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Transcript of Design Throughout the Biomedical Engineering Curriculum Willis J. Tompkins Department of Biomedical...
Design Throughout the Biomedical Engineering Curriculum
Willis J. Tompkins
Department of Biomedical Engineering
University of Wisconsin
Madison, Wisconsin, USA
Biomedical engineering emphasizes design
Design course required every semester beginning the first semester sophomore year (6 sequential courses)
Students do client-based design projects in teams Tasks are real-world biomedical engineering design projects,
solicited primarily from medicine and life sciences faculty Juniors and sophomores work together (peer mentoring) for one
semester Seniors do capstone design
Why integrate design throughout the curriculum?
Design is the essence of engineering Design transforms knowledge into reality producing new
medical tools, devices, and technologies Biomedical engineering practitioners of the future will
need a strong command of design Design experiences prepare students for unforeseen
challenges
Sophomore 1
BME 200
Junior 1
BME 300
Sophomore 2
BME 201
Junior 2
BME 301
Senior 1(Capstone)BME 400
Senior 2
BME 402
BME Design Course Sequence
Continuity of design process
In 4-person design teams, first semester sophomores are paired with first semester juniors who peer-mentor them.
Second semester juniors begin a pilot project that will lead to a major design implementation in senior year.
First semester seniors complete implementation of their prototype as capstone design project.
Second semester seniors evaluate and document prototype as well as doing an outreach to K-12 students.
Students learn to:
Interact with clients to define the specifications for their projects
Use basic design principles for finding a variety of possible solutions and selecting the best solution
Find information from the web and other sources Implement physical prototypes
The client-based design experiences help students to:
Apply the knowledge learned in traditional courses to real-world problems and understand its relevance
Learn to solve real-world problems Learn to work with others in teams Develop leadership and communication skills Acquire a sense of professionalism Learn engineering skills and adopt innovative engineering
attitudes Gain confidence in their ability to solve increasingly
challenging design problems
Design course deliverables
Weekly e-mail team progress reports to advisor Weekly two-hour lecture/lab meetings with advisor Mid-semester PowerPoint presentations and end-of-
semester poster presentations Written project reports Engineering notebook Web site for project Prototype
One student from each design team participates in:
BSAC (Biomedical Student Advisory Committee) Discusses design course and general curriculum issues Provides regular feedback to faculty
BWIG (Biomedical Web Implementation Group) Responsible for the format and implementation of web sites for
each project at: www.cae.wisc.edu/~bmedesgn/ Trains new students in web techniques
Sample design projects
Valve for bodily fluid drainage for paralyzed individual Thermal warm/heat probe for neurological examination Instrumentation to study the startle response in primates Sensor for vestibular feedback system Device for rapid freezing of fruit flies Device to quantify swallowing behavior