Chlebowski, A. L. (2019, June), Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32318

\bibitem{asee_peer_32318}
  Chlebowski, A. L. (2019, June), \emph{Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32318

Arthur L. Chlebowski.  "Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32318 Internet.  19 Apr, 2024

\bibitem{asee_peer_32318}
  Arthur L. Chlebowski.
  "Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32318 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_32318
author = "Arthur L. Chlebowski"
title = "Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32318}
number = {10.18260/1-2--32318}
}

TY  - CPAPER
AB  - This Work in Progress describes the implementation of an alternative design framework to explore emphasis areas in an Introductory Biomedical Engineering course.  In many Universities with an engineering department, part of the student experience is to show students the job possibilities with an engineering degree.  These possibilities are generally explored through presentations by faculty, lab and class experiences, internship and co-ops, or having the student research their interests and report their findings.   An Introduction to Biomedical Engineering course was developed to allow students to explore the potential areas of interest relating engineering, biology, genetics, and medicine.  In previous iterations of the course, emphasis areas were explored through student’s researching published documentation and then presenting the information in a written and oral format.  This paper describes how design sprints were introduced to the students and implemented into the introduction course to have students explore biomedical engineering and to conceive solutions to problems that they found within each emphasis area of biomedical engineering.  The students would present their findings in written and oral format.  The transition to a sprint framework was well received from the students and a good alternative to exploring subsets of the biomedical engineering discipline.
AU  - Arthur L. Chlebowski
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 3: Work in Progress: Design Sprints as a Method to Explore the Biomedical Engineering Discipline
UR  - https://peer.asee.org/32318
DO  - 10.18260/1-2--32318
ER  -