- WWW Resources
- Catalog Description
- 301 Biomedical Engineering Design. II; (1cr.)
Students will work in a team on a client-centered
biomedical engineering design project to learn concept
generation, product analysis, specifications,
evaluation, clinical trials, regulation, liability, and
ethics. Prerequisites: Jr standing in biomedical
engineering, BME 430 or con reg.
- Course Prerequisite(s)
- See catalog description above.
- Prerequisite knowledge and/or skills
-
At least three semesters of experience with the design process
- Course objectives
-
To develop engineering design skills
-
To cultivate an innovative attitude
-
To develop teamwork skills
-
To promote a sense of engineering professionalism
-
To provide exposure to a wide range of biomedical engineering technology
-
To develop communication skills
-
To motivate and excite students to achieve a standard of excellence
- Topics covered
-
Second-semester juniors begin a three-semester design sequence (BME 301, 400, and 402) in four-person teams that starts with planning and pilot studies intended to lead to the three-credit capstone design project (BME 400) in the first semester of their senior year.
- Class/laboratory schedule
-
One 120-minute lab session per week
- Contribution of course to meeting the professional component
- This course contributes primarily to the students' knowledge of engineering topics, and does provide design experience.
The following statement indicates which of the following considerations are included in this course: economic, environmental, ethical, political, societal, health and safety, manufacturability, sustainability.
-
-
economic
-
ethical
-
societal
-
health and safety
-
manufacturability
- Relationship of course to undergraduate degree program objectives and outcomes
- This course primarily serves students in the department. The information below describes how the course contributes to the undergraduate program objectives.
-
-
This course supports the following program objectives to develop the ability: 1) to do engineering design, 2) to integrate engineering and life sciences for solving biomedical engineering problems, 3) to do real-world engineering practice, 4) to function on diverse teams, 5) to communicate across disciplines, and 6) to develop leadership skills.
- Assessment of student progress toward course objectives
-
Each student keeps an engineering notebook.
-
Each team submits a weekly progress report to their advisor and client by email.
-
Each team does a mid-semester PowerPoint presentation and written report.
-
Each team produces an end-of-semester final report.
-
Each team maintains a web site.
-
Each team does an end-of-semester poster presentation.
-
Each student does a self and peer performance evaluation.
- Person(s) who prepared this description
