Engineering Design Integrated Tissue Engineering Course Module: Scleraxis Tendon Bioreactor Project

Tugba Ozdemir; Jillian Irene Linder; Erdal Şenocak

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Biomedical Engineering Division (BED) Technical Session 2
Tagged Division: Biomedical Engineering Division (BED)
Permanent URL: https://peer.asee.org/47275

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Paper Authors

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Tugba Ozdemir South Dakota School of Mines and Technology

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Dr Ozdemir is an Assistant professor in Biomedical Engineering Department at South Dakota School of Mines and Technology. SHe completed her PhD in 2013 at The Pennsylvania State University Biomedical Engineering Department. She completed postdoctoral research in University of Delaware Materials Science and Engineering Department and University of Pennsylvania Clinical Studies and Advanced Medicine Department respectively. Her research interest includes development of biomaterials for regenerative engineering of craniofacial tissues. Her engineering education work has been published in biomedical engineering and biomaterials journals for the past few years and currently heavily interested in bridging the classroom and laboratory using her courses.

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Jillian Irene Linder South Dakota School of Mines and Technology

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Jillian Linder is a Master's Student at South Dakota School of Mines and Technology. Jillian has worked as a Teaching Assistant in the Biomedical Engineering Department for two semesters under Dr. Ozdemir. She also has worked with Middle Schoolers at Mission Middle School in Bellevue, Nebraska, to run a makerspace classroom during summer school to help build and encourage students to get into engineering.

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Erdal Şenocak

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He is a professor of chemistry education. He has been teaching chemistry at the undergraduate and graduate levels for fifteen years. His interests include how people learn science/chemistry, problem-based learning, and nanotechnology education. He works with educators from kindergarten to undergraduate to help them learn how to teach science effectively in their schools. He had also spent a year as a visiting scholar at Purdue University. In that period, he collaborated with researchers to design an instrument to determine kindergarten students' understandings of the scientific inquiry process.

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Abstract

Increased exposure to engineering design projects during undergraduate engineering education gained attraction over the past years. In addition to capstone senior design course offerings, Biomedical Engineering programs increasingly incorporate standalone engineering design courses into the curriculum as early as freshman class. These promising attempts emphasize the importance of reinforcing engineering design practice however it is still a challenge to accommodate engineering design projects into field-specific courses. Tissue Engineering is a multidisciplinary field that synergizes biomaterials, cells, and bioreactors to recreate damaged or missing tissues. Bioreactor design in the tissue engineering course curriculum is taught primarily by introducing the existing studies to the students and discussing the reported outcomes of the design already published by researchers. Due to the significant time and specialized infrastructures (due to sterile and complicated instrumentations used in Tissue Engineering) needed to model, build, and test the tissue engineering bioreactors, integrating a design component into a Tissue Engineering course is a difficult task. In this study, we developed a five-week Tissue Engineering Bioreactor Design and Development Project enabling students to follow all stages of the engineering design process (identification of the problem, prototype development, testing design, design optimization, and sharing the solution). Teams of 4 students were presented with a case scenario where they were expected to develop a "Scleraxis Tendon Tissue Engineering Bioreactor (TTEB)" with the design criteria specified as autoclavable, mammalian tissue culture compatible TTBE with an ability to apply at least 50% cyclic stretch on enclosed cell-seeded biomaterial scaffolds. After acquiring a discretionary budget available upon initial prototype presentation, teams fabricated TTEBs and evaluated their designs. In order to overcome the time limitations associated with the iterative nature of the prototype optimization step, we incorporated LEGO® bricks for the initial prototype development step followed by the actualization of the final prototype utilizing Makerspace tools (3D printers and laser cutter) and testing their final design. The five-week activity started by an introductory lecture on the "Engineering Design Process", "Rules on keeping an engineers notebook" and "Introduction on the five week project". On week 2, the case study was introduced followed by developing a LEGO® prototype by utilizing potential solutions, determining the dimensions and maker space tools required, lists of materials and potential price range to fit within the budget. On week 3 each group presented the potential design solution, with a product development timeline and parts list and potential budget to the judges. Week 4 and 5 consisted of independent activity of each team towards developing and testing the final prototype and presenting the final design to the judges. Following the project presentations, students submitted the engineering notebooks alongside with answering the post-activity surveys. From the activity, it is expected that students both experience about important aspects of engineering design and also apply engineering design strategies to develop tissue engineering bioreactors. The activity may also give students the opportunity improve their understanding of the Hooke’s law and its applications to tendon bioreactor design.

Citation
Format

Ozdemir, T., & Linder, J. I., & Şenocak, E. (2024, June), Engineering Design Integrated Tissue Engineering Course Module: Scleraxis Tendon Bioreactor Project Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47275

TY  - CPAPER
AB  - Increased exposure to engineering design projects during undergraduate engineering education gained attraction over the past years. In addition to capstone senior design course offerings, Biomedical Engineering programs increasingly incorporate standalone engineering design courses into the curriculum as early as freshman class. These promising attempts emphasize the importance of reinforcing engineering design practice however it is still a challenge to accommodate engineering design projects into field-specific courses. Tissue Engineering is a multidisciplinary field that synergizes biomaterials, cells, and bioreactors to recreate damaged or missing tissues. Bioreactor design in the tissue engineering course curriculum is taught primarily by introducing the existing studies to the students and discussing the reported outcomes of the design already published by researchers. Due to the significant time and specialized infrastructures (due to sterile and complicated instrumentations used in Tissue Engineering) needed to model, build, and test the tissue engineering bioreactors, integrating a design component into a Tissue Engineering course is a difficult task. In this study, we developed a five-week Tissue Engineering Bioreactor Design and Development Project enabling students to follow all stages of the engineering design process (identification of the problem, prototype development, testing design, design optimization, and sharing the solution). Teams of 4 students were presented with a case scenario where they were expected to develop a &quot;Scleraxis Tendon Tissue Engineering Bioreactor (TTEB)&quot; with the design criteria specified as autoclavable, mammalian tissue culture compatible TTBE with an ability to apply at least 50% cyclic stretch on enclosed cell-seeded biomaterial scaffolds. After acquiring a discretionary budget available upon initial prototype presentation, teams fabricated TTEBs and evaluated their designs. In order to overcome the time limitations associated with the iterative nature of the prototype optimization step, we incorporated LEGO® bricks for the initial prototype development step followed by the actualization of the final prototype utilizing Makerspace tools (3D printers and laser cutter) and testing their final design. The five-week activity started by an introductory lecture on the &quot;Engineering Design Process&quot;, &quot;Rules on keeping an engineers notebook&quot; and &quot;Introduction on the five week project&quot;. On week 2, the case study was introduced followed by developing a LEGO® prototype by utilizing potential solutions, determining the dimensions and maker space tools required, lists of materials and potential price range to fit within the budget. On week 3 each group presented the potential design solution, with a product development timeline and parts list and potential budget to the judges. Week 4 and 5 consisted of independent activity of each team towards developing and testing the final prototype and presenting the final design to the judges. Following the project presentations, students submitted the engineering notebooks alongside with answering the post-activity surveys. From the activity, it is expected that students both experience about important aspects of engineering design and also apply engineering design strategies to develop tissue engineering bioreactors. The activity may also give students the opportunity improve their understanding of the Hooke’s law and its applications to tendon bioreactor design.
AU  - Tugba Ozdemir
AU  - Jillian Irene Linder
AU  - Erdal Şenocak
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Engineering Design Integrated Tissue Engineering Course Module: Scleraxis Tendon Bioreactor Project
UR  - https://peer.asee.org/47275
ER  -