The biomedical engineering senior capstone design course is
probably the most important course taken by undergraduate
biomedical engineering students. It provides them with the
opportunity to apply what they have learned in previous years;
develop their communication (written, oral, and graphical),
interpersonal (teamwork, conflict management, and negotiation),
project management, and design skills; and learn about the product
development process. It also provides students with an
understanding of the economic, financial, legal, and regulatory
aspects of the design, development, and commercialization of
medical technology. The capstone design experience can change the
way engineering students think about technology, society,
themselves, and the world around them. It gives them a short
preview of what it will be like to work as an engineer. It can make
them aware of their potential to make a positive contribution to
health care throughout the world and generate excitement for and
pride in the engineering profession. Working on teams helps
students develop an appreciation for the many ways team members,
with different educational, political, ethnic, social, cultural,
and religious backgrounds, look at problems. They learn to value
diversity and become more willing to listen to different opinions
and perspectives. Finally, they learn to value the contributions of
nontechnical members of multidisciplinary project teams. Ideas for
how to organize, structure, and manage a senior capstone design
course for biomedical and other engineering students are presented
here. These ideas will be helpful to faculty who are creating a new
design course, expanding a current design program to more than the
senior year, or just looking for some ideas for improving an
existing course. Contents: I. Purpose, Goals, and Benefits / Why
Our Students Need a Senior Capstone Design Course / Desired
Learning Outcomes / Changing Student Attitudes, Perceptions, and
Awarenesss / Senior Capstone Design Courses and Accreditation Board
for Engineering and Technology Outcomes / II. Designing a Course to
Meet Student Needs / Course Management and Required Deliverables /
Projects and Project Teams / Lecture Topics / Intellectual Property
Confidentiality Issues in Design Projects / III. Enhancing the
Capstone Design Experience / Industry Involvement in Capstone
Design Courses / Developing Business and Entrepreneurial Literacy /
Providing Students with a Clinical Perspective / Service Learning
Opportunities / Collaboration with Industrial Design Students /
National Student Design Competitions / Organizational Support for
Senior Capstone Design Courses / IV. Meeting the Changing Needs of
Future Engineers / Capstone Design Courses and the Engineer of 2020
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