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Aligning Biomedical Engineering Senior Capstone Design Course with ABET Criteria

Aligning Biomedical Engineering Senior Capstone Design Course with ABET Criteria. BME-IDEA Meeting, September 26, 2007 William C. Tang & Abraham P. Lee Biomedical Engineering Department University of California, Irvine. ABET Criteria. Students Program Educational Objectives

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Aligning Biomedical Engineering Senior Capstone Design Course with ABET Criteria

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  1. Aligning Biomedical Engineering Senior Capstone Design Course with ABET Criteria BME-IDEA Meeting, September 26, 2007 William C. Tang & Abraham P. LeeBiomedical Engineering DepartmentUniversity of California, Irvine

  2. ABET Criteria Students Program Educational Objectives Program Outcomes and Assessment Professional Component Faculty Facilities Institutional Support and Financial Resources Program Criteria

  3. Program Educational Objectives vs Program Outcomes Biomedical Engineering Program Educational Objectives Biomedical Engineering Program Outcomes Biomedical Engineering Program 4 yearcurriculum Achieved bygraduation Achieved withinfirst few years aftergraduation

  4. Closing the Loop Senior Surveys Biomedical Engineering Program Educational Objectives Biomedical Engineering Program Outcomes Biomedical Engineering Program Course Surveys 4 yearcurriculum Achieved bygraduation Achieved withinfirst few years aftergraduation Alumni & Supervisors Surveys

  5. “Must demonstrate that their students attain:” • an ability to apply knowledge of mathematics, science, and engineering • an ability to design and conduct experiments, as well as to analyze and interpret data • an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability • an ability to function on multi-disciplinary teams • an ability to identify, formulate, and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context • a recognition of the need for, and an ability to engage in life-long learning • a knowledge of contemporary issues • an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

  6. BME Senior Design Course Lectures • Invited lecturers from industries on • FDA process for biomedical devices (D. Saito, Medtronic) • Legal issues: patents, trade secrets (A. Viray, UCI Office of Technology Alliances) • Legal issues: resolving conflicts (M. Hostetler, Wilson, Sonsini, Goodrich, & Rosati, P.C.) • Design for manufacturability (R. Bare, Omnica) • Design for ergonomics and usability (C. Curbbun & B. Leach, DD Studio) • Product development (R. Ahlberg, Applied Medical) • Premarket testing and validation (W. Baxter, Medtronic) • Clinical trials (M. Torriani, Medtronic) • Rapid prototyping and small-scale production (V. Pazemenas, Aubrey Group)

  7. Student Team Projects • Each team mentored by one practitioner from local biomedical device companies • BME department provides resources: project expenses, access to labs, computers, etc. • Emphasize • Team skills (communication, organization, cooperation, conflict resolution, etc.) • Project management (resource planning, time management, milestones, risk assessment, etc.) • Employ the entire range of lecture materials • Presentation skills (oral and written)

  8. Example: “Prosthetic Hands for the Third World” • Company Mentor: Mr. Dave Coe, Hanger Prosthetics and Orthotics • Aim: $300 prosthetic arm(vs $40K for current ones) • Project included • Market studies, FDA, cost analyses,user analyses, hardware prototype,product testing, product packaging • Project selected for presentationat the Frontier in BiomedicalDevices Conference

  9. Senior Design Symposium • Day-long symposium in place of the final exam at the end of the 2nd quarter • Every member of every team must participate in the presentation • Open to the public • Select from the audience 5 to 7 evaluators to fill out evaluation rubrics – direct assessment of the key Program Outcomes

  10. Closing the Loop • Compile the scoring rubrics • Selected homework and midterm exam questions designed specifically to assess some of the Program Outcomes (course embedded assessment) – direct assessment • Collect and compile the Student Course Surveys at the end of the quarter – indirect assessment • Fill in Faculty Course Assessment Report • Implement improvement next year • Assess again

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