La Belle, J. T., & Malkoc, A., & Honikel, M. (2017, June), The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29016

\bibitem{asee_peer_29016}
  La Belle, J. T., \& Malkoc, A., \& Honikel, M. (2017, June), \emph{The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--29016

Jeffrey Thomas La Belle, Aldin Malkoc, and Mackenzie Honikel.  "The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/29016 Internet.  18 Apr, 2024

\bibitem{asee_peer_29016}
  Jeffrey Thomas La Belle, Aldin Malkoc, and Mackenzie Honikel.
  "The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29016 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_29016
author = "Jeffrey Thomas La Belle, Aldin Malkoc, and Mackenzie Honikel"
title = "The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29016}
number = {10.18260/1-2--29016}
}

TY  - CPAPER
AB  - While many core engineering classes prepare students’ technical ability, there are
few classes that strictly enforce development of key concepts. The work presented
is a project-based learning experience that teaches and enforces three key
concepts: (1) innovation, (2) prototyping strategies, and (3) design processes
crucial for engineering design. While it is important for students to learn the
presented key concepts, it is imperative to ensure that upon completion of the
course, each student is at an equal proficiency. The focus of this study is on
translatability between professors and times a course is offered. Such that, no
matter when and by whom the course is instructed, the students will effectively
learn and show improvements in innovation, prototyping, and design. Our
research poses the question: how will a project-based learning experience
translate between different professors and times a course is offered when trying to
enhance and develop concepts of innovation, prototyping, and design?

A hands-on, project-based cooperative learning lab was designed where students
are placed into teams to design and develop a final prototype. The course uses the
development of a board game as a surrogate for a medical device to enhance
students’ skills in innovation, prototyping, and design. The use of the board game
allows students to focus on the process versus the development of a final specific
device. Additionally, the board game requires consideration in all aspects of
medical device design: innovation, prototyping, standards consideration,
regulatory pathway, intellectual property, and design of an experiment.

The course has three main components that enforce and teach innovation,
prototyping, and design. The students begin by taking a survey for self-assessment
evaluation, a pre- and post design challenge for instructor assessment,
and expert validation of a final project prototype. From the study, the design
challenges and student surveys showed significant differences between pre- and
post scores. This was evident in all three key concepts. Some of the key findings
were, the spring 2014 semester, 76% showed improvement in innovation, fall
2015 Wednesday section showing a 73% increase in the innovation category for
the student survey, and spring 2014 showing a 143% score increase in the design
category of the design challenge. However, at this time, there are no reported
statistical differences in validator scores for the final product prototype.

The study here hopes to address two concepts. The first being teaching and
retention of concepts that are important in design, specifically senior year design.
Second, it offers promise into the transferability of content and learning between
professors, semesters, and time a class is offered. While this study was performed
on a junior year course, a project-based learning experience is perfect for the
freshmen year experience, to ensure that students are taught these skills early on
in their academic careers. In addition, the methodology used in this course is
applicable to any grade level. While implemented junior year, this form of
teaching could greatly benefit FYE.
AU  - Jeffrey Thomas La Belle
AU  - Aldin Malkoc
AU  - Mackenzie Honikel
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - The Use of a Medical Device Surrogate for Cooperative Product Development Learning of Engineering Design
UR  - https://peer.asee.org/29016
DO  - 10.18260/1-2--29016
ER  -