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Biomedical Engineering For All Electrical Engineers: A Model For Integrating Novel Content Into Existing Curriculum

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Page Count

16

Page Numbers

9.257.1 - 9.257.16

Permanent URL

https://peer.asee.org/12724

Download Count

18

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Paper Authors

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Robi Polikar

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Maria Tahamont

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Ravi Ramachandran

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Linda Head

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

SESSION #: 1526

Biomedical Engineering for All Electrical Engineers: A Model for Integrating Novel Content into Existing Curriculum

Robi Polikar, Ravi P. Ramachandran, Linda Head and Maria Tahamont Electrical and Computer Engineering, Rowan University, Glassboro, NJ 08028

Abstract: Biomedical engineering (BME) is one of the fastest growing industries, with an expected job growth rate that is twice that of the overall job growth rate in the US. However, ABET lists only 28 schools offering accredited undergraduate degrees in BME, and particularly under current economic conditions, most schools do not have the resources to offer new degree programs. The resulting gap between the demand for qualified BME professionals and the pro- grams for educating them constitutes a significant, yet unmet, national need. Our goal is to de- velop a new educational paradigm to help reduce this gap.

This paradigm is based on introducing novel multidisciplinary content into core engineering curriculum, and it consists of integration of content specific laboratory experiments into core courses to provide essential background, followed by an elective providing topical depth. BME is used as the novel content and ECE as the core curriculum. The method is versatile, as it can be easily modified to integrate other novel multidisciplinary content into any engineering program. We have two specific objectives: (1) to provide ECE students with fundamental and contempo- rary BME knowledge for future career and graduate study opportunities; and (2) to improve stu- dents’ interest in and comprehension of ECE concepts by acquainting them with engineering so- lutions to real world problems in medicine. These objectives are achieved by integrating a set of experiments – designed to demonstrate a wide spectrum of BME concepts – into core ECE courses, along with a new elective providing a comprehensive BME overview.

Expected outcome of this project is a learning paradigm, serving as a model for integrating novel content into core engineering curriculum. If proven successful, the full development of this approach can serve as a building block for future undergraduate minor / concentration programs in a variety of novel content areas, such as biomedical engineering. In this paper, we present the paradigm, its implementation, and some preliminary results on early, yet limited implementation. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposi- tion Copyright © 2004, American Society for Engineering Education”

Polikar, R., & Tahamont, M., & Ramachandran, R., & Head, L. (2004, June), Biomedical Engineering For All Electrical Engineers: A Model For Integrating Novel Content Into Existing Curriculum Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12724

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