Engineering Science Degree, Bioengineering Area of Concentration
Bioengineering is a rapidly growing and developing profession. A bioengineer or biomedical engineer uses traditional engineering expertise to analyze and solve problems in biology and medicine, providing an overall enhancement of health care.
Students choose the biomedical engineering field so that they may help develop devices that enable us to live more healthful and productive lives. These devices include pacemakers, orthopedic implants, and diagnostic instruments. Bioengineers/biomedical engineers work with other health care professionals including physicians, nurses, therapists, and technicians. They also contribute to basic biological understanding, leading to new ways of preventing, diagnosing, and treating disease and helping to solve complex clinical problems. Some examples of current research and development areas are formulation of synthetic biomaterials, the design of artificial tissues and organs, and the development of new drug delivery systems.
Upon completion of this program a student will be able to:
- Identify, formulate, and solve basic physics-based, biology problems in biomechanics and biochemistry.
- Demonstrate conceptual understanding of the connections between engineering and life sciences in the context of bioengineering applications.
- Use appropriate computer application software in bioengineering.
Meet with your academic advisor regularly to discuss your academic plans and make sure you are on track to graduate and/or transfer. The program advising guide outlines the degree requirements and is meant to supplement the advising process.
This track will prepare students to transfer to a four-year university with a major in bioengineering. See all engineering transfer agreements.
Careers possibilities include biochemical engineer, architectural and engineering manager, bioinformatics scientist, biologist, biological technician, industrial engineer, and microbiologist. Some require a bachelor’s degree.
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A suggested bioengineering course sequence for full-time students follows.
All students should review the advising guide and consult an advisor. Most courses have either assessment levels that must be met or prerequisites (courses that must be taken first). Part-time students and those who need to meet assessment levels or take prerequisite courses will take longer to complete a degree. An advisor will help make sure you are taking your courses in the right order.
All degree-seeking students must take a central group of General Education courses in English, mathematics, arts, behavioral and social sciences, humanities, and science. These courses are included in the suggested course sequence below.
Suggested Course Sequence
- CHEM 132 - Principles of Chemistry II 4 semester hours
- ENGL 102 - Critical Reading, Writing, and Research 3 semester hours (ENGF)
- ENES 100 - Introduction to Engineering Design 3 semester hours (NSND/GEEL)
- MATH 181 - Calculus I 4 semester hours (MATF)
- ENES 102 - Statics 3 semester hours
- ENES 120 - Biology for Engineers 3 semester hours
- MATH 182 - Calculus II 4 semester hours
- PHYS 161 - General Physics I: Mechanics and Heat 3 semester hours (NSND)
- Behavioral and social science distribution 3 semester hours (BSSD) **
- CHEM 203 - Organic Chemistry I 5 semester hours
- ENES 220 - Mechanics of Materials 3 semester hours
- MATH 280 - Multivariable Calculus 4 semester hours
- PHYS 262 - General Physics II: Electricity and Magnetism 4 semester hours (NSLD)
- Arts distribution 3 semester hours (ARTD)
- ENES 232 - Thermodynamics 3 semester hours
- MATH 282 - Differential Equations 3 semester hours
- Behavioral and social sciences distribution 3 semester hours (BSSD)
- Humanities distribution 3 semester hours (HUMD)
** Behavioral and Social Science Distribution (BSSD) courses must come from different disciplines.
Related Programs and Courses
General Studies Degree
Students who major in general studies explore personal, professional, and academic areas of interest within a flexible framework supporting transfer.
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