Spring 2027

Biomedical Engineering Design and Leadership

Work on a client-centered biomedical engineering design project to learn leadership styles, concept generation, product analysis, specifications, evaluation, regulation, and ethics. Provide leadership and mentorship to students inB M E 200.

no offering record for this termCredits unavailable
Recorded instructors · Spring 2027 No instructors listed

Summary

1 / 8

Past student reviews · Mitch Tyler

One student rated the course difficulty as high, though specific workload details like reading hours or exam frequency were not provided in the feedback.

What you’ll be able to do

  • an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  • an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  • an ability to communicate effectively with a range of audiences

  • an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  • an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  • an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  • an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

Source: UW Guide

Grade history

↗
average GPA
letter grades
A
AB
B
BC
C
D
F

All recorded terms · compare terms & instructors

Prerequisites

Course map

B M E 201

BME 300 used by

“Used by” includes alternatives; linked courses may have other requirements. This is a best-effort interpretation; check the catalog requirements above.

Prerequisite text tree

Professors

Spring 2027

No instructors recorded for this selection.

Historical instructors & teaching patterns

Recorded history may be incomplete and does not establish a future schedule.

Calendar & sections

Spring 2027

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SectionModeEnrolled / capacityWaitlist

Times are Central. Select a meeting for details; export includes recorded dates for the selected sections.

Meeting source records
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Student experience

the class

Past student reviews · Mitch Tyler

A past design team reported that their instructor dismissed their ideas without offering alternatives or assistance, resulting in a negative collaborative experience.

Recent recorded grades — Fall 2023: 3.93 GPA, 100.0% A/AB (n=96 letter grades); Fall 2024: 3.95 GPA, 99.2% A/AB (n=129 letter grades); Fall 2025: 3.94 GPA, 100.0% A/AB (n=115 letter grades).

difficulty & workload

Past student reviews · Mitch Tyler

One student rated the course difficulty as high, though specific workload details like reading hours or exam frequency were not provided in the feedback.

Past student reviews · Mitch Tyler

The reviewer found the experience frustrating because the instructor did not listen to the design team, refused to help, and criticized their ideas without providing constructive solutions.

Grades

Latest available · Fall 2025— not enough history to project Spring 2027.

average GPA
A / AB grades
letter grades
Instructor

Grade distribution · % of letter grades

A
AB
B
BC
C
D
F

Grades over time

Through Fall 2025

More grade details Grade mix, volume & source data

Where this course fits relative to

Latest available grades · Fall 2025 · all course levels

GPA

Higher than % of other courses in this group.

Course GPAs · red marks this course’s range

letter grades

More recorded grades than % of other courses in this group.

Typical course in this group: letter grades.

About this comparison

1316 courses over the same term, each with at least 30 recorded letter grades. Cross-listed courses count once. GPA is not a measure of difficulty or teaching quality. The typical course is the median by recorded grade count; tied values are not counted as lower. Grade counts describe course scale, not unique students or typical section size.

Descriptions compare GPA with this group’s average: at least 0.20 higher or lower; otherwise close to average. Section size uses median recorded enrollment: small up to 30, mid-sized 31–99, large 100+. Lectures and discussion/lab sections are described separately.

Sources & history

UW–Madison

Catalog & offerings

Descriptions, prerequisites, and recorded course offerings.

Catalog observation history

Observations at scan time; dates do not imply when a catalog change took effect.

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Selected offering source records

No offering records for the selected term.

Raw records 
[]
Rate My Professors

Student reviews

Original comments behind the course and instructor summaries.

Read original reviews
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Madgrades

Grade history

Recorded grade distributions by term, section, and instructor.

Explore recorded grades
Dataset & model

Recorded 2026-10-14

View the dataset on Hugging Face
Model outputs & technical records
Qwen/Qwen3.8-27B
LLM outputs across runs
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Full model traces

Recorded model configuration, reasoning, and tool conversations.

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Model & dataset provenance 
{
  "model": "Qwen/Qwen3.8-27B",
  "model_revision": "1d4bf0f2ff6012fd82039f2fa52739d0dd7c60c0",
  "task_version": "17",
  "output_id": "9284d44282a7b25bbe80ed71f142ddc695c84810cd08e6a67224c7f4022bb87f",
  "requirements_status": "valid",
  "dataset_revision": "fc1811fa52e581ea57a35c0cf3343f8740a8ffbf",
  "observed_at": "2026-10-14 17:50:09.728220+00:00"
}