Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard P. Davis, Washington State University; Denny C. Davis, Washington State University

Tagged Divisions

Biomedical

established technical specifications. 14. Abilities to deliver project products (design solution and business plan) judged credible by clients and others within the engineering and business professions.This capstone design course sequence has emerged from a decade of cross-college collaborationand refinement. Results are evidenced by greater entrepreneurial competencies of students, morebusiness-ready technological products, and more substantive relationships with collaborators.Increasingly, the courses are managed to emulate business practice and operate on a rapiddevelopment cycle. This paper presents the following templates for establishing anentrepreneurial engineering capstone design course for bioengineering students: 1

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

hope thatthese revisions will help students use the rubric more productively for their own writing and forthe peer review.ConclusionThis paper describes enhancements to a capstone design class to improve the quality of technicalwriting. These enhancements were successful in meeting our goals. Students worked on theirwriting throughout the semester and completed a major portion of their final report more than amonth before the deadline. Every student was engaged in the writing process. The writingassignments were timed to coincide with project milestones so that the writing enhanced theirprogress in the project work. Finally, a small-scale assessment demonstrated that theseenhancements resulting in significant improvements to the quality of

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University; Donald L. McEachron, Drexel University; Fran Cornelius, Drexel University

Tagged Divisions

Biomedical

Engineering, and College ofNursing will also utilize the developed laboratory for senior design projects (capstone sequence),which will measure the impact on the students from all disciplines. This is part of a new andinnovative transdisciplinary approach to the education of health care professionals, which linksdesign and development of medical devices (biomedical engineering) with maintenance of thosedevices in a clinical environment (biomedical engineering technology) and clinical applicationand use of the devices in actual patient care (nursing). We believe that cross-training ofindividuals from these programs will facilitate the design and development of medical devices,which are easier and more cost-effective to maintain as well as more useable

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

experience can be limiting for both student learningand the depth that project teams can achieve. While providing challenging engineering problems,all capstone design courses address basic principles of engineering design, teamwork, technicalcommunications, ethics, and professionalism. In this paper, we will discuss how a few simpledesign challenges have been used in three capstone design courses to practice and applyengineering design principles and problem solving skills. These challenges are relativelyinexpensive to implement and could be done in teams or individually. The competitive aspectsof the challenges can further motivate students. The design challenge goals can be tailored tofocus on specific aspects of design practice or skills, such as

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

Systems Lab 2 Failure Analysis and Human Physiology 4 TOTAL 26 TOTAL 31 Introduction to BIOEN Capstone 4 BIOEN Capstone Fundamentals 3 (Individual-based Research-Design Project), OR Capstone

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

changes have been Page 22.1000.10implemented as a result of the assessment process. However, since we do not make changes oneat a time, and since students, design projects, design advisors and Assessment Committeemembers are not constant, the impact of these individual changes is difficult to ascertain.An important limitation of our assessment process is that we evaluate the work output of studentteams, not individual students. This limitation is not unique to our process however. Manyprograms that use capstone senior design projects for ABET assessment are limited to team-based assessment7, 8. An advantage of this practice is that we sample a

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

Engineering Research Center. He joined the BME depart- ment at IIT in 2007, where he is interested in problems associated with molecular and cellular engineer- ing, specifically the computational modeling of cellular migration. David teaches several courses within the BME department, most notably the senior design capstone sequence (BME 419 and 420) which he co-instructs with Dr. Jennifer Kang Derwent. He also is the lead instructor for IPRO 2.0, an interdisci- plinary project-based course required of all undergraduate at IIT. David collaborates actively with IIT’s entrepreneurship academy as well as its math and science education department. David is a member of the Biomedical Engineering Society (BMES) and the American