Undergraduate Programs in Biomedical Engineering
A History of Excellence
USC’s Bachelor of Science program in Biomedical Engineering was launched in 1974. Since its inception, the BME program has attracted many of the highest-achieving students at USC, including University valedictorians and salutatorians, as well as School of Engineering valedictorians. Our department also claims a large share of all Trustee and Presidential Scholarships awarded to the brightest freshmen entering USC.
Our students receive rigorous training in both science and engineering, giving them a strategic advantage in today’s healthcare industry. Graduates of our program have built successful and rewarding careers as medical doctors, engineers, and researchers. Whether progressing to the biomedical industry, medical school, or graduate school, they possess a versatile set of skills to creatively approach the ever-evolving challenges of medical care.
Through the various Biomedical Engineering emphases, BME students and faculty work to comprehend the function and structure of the human body through the application of engineering principles and to use this understanding to improve human health and well-being. The Department’s mission to provide the highest quality undergraduate, graduate and post-graduate education to prepare students for diverse professional careers at the interface of engineering, biology and medicine is reflected in our academic programs.
All information contained here is summarized from the USC Catalogue and is considered non-official. For all rules, regulations, procedures, and outlines, please see the current academic year USC catalogue.
Specialized Training for Your Career Goals
Reflecting the breadth of this interdisciplinary field, our department offers four undergraduate areas of specialization:
- Bachelor of Science in Biomedical Engineering (BS BME): 128 units
- Bachelor of Science in Biomedical Engineering with an emphasis in Biochemical Engineering (BS BMEC): 132 units
- Bachelor of Science in Biomedical Engineering with an emphasis in Electrical Engineering (BS BMEN): 133 units
- Bachelor of Science in Biomedical Engineering with an emphasis in Mechanical Engineering (BS BMEL): 132 units
The undergraduate Biomedical Engineering program is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. The areas of emphasis within Biomedical Engineering are part of the Biomedical Engineering accreditation.
The Bachelor of Science in Biomedical Engineering is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org
Graduates of the undergraduate program in Biomedical Engineering are expected to attain the following objectives within a few years after graduation:
- Be engaged in a professional career in the biomedical or other related industries, or enrolled in advanced graduate studies including medical school.
- Work in a technically competent manner to address challenges in engineering or their chosen profession, taking into consideration ethical and societal concerns.
- Collaborate within their profession across technical disciplines.
- Develop their technical knowledge and professional skills further by being active in professional societies, continuing their formal education, or attending professional workshops, meetings, and seminars.
Data updated 3/30/2015
Taking into consideration our Educational Program Objectives, the BME Undergraduate Committee drafted the BME program outcomes that describe the knowledge and skills students should have acquired when they graduate with a Bachelor’s degree from our program. The faculty approved the program outcomes at the same time as the Educational Program Objectives. The BME program outcomes state that students successfully completing the program should have acquired:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multi-disciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Objectives and Outcomes reviewed and updated 8/6/2014