June 15, 2014
June 15, 2014
June 18, 2014
24.1331.1 - 24.1331.17
Using a Guided Design Project to Motivate BME Sophomore Students to Learn Multidisciplinary Engineering SkillsBiomedical Engineering (BME) students at our university participate in team-based designthroughout the curriculum (six-semesters). These are hands-on, client-based, real-worldbiomedical design problems solicited from healthcare professionals, local industry, communitymembers, and life sciences and clinical faculty. Through the design process, the students learn avariety of professional skills on topics such as engineering notebooks, written and oral reports,engineering ethics, intellectual property, FDA approval, and animal/human subjects testing. Thestudents also have the opportunity to learn various technical skills such as computer aideddesign, finite element analysis, machining/fabrication, electronics and electrical measurementand design, LabVIEW, MATLAB and microcontroller programming, mechanical testing, andbasic laboratory techniques related to biomaterials and tissue engineering as needed. As ourstudent population has grown, there has been an increasing challenge to informally andeffectively teach our students these cutting-edge skills that will enable them to be betterengineers. In addition, our BME Student Advisory Committee (BSAC) has expressed interest inhaving more formal, directed training in a guided fashion early in the curriculum.In order to effectively teach these important professional, technical, and life-long skills, wedeveloped a new sophomore-level lecture and laboratory-based course BME201, “BiomedicalEngineering Fundamentals and Design”, and offered it for the first time in Spring 2012. TheBME201 course in its new format has been taught twice so far. The weekly lecture focuseddirectly on professional skills, and introduced the students to the department’s five areas of study(bioinstrumentation, biomedical imaging, biomechanics, biomaterials/cellular/tissue engineering,and healthcare systems) from lectures by faculty in those areas. These lectures were recorded sothat the lecture time can be repurposed for a more blended learning experience in futureofferings.The weekly laboratory period focused on directly training the students in technical skills (such asthose listed above previously offered on an ad hoc basis) to solve a multidisciplinary guideddesign project utilizing those skills in teams. These laboratories were designed and taught (inconjunction with BME faculty instructors) by undergraduate BME student assistants (SAs),allowing them to gain teaching experience while giving our sophomore students an opportunityto learn from and interact with their peers. The guided design project required the student teamsto incorporate the knowledge and hands-on skills they learned during the semester to design andfabricate a bioreactor to measure the mechanical properties of soft biomaterials that theysynthesized. Throughout the project, the students maintained design notebooks, prepared designspecifications, created and presented oral presentations, and communicated their design andresults by preparing a technical report.As this is the only course where all sophomore BME students are together, we had the uniqueopportunity to teach them in an open forum led by their upperclassmen peers. Through thismultidisciplinary, blended, hands-on approach, the students now have the skills they need earlyin the curriculum to be successful in their future projects, to make informed decisions about theirBME area of study and careers, and to enable them to become better engineers.
Nimunkar, A. J., & Puccinelli, J. P., & Bollom, M. S., & Tompkins, W. J. (2014, June), Using Guided Design Instruction to Motivate BME Sophomore Students to Learn Multidisciplinary Engineering Skills Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23264
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015