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A Biomedical Engineering Design Experience From Freshman Year To Senior Year

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.3.1 - 6.3.11

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Paper Authors

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Vincent R. Canino

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Lisa Milkowski

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2209

A Biomedical Engineering Design Experience from Freshman Year to Senior Year Lisa M. Milkowski, Ph.D., P.E., Vincent R. Canino, Ph.D., P.E. Milwaukee School of Engineering (MSOE)


This paper presents a methodology of integrating design throughout the engineering student’s years of study.

Students have sufficient time to learn and achieve more in a design experience starting with a two credit freshmen course, continuing with one credit courses throughout the sophomore and junior years, and ending with two credit design courses in each term of the senior year. With sufficient sink time, students absorb and learn about the project objective, practice developing different solutions, and practice working in teams. Working on the same project throughout the design sequence, the students are learning to function as part of a design team and to be tolerant and respectful of individual team member differences. Additionally through this process student teams advance their design to final product levels. The teams prepare for and experience a series of design reviews, develop appropriate documentation, and apply techniques common in industry. The four year design experience relates directly to ABET outcomes such as: recognizing the need for life-long learning, developing professional skills, working productively in an engineering design team, and recognizing ethical, legal and social issues.

Design course lecture content is related to issues the students can apply to their designs at their particular educational level. For example freshmen and sophomores learn about literature searching, keeping an engineering logbook, and conducting team meetings. Seniors learn about hazards associated with medical device design such as electrical, mechanical, radiological, and infection control issues. Additionally seniors learn about design for maintainability and reliability and codes, standards and regulations including FDA compliance issues as they apply to engineering design.

I. Introduction

The Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000 states a requirement for “a major design experience…incorporating engineering standards and realistic constraints” (1). This requirement along with the fact that many outcomes and assessment requirements of ABET relate to engineering design, indicate the importance of design within the engineering and biomedical engineering curriculum.

Most biomedical engineering programs have implemented some form of senior design or senior thesis experience. Additionally many programs have recently added courses with Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

Canino, V. R., & Milkowski, L. (2001, June), A Biomedical Engineering Design Experience From Freshman Year To Senior Year Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.

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