Course: BIOEN 404: Bioengineering Team Design I & BIOEN 405: Bioengineering Team Design II

Credits: 3 & 3

Instructor: Chris Neils (Lead for BIOEN 404) and Alyssa Taylor (Lead for BIOEN 405)

Texts and Supplemental Materials: None

UW Catalog Description:

404: First course in team design project course sequence.

405:  Second course in team design project course sequence.

Detailed Course Description: The Department of Bioengineering offers two options for completing a senior capstone project. Students who choose the BIOEN 401-402 sequence conduct an individual design project. Students who choose the BIOEN 401-403-404-405 sequence conduct an individual research project and a team design project. The number of total credits in each sequence is equal.

BIOEN 404 and BIOEN 405 form a two-quarter design sequence for bioengineering majors, running through winter and spring quarters. This design sequence complements the BIOEN 403 Bioengineering Capstone Research course to provide comprehensive experience with the application of bioengineering principles to solve real-world problems. BIOEN 404/405 students work in 2-5 person teams to design, create, and test a system, device, or process that addresses an unresolved medical or health-related problem. The faculty instructor will identify and develop projects prior to the start of BIOEN 404. Projects will be sought from the broader health care community, including School of Medicine, School of Nursing, College of Engineering, and local industry. Where possible, the faculty, clinicians, or industry representatives will provide in-kind funding and mentorship for the student groups. Projects without such dedicated sponsorship will be supported to a limited extent by departmental funds or education grants.

During BIOEN 404, the instructor will present the project topics, assign teams, and provide guidance on project planning and execution. Lecture topics may include intellectual property issues, regulatory affairs, design for low-resource settings, design case studies, and prototyping techniques, although some of these items may be covered in BIOEN 401. Instruction with lab practice will be offered in technical drawing. Machine shop instruction will be provided on a space-available basis. During BIOEN 404 students will request assignment to project teams, develop and present design strategies for their assigned projects, and complete homework related to the various lecture and lab topics listed above. By the end of the quarter each student group should have a design concept, system specifications, a budget and a timeline that will be carried out during the following quarter.

BIOEN 405 is devoted primarily to the detailed design and production of the project deliverables. Students may work in Bioengineering student labs, UW instrument fabrication shops, or facilities provided by their project mentors, as space and student qualifications permit. Depending on the availability of funds and the complexity of the project, students may also pay professional instrument makers to build parts to the detailed specifications provided by the student groups. The team capstone instructor will monitor student progress and provide both technical and strategic guidance as necessary. Students will submit progress reports and a final paper describing the design process and project outcome, with a presentation and demonstration of the final product. When time and funding permit, students will be invited to test each product in its intended location, for example in a hospital setting or in a rural community.

The team design project is intended to satisfy the ABET requirement for a culminating design experience. The design content should be consistent with the ASEE white paper, Design versus Research: ABET Requirements for Design.1

Prerequisites by Course: BIOEN 401: Capstone Principles

Required or Elective: Required for Team Track of Capstone

Course Grading:

The BIOEN 404 grade is based on the following:

  • Patent review (individual) 5%
  • Progress presentations (individual) 10%
  • Draft proposal submission (team) 10%
  • Project proposal (team) 30%
  • Project proposal (individual section) 15%
  • Oral presentation of proposal (team) 20%
  • In-class participation & Cross-project critique (indiv.) 10%

The BIOEN 405 grade is based on the following:

  • Assignments (individual) 20%
  • Final written report (team) 30%
  • Final oral presentation (team) and exam (individual) 30%
  • Peer evaluation of group work performance 10%
  • Class Participation 10%

Course Layout:  BIOEN 404 (winter quarter) meets twice weekly with 1-hour periods for lecture and discussion, plus once weekly for a 2-hour lab period. BIOEN 405 (spring quarter) meets twice weekly with 1.5 hour periods for individual guidance or student presentations. Students are expected to contribute significant effort outside of class to the design and development, and the instructor is expected to provide significant office or lab hours to provide consultation.

 Computer Use: Coursework requires the use of computer-aided design (CAD) tools and test systems, including AutoCAD, LabView, and similar software environments. Engineering experimentation requires computer-based data analysis. Projects may require numerical simulations, signal and image processing, and advanced programming depending on the particular research projects. Standard desktop software is used for communication and report preparation.

 Laboratory Projects: Students work in 2-5 person teams to design, create, and test a system, device, or process that addresses an unresolved medical or health-related problem. Brief computer-aided drawing and fabrication projects may be assigned as learning exercises.

 Specific Outcomes: Through the completion of this course sequence, students will:

  • Learn the strategic and technical skills needed to plan and conduct bioengineering projects.
  • Develop design skills that may be applied to a variety of bioengineering devices.
  • Integrate skills and knowledge learned throughout curriculum by completing an open-ended project with recognizable implications for healthcare.
  • Learn the importance of effective medical care through the process of addressing unresolved medical needs.
  • Develop interpersonal skills that promote effective team design skills.

Outcomes Addressed by this Course:

C. Design a system, component, or process to meet desired needs within realistic constraints that may be economic, environmental, social, political, or ethical, and may include health, safety, manufacturability, and sustainability.

  • Apply design plans developed in BIOEN 404 while considering constraints and multiple design options; modify and improve the design to meet the desired needs
  • Throughout this project, students are working to design a system to meet a desired need within identified realistic constraints.  Students work with their team and advisor to identify the constraints relevant to their design problem, and work for two quarters to design a solution to meet the need (identified through first-hand observations, interviews with users, etc.).  Student competency will be assessed through the final oral project presentation and an individually-based final oral exam session.

Throughout this project, students are working to design a system to meet a desired need within identified realistic constraints. Students work with their team and advisor to identify the constraints relevant to their design problem, and work for two quarters to design a solution to meet the need (identified through first-hand observations, interviews with users, etc.). Student competency will be assessed through the final oral project presentation and an individually-based final oral exam session.

D. Function on multi-disciplinary teams.

  • Work effectively in teams to complete project goals by: (BIOEN 404)
  • Contributing to team discussions and work effort
  • Communicating with team members, colleagues, and advisors
  • Preparing for team work sessions
  • Demonstrating an attitude that contributes to project progression
  • Student design teams are formed by the instructors and may contain a member from outside BIOE.  For example, in 2011-2012 a student from Industrial Design was included in an AED design team.  Also, within the field of bioengineering, there are many sub-disciplines.  All BIOE students have taken the same core courses but through lab experiences, electives, dual majors, internships, etc. are able to specialize in different areas of BIOE.  In this course, students with different backgrounds and interests learn to function effectively as a team to complete an extensive project.  Student competency will be assessed through individually-based oral progress reports and peer evaluation of group work performance.

Student design teams are formed by the instructors and may contain a member from outside BIOE. For example, in 2011-2012 a student from Industrial Design was included in an AED design team. Also, within the field of bioengineering, there are many sub-disciplines. All BIOE students have taken the same core courses but through lab experiences, electives, dual majors, internships, etc. are able to specialize in different areas of BIOE. In this course, students with different backgrounds and interests learn to function effectively as a team to complete an extensive project. Student competency will be assessed through individually-based oral progress reports and peer evaluation of group work performance.

E. Identify, formulate, and solve bioengineering problems.

  • Recognize need in medical or bioscience community; evaluate its relative and absolute importance; cast problem as an engineering challenge; demonstrate that device or process addresses the stated problem.
  • In this course, students execute key steps of the engineering design process, including identification of the problem, exploration and formulation of the problem, and design of a solution.  Students learn how to identify and conduct thorough research on current bioengineering problems, and work in teams to propose and design solutions to those identified problems.  Student competency will be assessed through the final oral project presentation and an individually-based final oral exam session.

In this course, students execute key steps of the engineering design process, including identification of the problem, exploration and formulation of the problem, and design of a solution. Students learn how to identify and conduct thorough research on current bioengineering problems, and work in teams to propose and design solutions to those identified problems. Student competency will be assessed through the final oral project presentation and an individually-based final oral exam session.

J. Demonstrate and apply knowledge of contemporary issues.

  • Demonstrate knowledge surrounding the design, such as regulatory matters including standards, and environmental, social, legal, ethical, geopolitical consequences.  Evaluate current and existing approaches and design work.
  • Each student team works to solve a contemporary bioengineering-related problem.  Student competency will be assessed through an individually-based section of the written proposal, in which students must discuss the current cost or consequence of not having the proposed technology, as well as current economic, ethical, social, legal, and regulatory issues (including standards) relevant to the proposed technology.

Each student team works to solve a contemporary bioengineering-related problem. Student competency will be assessed through an individually-based section of the written proposal, in which students must discuss the following topics as appropriate for the proposed technology: the social and economic cost or consequence of not having (or having) the proposed technology, current ethical, legal, and regulatory standards, any public debate surrounding these standards or the implementation of this technology.

N. Make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems.

  • Generate and execute a testing plan for the design prototype. Identify parameters to measure and discuss advantages and disadvantages of all the methods.
  • As many of the projects are proposed by clinicians or biomedical researchers, design projects involve the interaction between living and non-living materials.  Testing and validation of the design involves making measurements on living systems.  Student competency will be assessed through an individually-based written assignment involving a description of the generation of a testing plan and resultant test data for their project.

As many of the projects are proposed by clinicians or biomedical researchers, design projects involve the interaction between living and non-living materials. Testing and validation of the design involves making measurements on living systems. Student competency will be assessed through an individually-based written assignment involving a description of the generation of a testing plan and resultant test data for their project.

Relationship of the Course to Program Educational Objectives:

This course allows students to apply the Bioengineering fundamentals they have learned, and to learn advanced topics and techniques, in a manner consistent with graduate and professional training in medicine and biology. The student projects are typically originate as suggestions from clinicians or industry experts, and therefore address immediate or long-term issues that are of considerable importance to human health. Students may encounter problems that require knowledge from any or all of their prior courses or that may require them to master concepts that they have not previously explored. Students must communicate their progress to their instructors, collaborators, and peers, who may encompass a broad range of academic and professional backgrounds. Students in BIOEN 404-405 progress toward our departmental objectives because they are required to manage a team design project with real-world relevance. They develop written and oral communication skills, technical expertise, and engineering design knowledge. Completion of their project allows students to gain key professional and research skills that they will need to obtain employment in bioengineering-related fields. Working with an advisor from medicine or industry, students must be responsible and guide the progress of their own projects. They gain experience in project management, working in an interdisciplinary team, and conveying their ideas to their peers and supervisors. Students gain practice in transferrable professional tasks such as proposal writing and oral presentations. As such, this experience will give students many tools needed to reach the program educational objectives of the Bioengineering undergraduate program:

  • Earn advanced degrees and/or obtain employment in bioengineering-related fields, such as medicine, device development, or biotechnology.
  • Advance their careers by obtaining appropriate educational and professional qualifications.
  • Serve their profession and community.
  • Contribute to responsible development of new technical knowledge.
  • Take leadership roles in addressing domestic or global bioengineering-related issues.

Topics Covered:

  1. Design of experiments, tools, and devices.
  2. Composition of design proposals and project reports.
  3. Podium and poster presentations.
  4. Specialized topics and techniques as appropriate, including: intellectual property issues, design for high and low resource settings, FDA regulatory issues, market analysis, standards in biomedical engineering, materials selection, oral presentation tips, interviewing, design for manufacturing.

Course Schedules:
BIOEN 404 Class Schedule (Winter Quarter)

Week Topic Assignment Due
1 Course introduction, project goals, team status
Informal lecture on documentation and project-specificIP issues or technology. Using a lab notebook.
Free work time, ideally meeting with mentors. Resource request
2 Lecture on redundancy, reliability, and safety margins;perhaps national and local design competitions.
Student project lab setup, basic equipment use, lockers. Draft timeline
Project team work time
3 Groups present results of their literature and patentsearches. Patent search
Project team work time
4 Preparing design proposals / progress reports
Progress presentations I (individual, one per group)
Project team work time
5 Design software: LabView
Lecture: Software regulation and documentation Proposal outline
Project team work time
6 Lecture: Materials selectionDesign software workshop: Solidworks
Progress presentations II (individual, one per group)
Project team work time
7 Design for high-resource settings: profit & marketing
Project team work time
8 Design software: Solidworks+COMSOL
Design for low-resource settings Draft proposal
Project team work time
9 Attend BIOEN 402 / 403 presentations
Progress presentations III (individual, one per group).
Group work time: prepare for presentations
10 Student proposal presentations (team)
Discussion: Maintaining project continuity over springbreak Critique of presentations (i)
Individual work time: BIOEN 404 proposal orBIOEN 403 research report. Final proposal
11 Final exam period(alternative time for student presentations)

During scheduled team work time, instructors will be available in rooms N119 or N133.

This schedule assumes that project teams have been determined during autumn quarter.

BIOEN 405 Class Schedule (Spring Quarter)

Day Topic Assignment Due
1 Welcome, syllabus review, project status report Informal project status
reports (team)
2 Documenting device designs
3 Team work day
4 Generating a testing plan
5 Market analysis and economic considerations
6 FDA Experiences in Industry (guest speaker)
7 Human Factors (guest speaker) Notebook check
8 -Design for manufacturing (lecture + in-class activity)-Discussion of standards
9 Design solutions workshop; Progress status report Written progress report
10 Team work day
11 Mid-quarter formative assessment
12 Oral presentation guidelines Report draft (team)
13 Team work day
14 Current events in IP, technology, and regulation-Current events in Patent Law (2013) Notebook check
15 Team work day
16 Team work day (return report draft comments)
17 Center for Teaching and Learning: BIOE programevaluation with the seniors
18 Your project as a job-seeking tool/interviewing
19 Team work day
20 Wrap-up; Course evaluations/survey
21 Final Oral Presentations, including Prototypedemonstrations (team) and Exam (individual) Final Oral Presentations
and Oral Exam
22 Finals Week Final written report
(team) & Test Data
component (individual),
Peer Evals

*Topics may be adjusted per student interest and project relevance.

Instructors will be available during team work days to provide assistance and will hold frequent office hours.

 

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