study Group sessions. Dr. Rueckert has helped advance a number of EPIC projects, including the development of game-based laboratories and a partnership with mathematics to develop aligned freshman coursework. In collaboration with Mechanical Engineering and the material science lab, Dr. Rueckert continues to supervise student projects in pursuit of the physics minor on the production and characterization of superconducting materials.

Joseph Martel-Foley, Ph.D., Assistant ProfessorDepartment of Biomedical Engineering

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Dr. Joseph (Joe) Martel-Foley joined the Department of Biomedical Engineering at Wentworth Institute of Technology in January 2015. He earned a B.S.M.E. from Union College in 2008 and his Ph.D. from the Harvard University School of Engineering and Applied Sciences in 2013, where he studied as a National Science Foundation Graduate Student Research Fellow. After graduating he became a post-doctoral research fellow at the BioMEMS (Biological Micro Electrical Mechanical Systems) Resource Center at Massachusetts General Hospital. Areas of Expertise

Microfluidics Microfabrication Biomedical Diagnostics Biofluid Processing Transport Phenomena

Dr. Martel-Foley’s past research delved into the use of microfluidic technologies for the improvement of biomedical diagnostics and research tools. One research thrust was building a better understanding of a fluid dynamic phenomenon known as inertial focusing where particles flowing through microchannels spontaneously aligned, and ordered allowing for numerous improvements to bulk biofluid-processing techniques. He has worked on early stage cancer diagnostic platforms technologies and new ways of probing the immune system using microfluidic channels.

Dr. Martel-Foley’s current research centers on building a comprehensive understanding of microfluidic flows for the design of translational technologies for accelerating research and addressing clinical challenges. His aim is to incorporate this type of research and development projects into undergraduate curricula.

Douglas Dow, Ph.D., Associate ProfessorDepartment of Electrical Engineering and Technology

Douglas Dow is an Associate Professor in the department of Electrical Engineering and Technology, starting at Wentworth Institute of Technology (Boston, MA) in 2008. He obtained a Ph.D. and M.S. in Biomedical Engineering from University of Michigan (Ann Arbor, MI), an M.S. in Computer Science from University of Colorado (Colorado Springs, CO), and a B.S. in Electrical Engineering from Texas A&M University (College Station, TX) and a B.A. in Liberal Arts Engineering from Wheaton College (Wheaton, IL). He worked in industry for over 8 years as a new products test engineer at Ampex Corporation (the company that invented the video tape recorder) in Colorado, Panasonic’s Central Research labs in Osaka, Japan, and the Institute for Systems Science at the National University of Singapore, in Singapore. He has also done biomedical research during post doctorate research positions at the University of Michigan (Ann Arbor, MI), Tohoku University (Sendai, Japan), and Mayo Clinic (Rochester, MN). He has taught classes for and been an advisor on capstone senior design projects for Wentworth students in the programs of electrical engineering, computer engineering, electromechanical engineering, and biomedical engineering.

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Appendix C

Assessment Rubrics

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A: Ability to apply knowledge of mathematics, science, and engineering

Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

A1. Ability to apply knowledge of mathematics

Lacks basic awareness in solving simple mathematics problem(s) in engineering context

Basic awareness of using basic mathematics tools in solving simple problem(s) of engineering context

Capable of solving problem(s) in applying advanced mathematics

Proficiently applies mathematics to solve problem(s) exceeding the requirements

A2. Ability to apply knowledge of science

Lacks basic awareness of science and its role in engineering application

Basic awareness of applying science to solve simple problem(s)

Capable of solving problem(s) applying advanced knowledge

Proficiently applies knowledge of science to solve problem(s) exceeding the requirements

A3. Ability to apply knowledge of engineering

Lacks basic awareness of engineering approach in solving simple problem(s)

Basic awareness of formulating solutions of simple problem(s) using basic engineering approach

Capable of solving problem(s) applying advanced knowledge

Proficiently applies this knowledge of engineering to solve problem(s) exceeding the requirements

B: An ability to design and conduct experiments, as well as to analyze and interpret data

Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4B1. Ability to design experiments

Lacks basic ability to design experiments

Basic awareness of experimental design

Capable of appropriate experiment design

Proficient ability in the overall design of experiments process

B2. Ability to conduct an experiment

Lacks basic ability to conduct an experiment

Basic awareness of conducting experiments

Capable of conducting experiments appropriately

Proficient in conducting experiments

B3. Ability to analyze and interpret data

Lacks basic ability to analyze and interpret data

Basic awareness of analysis and interpretation of data

Capable of analysis and interpretation of data

Proficient in analyzing and interpreting data

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Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

C1. Ability to interpret design needs and constraints

Lacks basic awareness in identifying and formulating design needs and constraints

Basic awareness in identifying and formulating design needs and constraints

Capable of identifying and formulating design needs and constraints

Proficient in identifying and formulating design needs and constraints

C2. Ability to design a system, component or process

Lacks basic awareness of design process

Basic awareness of design process

Capable of implementing design process

Proficient in implementing the design process

C3. Ability to verify that the design meets desired needs and identified constraints

Lacks basic awareness of design constraint verification

Basic awareness of design constraint verification

Capable of design constraint verification

Proficient in design constraint verification

C: 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

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Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

D1. Ability to collaborate towards a common goal

Lacks basic awareness of common goal and fails to collaborate

Basic awareness of common goals and necessary work but performs few or fails to collaborate or support the common goal

Capable of working together toward a common goal and willing to share problems and progress, only does assigned work.

Proficient in working together toward a common goal and willing to share problems and progress and take on additional responsibilities and help others when necessary

D2. Ability to fulfill team duties and responsibilities

Lacks basic awareness of team duties and responsibilities

Basic awareness of team duties and responsibilities but performs few

Capable of performing most team duties and responsibilities

Proficient execution of all team duties and responsibilities

D: The ability to function on multidisciplinary teams

Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

E1. Ability to identify engineering problems

Lacks basic ability in identifying engineering problem(s)

Basic ability in identifying engineering problem(s)

Capable of identifying engineering problem(s)

Proficient in identifying engineering problem(s)

E2. Ability to formulate engineering problems

Lacks basic ability in formulating engineering problem(s)

Basic ability in formulating engineering problem(s)

Capable of formulating engineering problem(s)

Proficient in formulating engineering problem(s)

E3. Ability to solve engineering problems

Lacks basic ability to solve engineering problem(s)

Basic ability to solve engineering problem(s)

Capable of solving engineering problem(s)

Proficient in solving engineering problem(s)

E: Ability to identify, formulate, and solve engineering problems

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Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

Ability to identify professional

responsibilities

Lacks basic ability in identifing professional responsibilities

Basic ability to identify professional responsibilities

Capable of identifing professional responsibilities

Proficient in identifing professional responsibilities

Ability to identify ethical responsibilities

Lacks basic ability in identifing ethical responsibilities

Basic ability to identify ethical responsibilities

Capable of identifing ethical responsibilities

Proficient in identifing ethical responsibilities

F: An understanding of professional and ethical responsibility

Supporting Materials (Writt en and Oral)

Insufficient supporting materials (e.g., explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports or establishes the presenter's credibility/ authority on the topic.

Supporting materials (e.g., explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports or establishes the presenter's credibility/authority on the topic.

Supporting materials (e.g., explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presenter's credibility/authority on the topic.

Supporting materials (e.g., explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports or establishes the presenter's credibility/authority on the topic.

Overall Message (Writt en and Oral)The overall message can be deduced, but is not explicity stated.

The overall message is basically understandable but is not often repeated and is not memorable.

The overall message is clear and consistent with the supporting material.

The overall message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported).

Delivery (Oral Only)

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

Ability to respond to questions(Oral only)

Little to no ability to respond to basic questions related to the presentation.

Fair ability to respond to some questions related to the presentation.

Good ability to respond to all questions related to the presentation.

Excellent ability to confidently and compellingly respond to questions related to the presentation.

Style/Mechanics (Writt en only)

Consistent problems with word choice and sentence structure, leaving the reader unsure of meaning; often resorts to jargon/cliches.

Words and sentences are adequate in general but lack energy; reader has to struggle to keep reading to the end multiple grammatical issues.

Good writing style; sentences flow smoothly and evenly; less than three grammatical issues.

Compelling writing style; connects strongly with the reader and keeps him or her engaged right to end. No grammatical issues.

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Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

Recognition of the impact of engineering solutions on global and societal issues

Lacks basic recognition of the engineering impact on global / societal issues

Ability to recognize the engineering impact on global / societal issues

Basic recognition of the engineering impact on global / societal issues

Recognizes the impact of engineering solutions on global / societal issues

Recognition of the impact of engineering solutions on economic issues

Lacks basic recognition of the engineering impact on economic issues

Ability to recognize the engineering impact on economic issues

Basic recognition of the engineering impact on economic issues

Recognizes the impact of engineering solutions on economic issues

Recognition of the impact of engineering solutions on environmental issues

Lacks basic recognition of the engineering impact on environmental issues

Ability to recognize the engineering impact on environmental issues

Basic recognition of the engineering impact on environmental issues

Recognizes the impact of engineering solutions on environmental issues

H: Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

Recognition of the need for life-long learning

Lacks basic recognition or interest in life long learning‐

Ability to recognize the need for life long learning‐

Basic recognition of the need for life-long learning

Recognizes the need for continued life long learning‐

Ability to engage in life-long learning

Lacks basic ability to engage in life-long learning

Basic ability to engage in life-long learning Ability to engage in life-long learning Engages in life-long learning

I: Recognition of the need for and the ability to engage in life long learning‐

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Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4Knowledge of contemporary issues

Lacks basic knowledge of contemporary issues

Basic knowledge of contemporary issues

Knowledge of contemporary issues

Comprehensive knowledge of contemporary issues

J: Knowledge of contemporary issues

K: Ability to use techniques, skills, and modern engineering tools necessary for engineering practice

Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4

Ability to use techniques

Lacks ability to use skills and techniques necessary for engineering practice

Basic ability to use skills and techniques necessary for engineering practice

Capable of applying skills and techniques necessary for engineering practice

Proficient at applying skills and techniques necessary for engineering practice

Ability to use modern engineering tools

Lacks ability to use modern engineering tools necessary for engineering practice

Basic ability to use modern engineering tools necessary for engineering practice

Capable of using modern engineering tools necessary for engineering practice

Proficient at using modern engineering tools necessary for engineering practice

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