Central Library, Indian Institute of Technology Delhi
केंद्रीय पुस्तकालय, भारतीय प्रौद्योगिकी संस्थान दिल्ली

Capstone design courses [electronic resource] : producing industry-ready biomedical engineers / Jay R. Goldberg.

By: Goldberg, Jay R. (Jay Richard)Material type: TextTextSeries: Synthesis lectures on biomedical engineering ; #15.Publication details: San Rafael, Calif. (1537 Fourth St, San Rafael, CA 94901 USA) :: Morgan & Claypool Publishers,, c2007Description: 1 electronic text (vi, 77 p. : ill.) : digital fileISBN: 1598292935 (electronic bk.); 9781598292930 (electronic bk.); 1598292927 (pbk.); 9781598292923 (pbk.)Uniform titles: Synthesis digital library of engineering and computer science. Subject(s): Curriculum planning | Biomedical engineers -- Training of | Biomedical engineering -- Study and teaching (Higher) | New product development process | Design projects | Biomedical engineering design education | Career preparation | Capstone design coursesDDC classification: 610.28 LOC classification: R856.25 | .G653 2007Online resources: Abstract with links to resource | Abstract with links to resource Also available in print.
Contents:
Purpose, goals, and benefits -- Why our students need a senior capstone design course -- Desired learning outcomes -- Changing student attitudes, perceptions, and awareness -- Senior capstone design courses and accreditation board for engineering and technology outcomes -- Designing a course to meet student needs -- Course management and required deliverables -- Duration of capstone course -- Structure and sequence of capstone course -- Faculty involvement -- Grading -- Required course deliverables -- Extracurricular activities -- Projects and project teams -- Lecture topics -- Intellectual property and confidentiality issues in design projects -- 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 -- Biomedical engineering innovation, design, and entrepreneurship award -- Rehabilitation engineering research center on accessible medical instrumentation national student design competition -- Engineering in medicine and biology society -- Undergraduate student design competition -- The collegiate inventors competition -- National scholar award for workplace innovation and design -- Organizational support for senior capstone design courses -- Meeting the changing needs of future engineers -- Capstone design courses and the engineer of 2020 -- Conclusion.
Summary: 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.
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Mode of access: World Wide Web.

System requirements: Adobe Acrobat Reader.

Part of: Synthesis digital library of engineering and computer science.

Series from website.

Includes bibliographical references.

Purpose, goals, and benefits -- Why our students need a senior capstone design course -- Desired learning outcomes -- Changing student attitudes, perceptions, and awareness -- Senior capstone design courses and accreditation board for engineering and technology outcomes -- Designing a course to meet student needs -- Course management and required deliverables -- Duration of capstone course -- Structure and sequence of capstone course -- Faculty involvement -- Grading -- Required course deliverables -- Extracurricular activities -- Projects and project teams -- Lecture topics -- Intellectual property and confidentiality issues in design projects -- 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 -- Biomedical engineering innovation, design, and entrepreneurship award -- Rehabilitation engineering research center on accessible medical instrumentation national student design competition -- Engineering in medicine and biology society -- Undergraduate student design competition -- The collegiate inventors competition -- National scholar award for workplace innovation and design -- Organizational support for senior capstone design courses -- Meeting the changing needs of future engineers -- Capstone design courses and the engineer of 2020 -- Conclusion.

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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.

Also available in print.

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