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

accustomed to the cycle of technical lectures, homework, labs and tests that compose the typical undergraduate engineering course. When they enter senior design, this familiar cycle is replaced by lectures and assignments on topics such as device specifications, ethics, memos, decision matrices, economics, prototype construction, benchmarking and careful documentation. While the students are used to new topics in a new course, design topics are of a type that is very unfamiliar to the students. Furthermore, as design is an iterative process, students can easily get lost in the repetitious nature of the design process. We have found that some students find this switch in course structure difficult and view

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge; Brad Deschenes

Tagged Divisions

Biomedical

sponsored by an industrial partner. Throughout this coursesequence, non-technical aspects of engineering are emphasized including group dynamics,teamwork, communication skills, leadership skills, and creativity.Sophomore Engineering Design CourseThe outcomes for the sophomore course, Engineering by Design, are not technical, but rather arerelated to areas such as formulation of ideas, communication, creativity, and analytical ability.Specifically, upon completing the course, students should be able to: 1. Formulate each step of the design process. 2. Work successfully in interactive groups. 3. Develop their creativity, imagination, and analytical skills. 4. Make informed ethical decisions. 5. Improve their written and oral

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

focus on community building, communication,problem solving, leadership, and fun. The same cohort of students attended weekly seminarsfocused on preparing students to apply to and succeed in graduate school. Seminar topicsincluded: How to Impress a Graduate Admissions Committee (panel discussion), How to Write aPersonal Statement, Dinner & Dialogue with a Graduate Student, Keys to Success in GraduateSchool, Professional Ethics, Effective Scientific Presentations, and How to write a ScientificPaper. Following each one hour seminar there was a group dinner to give students from thedifferent programs an opportunity to meet and discuss the workshop topic in depth. Participantsfrom the same set of programs also attended GRE preparation courses

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

nanomedicine, self-assembly, tribiology, and nanobiomaterialsto learn first-hand the engineering and design challenges. The course culminated with researchor design proposals and oral presentations that addressed specific engineering/design issuesfacing nanobiotechnology and/or nanomedicine. The assessment also included an exam (onlyfirst offering), laboratory write-ups, reading of research journal articles and analysis, and anessay on ethical/societal implications of nanotechnology, and summative questionnaire. Thecourse exposed students to cross-disciplinary intersections that occur between biomedicalengineering, materials science, chemistry, physics, and biology when working at the nanoscale.We will also discuss the lessons learned and changes made

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

. Student achievement of the course outcomeswere assessed through the following broader program outcomes: statistics (3a), design, includingrealistic constraint aspects (3c), identify, formulate and solve bioengineering problems (3e),professional and ethical (3f) and lifelong learning (3l).Assessment of these program outcomes came primarily from the midterm and final exams andthe benchmarking portfolio. Table 2 illustrates the assessment of outcome 3c, design, includingrealistic constraint aspects. The bioengineering faculty decided to assess at three levels: thepercentage of students achieving a minimum score of 65%, 70% and 85%. These were ratingsfor junior level proficiency of Developing, Competent and Accomplished, respectively. With anN = 5

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin, Madison; Silas Bernardoni, University of Wisconsin, Madison; Tyler Lark, University of Wisconsin, Madison; Willis Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

) Department at the University of Wisconsin-Madisonrequires all undergraduate students to take a design course every semester beginning in theirfirst-semester sophomore year for six sequential courses. The students work in a team on aclient-centered biomedical engineering design project to learn concept generation, productanalysis, specifications, evaluation, clinical trials, regulation, liability, and ethics. Thus thedesign course provides students an opportunity to learn about engineering design and the processof integrating engineering and life sciences to solve real-world biomedical engineering problems.It also teaches them how to function on diverse teams, develop leadership skills and to takeinitiative to communicate their ideas and thoughts

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Samantha Jacques, Milwaukee School of Engineeirng; John D. Gassert, Milwaukee School of Engineering; Thomas Swiontek, Milwaukee School of Engineering; Jeffrey LaMack, Milwaukee School of Engineering; Charles Tritt, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering; Vincent Canino, Milwaukee School of Engineering; Nancy Schlick, Milwaukee School of Engineering

Tagged Divisions

Biomedical

) ≠ Ability to find, analyze and solve a problem. Page 14.280.3 ≠ Understanding of the design process and how it fits into the overall business processes ≠ A basic understanding business processes and entrepreneurial ventures ≠ Strong Laboratory skills ≠ Ability to communicate (both written and verbal) ≠ Understanding of regulations and ethics for biomedical situations ≠ Leadership and teamwork skills ≠ Willingness to continue to learnFacultyWith regard to the recommendation by the Engineer of 2020 report regarding faculty andstudents being the primary actors in the learning process(2), it has always been an underlyingbelief of

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Sonya Seif-Naraghi, University of California, San Diego

Tagged Divisions

Biomedical

“Balance” (Transfer)Probability and Statistics Thermodynamics Numerical MethodsBiomaterials Ethics: Individual and SocialComputation II Human and Citizen FormationVerbal Expression in the professional env. Control EngineeringInstrumental Chemistry Signals and SystemsElectronics Applied ElectronicsEquilibrium ThermodynamicsBioinstrumentation Biomedical EngineeringBiomedical Engineering Design Bioethics for engineers IMicrocontrollers (microcomputers) Professional developmentHuman and Citizen Formation II Human and Citizen

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

. Shuman is Associate Dean for Academic Affairs, School of Engineering, University of Pittsburgh and Professor of Industrial Engineering. His areas of interest are improving the engineering education and the study of ethical behavior of engineers. As Associate Dean, he has introduced a many curricula innovations. He has been principle or co-principle investigator on over 20 sponsored projects funded by the NSF, HHS and DoT, the RW Johnson Foundation, and EiF. He is Editor of the new Advances in Engineering Education.Chris Yoder, University of Pittsburgh Chris Yoder is a senior industrial engineering student at the Swanson School of Engineering University of Pittsburgh.Phil Weilerstein, National

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

. & Peterson, P. (2001). A tool to measure adaptive expertise in biomedical engineering students. ASEE Annual Conference and Exposition. Albuquerque, NM: ASEE.11. Harris, T.R., Bransford, J.D. & Brophy, S. (2002). Roles of learning sciences and learning technologies in biomedical engineering education: A review of recent advances. Annual Review of Biomedical Engineering,4, 20-48.12. Pandy, M.G., Petrosino, A.J., Austin, B.A. & Barr, R.E. (2004). Assessing adaptive expertise in undergraduate biomechanics. Journal of Engineering Education, 93(3): 211-222.13. Martin, T., Rayne, K., Kemp, N.J., Hart, J. & Diller, K.R. (2005). Teaching for adaptive expertise in biomedical engineering ethics. Directions