Bachelor of Science in Biomedical Engineering

4 Years On Campus Bachelors Program

University of Hartford

Program Overview

The University of Hartford’s Bachelor of Science in Biomedical Engineering combines engineering, biology, and healthcare to prepare students to design and develop technologies that improve patient care and quality of life. It is particularly suited to students with strong interests in science and mathematics who want to work across areas such as biomechanics, biofluids, bioinstrumentation, medical devices, and healthcare technology.

Curriculum Structure

Year 1

Students begin by building the mathematical, scientific, and engineering foundations needed for biomedical engineering, with early exposure to engineering design and computer-based engineering tools. The curriculum establishes the fundamentals of physics, chemistry, mathematics, engineering mechanics, and biological sciences that support later biomedical applications.

Year 2

Students move further into biomedical applications while strengthening their understanding of materials and human biology. Courses such as BE 260W – Biomedical Engineering Materials and BIO 212 – Human Anatomy and Physiology I introduce students to the materials used in biomedical applications and the structure and function of the human body.

Year 3

The third year develops more specialized engineering knowledge, particularly in the interaction between engineering systems and the human body. BE 301 – Biomechanics examines mechanical principles related to bones, joints, ligaments, and tendons, while students also develop knowledge relevant to biofluids, solid mechanics, electrical engineering, and physiological systems.

Year 4

The final year brings together engineering science, biomedical applications, and design through advanced coursework and practical projects. BE 401 – Bioinstrumentation focuses on instruments and sensors used to measure physiological systems, while BE 460 – Biomedical Engineering Design Project I develops the design experience that progresses toward the program’s senior capstone work.

Focus Areas

Biomechanics, biofluids, bioinstrumentation, biomedical materials, medical-device design, anatomy and physiology, engineering design, solid mechanics, electrical engineering, biomedical systems, pre-medicine, electrical engineering concentration

Learning Outcomes

Students develop the ability to identify and solve complex engineering problems using engineering, science, and mathematics; design solutions that consider public health, safety, welfare, and societal factors; communicate effectively; work collaboratively in teams; conduct experiments and interpret data from living systems; apply engineering judgment; and continue developing their professional knowledge through lifelong learning.

Professional Alignment (Accreditation)

The BS in Biomedical Engineering is accredited by the Engineering Accreditation Commission of ABET. The program specifically develops competencies in engineering, biology, human physiology, chemistry, calculus-based physics, mathematics through differential equations, statistics, biomedical problem-solving, biomedical-device and system design, and measurement and interpretation of data from living systems.

Reputation (Employability Rankings)

The University of Hartford does not publish a program-specific QS or Guardian employability ranking for the BS in Biomedical Engineering on its official program page. Its official CETA information reports an 8:1 student-to-faculty ratio, while the Biomedical Engineering program reports graduates working at organizations including Stryker, Flex, Hartford Healthcare, and Medtronic.

Experiential Learning (Research, Projects, Internships etc.)

Students gain practical experience through immersive laboratory work, collaborative engineering projects, research, design activities, presentations, and opportunities for internships. CETA encourages biomedical engineering students to work with faculty, industry partners, corporate sponsors, healthcare organizations, and researchers, while the program’s design experience begins early and culminates in a senior design capstone.

Biomedical Engineering Design: Students progress from early engineering and design experiences toward the senior design capstone, applying engineering science to real biomedical problems.
Biomedical Engineering Materials: BE 260W develops understanding of materials used in biomedical engineering applications.
Human Anatomy and Physiology: BIO 212 provides the biological foundation needed to understand the human systems that biomedical engineers work with.
Biomechanics: BE 301 applies engineering principles to bones, joints, ligaments, tendons, and other biological structures.
Bioinstrumentation: BE 401 develops knowledge of instruments and sensors used to measure physiological systems.
Research: Students can conduct research alongside faculty, industry partners, and corporate sponsors. One University of Hartford biomedical engineering student, for example, worked in a research lab on inkjet-printed chips for pancreatic cancer detection.
Industry projects: CETA’s biannual Design Expo allows students to work with sponsors on inventions designed to address real-world needs.
Internships: The university states that biomedical engineering students have opportunities to participate in internships and research projects through relationships with health-related institutions and industries.
Immersive facilities: CETA provides hands-on laboratory and project-based learning spaces with modern technology and equipment.
Makerspace: The Hursey Center Makerspace includes collaborative workstations, a 3D-printing laboratory, and a machine shop for developing and prototyping projects.
Research and collaborative spaces: The Francis X. and Nancy Hursey Center for Advanced Engineering and Health Professions provides technology-rich laboratories and classrooms designed around hands-on learning.

Progression & Future Opportunities

The program prepares graduates for entry-level biomedical engineering careers as well as further study in engineering or health professions. Graduates can work across medical-device development, healthcare technology, biomedical research, engineering support, and related industries, with the university specifically identifying employers such as Stryker, Flex, Hartford Healthcare, and Medtronic.

Typical career directions include: Biomedical Engineer, Medical Device Engineer, Bioinstrumentation Engineer, Biomedical Design Engineer

Career development: UHart’s CETA emphasizes career preparation through hands-on projects, industry connections, networking, and opportunities to gain professional experience.
Industry exposure: Students can work with corporate sponsors and industry partners through research and the CETA Design Expo.
Healthcare connections: Faculty work with health-related institutions and industries, creating opportunities for research and internships.
Employer destinations: The university identifies Stryker, Flex, Hartford Healthcare, and Medtronic among organizations where its biomedical engineering graduates work.
Professional preparation: The ABET-accredited curriculum develops engineering design, experimentation, communication, teamwork, ethical decision-making, and problem-solving skills.
Employment statistics and salary: The official University of Hartford Biomedical Engineering page does not publish a program-specific employment rate or graduate salary figure, so no unsupported figure is provided here.
Long-term professional value: ABET accreditation provides an externally recognized quality framework for engineering education and supports preparation for professional engineering practice and graduate study.

Further Academic Progression: Students can continue into graduate-level engineering or health-profession study. The University of Hartford also offers a 4+1 BS + MEng pathway, allowing eligible full-time engineering students to complete the BS and Master of Engineering degrees in five years; two graduate-level courses taken during the undergraduate program can count toward both degrees, and the university states that students normally commit to the pathway during the second semester of their junior year.