Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kristine Csavina, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

. Page 14.822.1© American Society for Engineering Education, 2009 Jumpstarting the Capstone Experience Through a Bioengineering Product Design CourseIntroductionFaculty at Florida Gulf Coast University have developed Bioengineering Product Design (BME4800C) specifically to introduce concepts and skills in bioengineering product design in thesemester prior to our capstone experience – thus, jumpstarting students into their senior designprojects. Our intent has been to use a reverse engineering, semester-long project to familiarizestudents with FDA regulations, intellectual property issues, and design with SolidWorks, amongother topics, in their junior year so more attention can be paid to the design

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Craig Somerton, Michigan State University

Tagged Divisions

Biomedical

AC 2009-457: LEARNING ABOUT BLOOD THROUGH A PROPERTY DATABASEPROJECTCraig Somerton, Michigan State University Craig W. Somerton is an Associate Professor and Associate Chair of the Undergraduate Program for Mechanical Engineering at Michigan State University. He teaches in the area of thermal engineering including thermodynamics, heat transfer, and thermal design. He also teaches the capstone design course for the department. Dr. Somerton has research interests in computer design of thermal systems, transport phenomena in porous media, and application of continuous quality improvement principles to engineering education. He received his B.S. in 1976, his M.S. in 1979, and his Ph.D. in

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge; Brad Deschenes

Tagged Divisions

Biomedical

curriculum at the University of Hartford aims to engage students ininterdisciplinary design and real-world projects in each of their four years. As enteringfreshman, all engineering students are required to take a course in which they work with robotson various small projects. The sophomore course, described in this paper, is entitled Engineeringby Design and it is the next course in the sequence. Its purpose is to involve students in a projectthat is more comprehensive and realistic than their freshman experience. The junior level coursestudies the engineering process from conceptual design to manufacturing. Finally, as seniors, thestudents take their capstone design course in which groups work on a single significantengineering problem that may be

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Chris Yoder, University of Pittsburgh; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Biomedical

might be used to evaluate the effectiveness of the overalldesign artifact in meeting its design specifications and purpose.1.0 IntroductionIn this paper we provide an initial descriptive study of how different teams of bioengineering“inventors” navigate the design process from idea conception to prototype. Nine bioengineeringcapstone teams from the Swanson School of Engineering Department of Bioengineering and 27teams from throughout the U.S. who entered the BME-Idea national competition each reflectedupon and diagramed their experiences via process maps that captured their engineering designand product development activities. Although many of the BME-Idea projects also resulted frombioengineering capstone projects, several others were either

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

their design project as a daily exercise in paperwork rather than a year-long experience of learning and implementing a technical design process. 2. The conclusion of the first semester of design can be unsatisfying Like many other institutions, our senior design is a two-semester sequence where the first semester concludes with a written design proposal and the second semester culminates in a functional deliverable. As such, teams are typically far from a final deliverable at the conclusion of the first semester. For students who are accustomed to finishing a course project at the end of the semester and experiencing a strong sense of completion, the first semester of the capstone leaves many students

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Sonya Seif-Naraghi, University of California, San Diego

Tagged Divisions

Biomedical

the model that Purdue has, short trips might be the best way to begin. Two to fourweeks would be a good start for a small group of bioengineering students to travel toanother country and interact with students there. A good example of this type of trip is aninitiative in the aerospace engineering department at Arizona State Univerisity – studentsfrom ASU collaborate with students from ITESM’s Monterrey campus to complete theirSenior Design projects. They communicate via teleconference and email throughout theyear and then spend three weeks together to assemble and present their completedproject. If relationships such as this could be initiated for the other disciplines, thatwould beneficial; the potential for positive cultural and

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Jeffrey Saucerman, University of Virginia; Jason Papin, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

Capstone project involve computational systems modeling and/or analysis? Rate your answer on a scale of 1-5 (5 being extensive, 1 being none). 16. How do you feel that your ability to build and/or validate computational models has changed since last August? Rate your answer on a scale of 1-5 (5 being greatly improved, 1 being gotten much worse).For the results presented questions 10-14, 125 corresponds to “very low preference” to “veryhigh preference” for a job involving the skill in question. (All other scores are as indicated onthe survey questions.) Table 1 below summarizes the weighted averages of the scores for all 14questions in Round 1 and all 16 questions in Round 2 of the survey. In both surveys, the resultswere split