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Research and Tools for Analyzing BME Design Team Projects. Mary Besterfield-Sacre Larry Shuman University of Pittsburgh. Phil Weilerstein Angela Shartrand National Collegiate Inventors & Innovators Alliance. October 7 th 2009. Motivation.
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Research and Tools for Analyzing BME Design Team Projects Mary Besterfield-Sacre Larry Shuman University of Pittsburgh Phil Weilerstein Angela Shartrand National Collegiate Inventors & Innovators Alliance October 7th 2009
Motivation To improve design education, engineering educators need to better understand how student teams navigate the process from concept to prototype.
Our Research Involves… • Bio-engineering capstone level engineering • “Team” based approach • NSF BES-RAPD: • The BME-IDEA Competition: Assessing Innovative Design in Biomedical Engineering Education • Student Reflection Tools
BMEidea Competition - Objectives • Focus on innovative design & entrepreneurship • Promote and support experiential educational opportunities in product design, innovation, and entrepreneurship • Bring academic and industrial biomedical engineering communities together • Connect students/academic community to real world translation and commercialization opportunities
BMEidea Competition - Requirements • Documentation of final design • Prototype (photo, video) • Proof that design is functional and will solve problem • Assessment of patentability • Proposed regulatory pathway • Market analysis (with estimated costs) • Business plan (strategy for commercialization and opportunity statement)
BMEidea Competition – judging criteria • Technical and economic feasibility • Clinical utility & impact • Regulatory strategy • Market potential • Novelty and patentability • Potential for commercialization
BMEidea Competition – outcomes • Experience working in multidisciplinary teams • Ability to articulate ideas in a market and clinical context • Better understanding of FDA requirements, regulatory strategy • Translation & Commercialization outcomes • Licensing • New ventures
Student Reflection Tools - Overview • “Real time” assessment (Individually) • Web-based reflection (twice per week) • For the entire project • At the end – wrote an essay about their design experiences, influences, and contributions • “Retrospective” analysis - Process maps • Team-based reflection • At the completion of the design • Focus – activities that students engage in
Actually two studies in one… • In-depth in-process analysis • “Our students” • Three cohorts • Pitt 07-08 • Pitt 08-09 • Rose-Hulman 08-09 • 26 teams • Broad retrospective assessment • “Cream of the crop” • BMEIdea • 07-08 • 08-09
In-Depth StudyBioengineering Capstone Design Independent Variables • Design process refection • Twice per week • Stage of the design process & activities • Summarize how the team is progressing • Explain any “ah-ha” experiences during the past week • The stories… • Design influences essay and Background questionnaire • Team Developer 08-09 only • Team Process Map Dependent Product Variables • Final design, prototype & report • Graded via rubric/scale *** • Technical Performance & Standards • Working Prototype • Documentation • Innovation • Overall Impact – the Market
Broad retrospective assessmentBMEIdea participants and Capstone Independent Variables • Team Process Map • Pitt bio-engineering teams – 18 teams • Rose-Hulman – 8 teams • BME-Idea Competition – 2 competitions • NOW – 75 maps! • Interviews with the top winners Dependent Product Variables • Graded via rubric/scale *** • The BMEIdea Ratings
Design &Product DevelopmentActivities • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Design &Product DevelopmentActivities Stage 1 Opportunity Identification Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Design &Product DevelopmentActivities Stage 2 Design and Development Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Design &Product DevelopmentActivities Stage 3 Testing and Preproduction Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Stage 4 Introduction and Production Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage 5 Life Cycle Management
Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage 5 Life Cycle Management
Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage ** On-going
Design &Product DevelopmentActivities • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Design &Product DevelopmentActivities Ratings by nine biomedical/bio-engineering design experts from both industry and academia on the most important elements • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.
Web-based reflective journaling to capture engineering design activities • Evaluate how engineering students: • Navigate the process of design from initial conception to product prototype, and • Determine the extent that resultant innovative designs are a function of the process used • Motivated by the work of Gorman • Two term bio-engineering senior capstone course • Prototype of medical device is the artifact Gorman, M.E., et. al. (2004). “Collaborative Research into the Societal Dimensions of Nanotechnology: A Model and Case Study.” IEEE Technology and Society Magazine, 23, 4, 55-62. Spickard-Prettyman, S., et. al. (2005) “Using a Vertically Integrated Team Design Project to Promote Learning and an Engineering Community of Practice,” Proceedings of the ASEE Annual Conference.
Process mapping to capture engineering design activities • Teams reflect upon and explain their experiences from idea conception to submission • Teams document the relationships and importance of the various elements they employed • To facilitate the process map • Use a technique similar to concept maps • Use an exhaustive list of elements that span the stages of design and product development Besterfield-Sacre, M., J. Gerchak, M. Lyons, L.J. Shuman, and H. Wolfe, “Scoring Concept Maps: Development of an Integrated Rubric for Assessing Engineering Education,” Journal of Engineering Education, 93(2), April 2004, pp. 105 – 116. Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. .
IN DEPTH STUDYQUALITATIVE AND QUANTITATIVE APPROACHEXAMPLE WITH ONE TEAM
Dym’s Model Summarized activities into model Activity could be in one or more stage
What are we starting to see… • With the mixed method approach • Teams that do poorly have high associations at the beginning stages • They really don’t progress through the entire process • Teams that do well have high associations in the later stages or are consistent throughout the process • This seems particularly true with innovation and technical performance