Transcript Aligning Biomedical Engineering Senior Capstone Design Course with ABET Criteria BME-IDEA Meeting, September 26, 2007 William C.

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
1. Students
2. Program Educational Objectives
3. Program Outcomes and Assessment
4.
5.
6.
7.
Professional Component
Faculty
Facilities
Institutional Support and Financial
Resources
8. Program Criteria
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Program Educational Objectives vs
Program Outcomes
Biomedical
Engineering
Program
Biomedical
Engineering
Program
Outcomes
Biomedical
Engineering
Program
Educational
Objectives
4 year
curriculum
Achieved by
graduation
Achieved within
first few years after
graduation
3
Closing the Loop
Senior
Surveys
Course
Surveys
Biomedical
Engineering
Program
Biomedical
Engineering
Program
Outcomes
Biomedical
Engineering
Program
Educational
Objectives
4 year
curriculum
Achieved by
graduation
Achieved within
first few years after
graduation
Alumni &
Supervisors
Surveys
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“Must demonstrate that their
students attain:”
a) an ability to apply knowledge of mathematics, science, and engineering
b) an ability to design and conduct experiments, as well as to analyze and
interpret data
c) 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
d) an ability to function on multi-disciplinary teams
e) an ability to identify, formulate, and solve engineering
problems
f) an understanding of professional and ethical responsibility
g) an ability to communicate effectively
h) the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
i) a recognition of the need for, and an ability to engage in life-long
learning
j) a knowledge of contemporary issues
k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
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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)
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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)
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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 presentation
at the Frontier in Biomedical
Devices Conference
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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
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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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