Sen. Doc. No. 16-058 SPECIAL REPORT OF THE ACADEMIC MATTERS, ACADEMIC PRIORITIES AND PROGRAM AND BUDGET COUNCILS concerning a BACHELOR OF SCIENCE (B.S.) DEGREE IN BIOMEDICAL ENGINEERING Presented at the 758th Regular Meeting of the Faculty Senate April 28, 2016 COUNCIL MEMBERSHIP ACADEMIC MATTERS COUNCIL Neal Abraham, Wesley Autio, Martha Baker, Carol Barr, Bryan Beck, March Clark, Catherine Dimmitt, Sharon Domier, Diane Flaherty, Laura Francis, John Hagen, Jennifer Heuer, Patrick Kelly, Nancy Lamb, Clare Lamontagne, Molly Lehman, John Lenzi, Meredith Lind, Linda Lowry, Ryan Mahan, Pamela Marsh-Williams, Ruthanne Paradise, Lucas Patenaude, MJ Peterson, Linda Shea (Chair), Kelly Smiaroski, Kregg Strehorn, Patrick Sullivan, Ruth Verock- O’Loughlin, Tom Weston, Jack Wileden ACADEMIC PRIORITIES COUNCIL Faune Albert, Richard Bogartz (Chair), Nicholas Bromell, Elizabeth Chilton, Suzanne Daly, Kathleen Debevec, Jean DeMartinis, Piper Gaubatz, Bryan Harvey, Masoud Hashemi, Deborah Henson, A Yęmisi Jimoh, Sangeeta Kamat, Stephen Magner, Ernest May, Katherine Newman, MJ Peterson, Monroe Rabin, James Rinderle, Peter Stern, Jack Wileden, Donna Zucker PROGRAM AND BUDGET COUNCIL William Richards Adrion, Joseph Bartolomeo, William Brown, D. Anthony Butterfield, Genevieve Chandler, Elizabeth Chang, Nancy Cohen, Patricia Galvis-Assmus, Deborah Gould, Bryan Harvey, Christopher Hollot, Eddie Hull, Moira Inghilleri, Nancy Lamb, Michael Leto, Lisa Liebowitz, Mark Lindhult, Andrew Mangels, John McCarthy, Lynn McKenna, Anthony Paik, MJ Peterson, Alex Phillips, Jay Schafer, Stephen Schreiber, Anurag Sharma (Chair), Andrew Stewart, Donna Zucker Sen. Doc. No. 16-058 ACADEMIC MATTERS COUNCIL The College of Engineering is proposing to create a new B.S. degree program in Biomedical Engineering (BME). The program will be the core educational offering of the proposed new Department of Biomedical Engineering. The program enrollment is expected to be about 60 students in each class (for a 4-year total of about 240 students). The program is aligned with the University's investment in applied life sciences. Graduates of the program will be well-prepared for employment in the state's large and growing biomedical industry, as well as for graduate education. The program is also expected to help the college's efforts to increase the number of women studying engineering. The curriculum includes a core of science, math, and social world courses; BME foundation courses; and elective tracks in Biomechanics and Medical Devices, Molecular Therapeutics, and Sensors and Bioinstrumentation. It is expected that the program will be accredited by the Accreditation Board for Engineering and Technology (ABET). At its meeting on April 6, 2016, the Academic Matters Council voted unanimously to recommend Faculty Senate approval of the proposed B.S. Degree in Biomedical Engineering. It was submitted as proposal #2065 in the Course and Curriculum Management System. ACADEMIC PRIORITIES COUNCIL Having previously discussed with enthusiastic approval the proposals 2234, 2065, 2066, and 2067 to create a Department of Biomedical Engineering and a BS, MS, and Ph.D. program in that department, and having at the meeting of February 25, 2016 received assurances from both the Chancellor, by letter, and the Provost, in person, that the resources to support this department and these programs would not diminish the resources available to other units at UMass Amherst, the Academic Priorities Council voted to endorse approval of all four proposals. PROGRAM AND BUDGET COUNCIL The Program Subcommittee of the Program and Budget Council met on March 9, 2016, reviewed the proposal for a Bachelor of Science (BS) Degree in Biomedical Engineering and recommended it for approval. At its meeting on March 23, 2016, the Program and Budget Council unanimously approved the Bachelor of Science (BS) Degree in Biomedical Engineering, Proposal #2065 in the Course and Curriculum Management System. MOTION: That the Faculty Senate approve the Bachelor of Science (B.S.) Degree in 27-16 Biomedical Engineering, as presented in Sen. Doc. No. 16-058. Sen. Doc. No. 16-058 A. Alignment with Institution Mission Priorities. How does the proposed program align with the institution’s mission priorities? The April 2014 report of the university’s Joint Task Force on Strategic Oversight (JTFSO) Subcommittee on Research and Graduate Education identifies handful of “Suggested Areas of Existing Intersection between Campus Strengths and State, Regional or National Priorities” – with one such area being applied life sciences. The report states: “Several campus programs are widely recognized for research strengths in life sciences in the recent Doctoral Program Review, National Research Council study, extramural funding, and student demand. A number of these were the subject of extensive engagement with private sector and state government entities for nearly a year, culminating in a $95 million capital investment to establish a new Institute for Applied Life Sciences in 2013. Other very strong programs in science and engineering align with national priorities, e.g., in biofuels.” Since “the identification of these areas of focus will help to guide early decision-making and investment,” it is clear that university aims to grow in the area of life sciences. Thus, the proposed programs are well aligned with the university’s mission. B. Alignment with System Priorities 1. Will this proposed program address a regional/local/state workforce shortage? Explain. The Commonwealth of Massachusetts has established a national leadership role in life sciences research and industry. The 2013 Annual Report by the Massachusetts Life Science Center (MLSC) states “The Commonwealth’s life sciences sectors have risen to number one in the nation in terms of per capita employment, with close to 14,300 jobs for every one million residents.” while also noting that “The new jobs being created in the life sciences require diverse skills and educational attainment.” This emphasis on education and workforce development in Biomedical Engineering, specifically, is also reflected in a report by the Biomedical Research Workforce Working Group from the National Institute of Health (NIH) from June 2012, which states: “The overall purpose of the recommendations is to ensure future US competitiveness and innovation in biomedical research by creating pathways through undergraduate, graduate and postdoctoral training that provide excellent preparation in a timely fashion to […] prepare biomedical PhD students and postdoctoral researchers to participate in a broad-based and evolving economy. The working group appreciates that K-12 and undergraduate education are major factors that influence the success of building of the biomedical research workforce […]” In response to this need for biomedical engineering graduates at all levels, numerous universities have started offering such degrees, and students have responded by enrolling in these programs in record numbers. A report by the National Center for Science and Engineering Statistics of the National Science Foundation (NSF) from May 2012 states: “Enrollment in biomedical engineering, which increased by 7.5% between 2009 and 2010, continues to be one of the fastest growing [Science and Engineering] fields and has experienced the most rapid growth over the last decade (165%), from approximately 3,200 graduate students in 2000 to 8,500 students in 2010 […].” 2. For undergraduate programs only - With what, if any, other institutions have articulation agreements been arranged for this program? None. 3. How will the proposed new academic program broaden participation and completion at the institution by underrepresented and underserved groups? Biomedical Engineering is a degree program that by national comparison has a very high enrollment of female students. The “Engineering by the Numbers 2014” report by the American Society for Engineering Education (ASEE) states that 39.2% of Biomedical Engineering Bachelors degrees are awarded to women (in comparison to 18.9% across all engineering disciplines). Therefore, we expect that this program will greatly increase the number of female students in the College of Engineering. We will also leverage various efforts in the College Sen. Doc. No. 16-058 and the University to increase diversity in STEM disciplines (e.g., the Stem Diversity Institute (SDI)) to attract students from underrepresented groups. C. Overview of Proposed Program 1. Context. Describe the program’s development, as well as its proposed administrative and operational organizational structure. The proposed B.S. in Biomedical Engineering degree is intended to be the core educational offering of a new, to-be-established department of Biomedical Engineering in the College of Engineering. It is envisioned that the program will be administered in similar fashion of how other engineering departments administer their undergraduate programs (e.g., dedicated administrative staff). The current proposal was developed by a faculty advisory committee containing faculty members from various departments within and outside of Engineering. We expect that this committee will continue to provide guidance on the program’s development until the new BME department has enough critical mass to take on this task. In addition, we expect that an external advisory board (EAB) and the ABET accreditation agency will provide guidance on the program’s future development. 2. Description. What is the intent /purpose of the program? What knowledge and skills will students acquire? For what careers will graduates be prepared? The proposed program is a foundational undergraduate degree program that teaches the knowledge and skills to solve engineering problems in biology and medicine. Students will be able to apply knowledge of mathematics, science, and engineering, to identify, formulate, and solve engineering problems, to design and conduct experiments, design systems, components, or processes to meet needs, to work in teams, to communicate effectively, to conduct themselves professionally and ethically, and to understand the need for life-long learning. Graduates of this program will be prepared for a broad range of careers, including medical equipment and supply manufacturing, scientific research and development services, pharmaceutical and medicine manufacturing, and work with medical professionals. 3. Curriculum, Requirements. Provide a complete description of the curriculum. Describe procedures and arrangements for independent work, internship or clinical placement arrangements, if applicable. Describe role and membership of external advisory committee, if any. The flow chart of the curriculum for the B.S. in Biomedical Engineering is shown below (new BME courses shown in green). Students take a core of science, math, and social world elective courses, as well as BME- specific courses. Starting in the sophomore year, students can select four “Track Foundations” and four “BME Track Electives,” which are aligned with three “tracks”: Biomechanics and Medical Devices, Molecular Therapeutics, and Sensors and Bioinstrumentation. Each track allows for one elective course to be substituted with a research course, which can be taken at the sophomore, junior, and senior level. Sen. Doc. No. 16-058 Internships are optional. The College of Engineering Career Services office can provide students with information about such opportunities. The external advisory board that we envision to create to guide the new BME department may provide input on new elective courses based on trends in industry and workforce needs. 4. Students. For first year and transfer students, outline requirements for admission and graduation, expected time from admission to graduation, projected degree completion rates, and transferability of program participants’ credits to other institutions. Describe the proposed program’s alignment to students emerging from the K-12 system. How will the program be connected to public secondary education in the region? Are there dual enrollment or early college opportunities being planned for the proposed program? College of Engineering BME admissions for the B.S. degree will be handled through the University Admissions Office using the same criteria as for other students who are admitted to the University and the College of Engineering. The projected degree completion rate will be comparable or better than other majors at UMass Amherst. • For the entering class of 2008, the 6-year graduation rate for the College of Engineering was 80.5% in any major compared to the University 6 year graduation rate of 75.7% in any major. • For the entering class of 2008, the 6-year graduation rate for the College of Engineering was 61.8% in the same major (engineering) compared to the University 6 year graduation rate of 36.8% in the same major. Transfer students will be advised individually by college and departmental advisors to ensure that their transition to UMass Amherst is smooth. Sen. Doc. No. 16-058 5. Feasibility. Describe faculty, staffing, library and information technologies, facility (including lab and equipment), fiscal and or other resources required to implement the proposed program. Distinguish between resources needed and on-hand. Display positions to be filled with qualifications. The proposed program is part of a strategic effort by the College of Engineering to create a new Department of Biomedical Engineering that offers B.S., M.S., and Ph.D. degrees. To realize this new department and its programs, the College plans to hire 12 full-time, tenure track faculty members, one instructor, and supporting staff. A calculation of the necessary budget is based on that of other engineering departments, using the same proportions of salaries, student support, and operations expenses. Our budget analysis indicates that after an initial investment by the college or campus, the department can sustain itself with the project numbers of students in the three degree programs. In addition, we expect the faculty members in the new BME department to be research-active. Thus, additional resources may be available through research funding and overhead return. Some office and research lab space is available in the College of Engineering and we are aware that an expansion by 12 faculty members will require additional space dedicated to this effort. We plan to collaborate with the University of Massachusetts Medical School (UMMS) and establish some of the research labs of the hired faculty there. All educational activities in the undergraduate program will be offered at the UMass Amherst campus. The proposal for establishing a new Biomedical Engineering Department at UMass Amherst includes a detailed implementation plan, projected budget, and letters of support from the Chancellor and Provost stating their willingness to commit resources (faculty lines, spaces, etc.) for BME, as well as from Deans or Department Heads in Colleges and Departments that offer courses for BME students indicating their support. 6. Licensure and Accreditation. Is this program intended to prepare students for licensure? If yes, name licensure organization and licensing exam. Project student passing rates. What professional or specialized accreditation will be pursued for the program? Project accreditation timelines. It is expected that the proposed degree program will be accredited by the Accreditation Board for Engineering and Technology (ABET). All undergraduate degree programs in the College of Engineering are regularly reviewed and accredited by ABET. The expertise available within the college for successful accreditation will be used to provide guidance for the BME program. Accreditation can only take place after the first student has been graduated. Thus, formal accreditation is not expected until 2020. However, the process to prepare for accreditation (e.g., implement assessment process for program educational objectives and student outcomes, improvement loop, collection of student work examples, etc.) will start with the start of the proposed degree program. 7. Program Effectiveness Goals, Objectives, and Assessment. (Please note that this section is intended to focus on overall effectiveness, not student learning, which is addressed elsewhere.) Linked to each goal should be measurable objectives – such as job placement rates, faculty additions, facility or programmatic enhancements, etc. – timetable, and, if applicable, strategies for achieving them. Sen. Doc. No. 16-058 PROGRAM GOALS Goal Measurable Objective Strategy for Achievement Timetable Critical mass of Have enough faculty Hire BME faculty members Hiring schedule: BME faculty members in BME 1 starting Fall 2017 members Department to teach all 1 starting Fall 2018 BME courses 3+1 starting Fall 2019 3 starting Fall 2020 2 starting Fall 2021 2 starting Fall 2022 Critical mass of Have sufficient number of Admit students to BME Fall 2016: advertising BME B.S. students students to sustain program program, advertise program campaign financially regionally Spring 2017: admit first class for Fall 2017 High quality of Maintain or exceed quality Select best applicants BME B.S. students of students at current level of College of Engineering High quality Achieve ABET Prepare for ABET review, Fall 2016 start education accreditation collect evidence of assessment and improvement improvements Spring 2021 request review when first students graduate Successful career Job placement rates Track student placement Fall 2017 start start for students though survey, utilize supporting students to College of Engineering find internships and co- Career Services ops, Fall 2020 work with prospective employers Describe program assessment strategies that will be used to ensure continuing quality, relevance and effectiveness. Include plans for program review including timetable, use of assessment outcomes, etc. A core principle of ABET accreditation is continued assessment and improvement. Since the proposed program will seek ABET accreditation, a continued review process will be implemented. As part of this process, an external advisory board with members from local and regional industry and academia will provide external input. Faculty Form Summary of Faculty who will teach in the proposed program. Please list full-time faculty first, alphabetically by last name. Add additional rows as necessary. Name of faculty Ten- Courses Taught Division or Full- or Full- or Sites where member ured Put (C) to College of Part- part- time in individual will (Name, Degree and indicate core Employment time in other teach program Field, Title) Y/N course. Put (OL) # of Program department courses next to any sect- or program course currently ions (Please taught online. specify) None yet Sen. Doc. No. 16-058 D. External Review. We are planning to invite two external reviewers from Cornell University and from the Georgia Institute of Technology with expertise in Biomedical Engineering to provide an external review during summer 2016. E. Market Analysis Provide enrollment projections for Years 1-4. PROGRAM ENROLLMENT PROJECTION – SAMPLE FORMAT # of Students # of Students # of Students # of Students Year 1 Year 2 Year 3 Year 4* New Full Time 45 55 60 60 Continuing Full Time 43 94 148 New Part Time Continuing Part Time Totals 45 98 154 208 1. Need for graduates. What is the local/regional/state labor market outlook for graduates of the proposed program? What occupations are students being prepared for after graduation? Name the common entry- level job titles. Are there enough economic opportunities in these fields to support the scale of program you intend to build? At present, how many students graduate with this credential in the region you serve compared to the number of relevant job postings? Which local employers are hiring the most entry-level people in these fields? Use real time labor market information for the proposed program. How will you give students experience with the information technology tools in use in their field? Include data and data sources that form the basis for need assessment The U.S. Bureau of Labor Statistics predicts 23.1% job growth for biomedical engineers between 2014-2024 (http://www.bls.gov/emp/ep_table_102.htm). This growth reflects the increased medical demands of our aging population and the increased awareness of the benefits resulting from recent biomedical engineering advances (BLS website, 2015). This growth is much higher than other occupations, and jobs can be found in research facilities, regulatory agencies, hospitals or medical institutions, medical products-related companies, and manufacturing facilities. Within Massachusetts, the Executive Office of Labor and Workforce Development’s long-term industry projection for “Professional, Scientific, and Technical Services” shows an increased employment of 27.3% between 2012 and 2022. According to the Occupational Network, the following educational levels are needed for a job in biomedical engineering: 45% B.S., 35% M.S., 20% Ph.D. Thus, there are opportunities for students with degrees from all levels. Graduates from the B.S. program in Biomedical engineering are prepared for occupations in the life science industry, for graduate studies in biomedical engineering and related fields, and for medical school. In all cases, students have a rigorous foundation in math, sciences, information technology, and engineering that ensures that they are competitive in the labor market. Sen. Doc. No. 16-058 In 2014, graduation data from the American Society for Engineering Education (ASEE) shows that the following schools in New England graduated students in B.S. degrees in Biomedical Engineering: Boston University (122), Worcester Polytechnic Institute (113), University of Connecticut (62), Massachusetts Institute of Technology (41), Yale University (29), Brown University (26), University of Rhode Island (20), Western New England University (18), Harvard University (17), Tufts University (11), and University of Hartford (7). Anecdotal evidence from the Engineering Career Center at UMass Amherst shows that within New England, there seems to be a demand for intern or co-op students within the biomedical field. Jobs for entry-level biomedical engineers are not as prevalent as for those with 3-5 years of experience. This may explain why companies are looking to hire intern or co-op students and provide early training to develop a pipeline of entry- level engineers who are graduating with the skills and competencies these companies are seeking. Some companies and institutions in New England that are looking for biomedical engineers include: AbbVie, Accelent Inc., Alkermes Inc., Amgen, Analogic Corp., Baxter, Bio-Rad, INc., Biogen, BIT Group, Boehringer Ingelheim Pharmaceuticals, Boston Scientific, Bristol Myers Squibb, Caliper Life Sciences, Candela Corp, Charles River Laboratories, ConMed, Covidien, Creganna Medical Devices Inc., Cubist Pharmaceutical, Davita, Diedre Moire Corporation, Duie Pyle, EMD Serono Inc., Entegee, Fresenius Kabi USA,, Genzyme, Haemonetics Corp, Hologic Inc., iCad Inc., IDEXX, IDEXX Laboratories, ImmunoGen Inc., Instrumentation Laboratory, Johnson & Johnson, LeMaitre Vascular, Linium, Medtronics, Millennium, Millipore Corp., Neurogen Corp, Nova Biomedical Corp., NxStage Medical Inc., Orthofix International, Parexel International, Pfizer Global R & D, Phillips Healthcare, PolyMedex Discovery Group, Quest Diagnostics, Riverside Research, Sanofi, Sepracor Inc., Shire Human Genetic Therapies, Siemens, Silicon Image, Smith & Nephew, Smith’s Medical, The Jackson Laboratory, Vericel Corp, Vertex Pharmaceutical Inc., Weill Cornell Medical, Zoll Medical Research. Locally, this program fits well with ongoing efforts to expand advanced manufacturing efforts in Western Massachusetts, which include health-related industry. 2. Student Demand / Target Market. What is the student market for the proposed program? Discuss demographics, location, proposed market share, etc. Provide data, e.g., survey results, etc., that form the basis for enrollment projections. In response to this need for biomedical engineering graduates at all levels, numerous universities have started offering such degrees, and students have responded by enrolling in these programs in record numbers. A report by the National Center for Science and Engineering Statistics of the National Science Foundation (NSF) from May 2012 states: “Enrollment in biomedical engineering, which increased by 7.5% between 2009 and 2010, continues to be one of the fastest growing [Science and Engineering] fields and has experienced the most rapid growth over the last decade (165%), from approximately 3,200 graduate students in 2000 to 8,500 students in 2010 […].” Thus, we expect that there are a large number of potential students who would make use of the program we propose to offer. 3. Duplication. Identify existing public and private programs/institutions in the region or state that offer the same or similar programs. Discuss size / enrollment trends for these programs. Biomedical Engineering programs are offered at a variety of other universities in the region. Within the UMass system, UMass Lowell, Boston, Dartmouth, and Worcester have an M.S. program in Biomedical Engineering and Biotechnology (BMEBT). That model, however, does not match campus strengths and foci well. UMass Amherst has long-standing research emphases in biotechnology through the Animal Biotechnology and Biomedical Sciences graduate program, and the proposed programs focus solely on Biomedical Engineering. There will be opportunities for collaboration, however, and UMass Amherst will work closely with other campuses to identify and expand them. Within the Commonwealth of Massachusetts, BME degrees are offered by Boston University, Harvard University, Massachusetts Institute of Technology, Northeastern University, Tufts University, and Worcester Sen. Doc. No. 16-058 Polytechnic Institute. Within the region, BME degrees are offered by Brown University, Cornell University, Dartmouth College, University of Connecticut, and Yale University. We do note have detailed enrollment numbers for these programs. However, the “Engineering by the Numbers 2014” report by the American Society for Engineering Education (ASEE) lists the 20 schools with highest numbers of B.S. degrees awarded in BME. The three universities in the New England area among the top 20 are Boston University, Worcester Polytechnic Institute and University of Connecticut with 122, 113, and 62 graduates, respectively. These numbers of graduates, plus those from smaller programs in the region, are not sufficient to meet the needs for a strong BME workforce in the region. Thus, we view the proposed program as a way to augment workforce development in the region, not as a duplication of existing BME programs. We expect that the close proximity to biomedical and life science industry in Boston makes the UMass Amherst BME program as attractive to students as that of other schools in the Commonwealth and in the region. 4. Competitive advantage. Apart from the obvious pricing advantage of public institutions, what will distinguish the proposed program in the academic marketplace? Regional and National Recognition: The new degree program will be part of the well-recognized College of Engineering on UMass’ flagship campus. We expect that this program and the department it is housed in will become nationally well ranked over time. Full On-Campus Experience: The degree program is a full degree program that provides students with the complete on-campus experience provided by UMass Amherst, including general education experiences, integrative experiences, etc. The program is also integrated with the first-semester College of Engineering curriculum, which enables students to switch between engineering majors without losing time. This option is convenient for students who are not certain about which engineering discipline to pursue. State-of-the-Art Research: We expect that hired faculty members in Biomedical Engineering will be research- active and provide the highest quality education and research exposure to students. The availability of state-of- the-art facilities, such as in the Institute of Applied Life Sciences (IALS), can provide students with research experiences (e.g., summer REU) that can distinguish this degree program from others. 5. Marketing Plan. Describe the institution's marketing plan, including time lines, for the proposed program? We plan to advertise this program (pending approval of this proposal) starting Fall 2016 to potential freshmen who plan to join UMass in Fall 2017. The marketing will be done as part of the College of Engineering advertising efforts, as well as with targeted ads announcing the new program through the College of Engineering Communications Office. E. Budget Projection a. Budget Narrative. Explain assumptions underlying expense and income projections, e.g., instructor status, enrollment projections, field and clinical resources, etc. Describe additional cost/revenue impacts within the broader departmental/institutional budget. (Note: This budget project is done for a combination of B.S., M.S., Ph.D. degrees in Biomedical Engineering since they will all be part of the proposed Department of Biomedical Engineering.) We assume that the new program will be offered by a new Department of Biomedical Engineering within the College of Engineering. To establish this program, enough faculty members with the necessary expertise in biomedical engineering need to be hired. We assume the following hiring schedule: • Year 1 (FY 2018): 1 tenure-track founding chair hire, 1 administrative staff hire • Year 2 (FY 2019): 1 tenure-track faculty member hire, 1 administrative staff hire