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A Four Year Biomedical Engineering Design Curriculum Assessment And Improvement

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Assessment in BME Education

Page Count

5

Page Numbers

8.46.1 - 8.46.5

Permanent URL

https://peer.asee.org/11995

Download Count

21

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Paper Authors

author page

John Gassert

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

Session 2609

A Four-Year Biomedical Engineering Design Curriculum Assessment and Improvement

John D. Gassert, Ph.D., P.E. Milwaukee School of Engineering

Abstract

The MSOE BE faculty members believe that design cannot be taught in just one year. Learning design takes practice and time. They believe that the best approach for educating students in the practice of design is through a four-year design curriculum. The 2002 entering freshman class marks the beginning of the tenth offering of the four-year design curriculum. The assessment process has demonstrated the value of the four-year program. It has also resulted in modifications in the way in which the design sequence is presented. This paper will describe the four-year design curriculum, the assessment process, and the improvements that have been made to the curriculum as a result of assessment.

Introduction

When and how should design be taught? Should it be taught in one semester, a year, or four years? What tools should be incorporated? How should it be assessed? To answer these questions, one must first look at program goals and objectives. One must also examine external requirements.

The biomedical engineering (BE) faculty members and the program’s industrial advisory committee have established a goal for the design component of the biomedical engineering curriculum at the Milwaukee School of Engineering (MSOE). That goal is to provide students with the tools needed to practice the profession of biomedical engineering after graduation. Those tools or outcomes include the ability to: • develop an understanding of the engineering design process and learn that it is not trial and error. • apply engineering topics, and topics in the life sciences, mathematics, physics, chemistry, and the social sciences, to the design process; • apply team-building concepts; • develop and apply project management; • understand of the role of regulatory agencies; • develop skills in written and oral communications. • develop and maintain an engineering design logbook. • recognize the need for courses in their curriculum.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Gassert, J. (2003, June), A Four Year Biomedical Engineering Design Curriculum Assessment And Improvement Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11995

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