Using Immersion to improve needs assessment and design in mid-career undergraduate engineering students

项目总结 为工科学生进入劳动力市场做好准备是根本目标和根本 在美国的工程学校的原则。然而，雇主的反馈称， 工科学生可能已经获得了技术和分析技能，但他们缺乏很多技能 基本设计思维(DT)概念。他们不能识别和抓住机遇， 在更广泛的社会背景下形象化他们的想法，并且不擅长传达他们的 想法。基于已发表的工程教育文献和生物工程的最新进展 本科课程，除了一年级和/或四年级的工程学入门 顶石体验课程，针对职业生涯中期本科生的设计课程并不常见。 大二和大三是基础知识最集中的年份 (包括数学和科学)教学课程作业，面向使用解决问题 教科书上设定的问题，大大简化，并有一个单一的解决方案。这些类型的 在现实世界的工程情况中不会发现问题。天坛的长远愿景 大学生物工程系将培养具有竞争能力的理学士水平的工程师 在今天的劳动力和强大的基础背景下，足以继续从事后 本科以上学历，如有需要。要做到这一点，一种策略是引入和强化DT概念 在整个4年制本科课程中。这项提议的目标是加强 培养生物工程本科生同理心的DT概念， 通过需求评估流程、验证和解决方案开发识别机会 通过授课课程作业和充满竞争力的夏季沉浸体验。这方面的具体目标 建议1)加强职业生涯中期本科生的DT过程，使用开放式- 结束项目和2)让优秀的本科生接触临床和工业 工作环境，同时发展在“真实世界”情况下的需求评估技能。 这些目标将通过两门新开发的教学设计课程来实现，这两门课程将在一个夏天之前衔接起来 临床和工业沉浸。第一门课，在大二的第二学期，包括 开放式团队设计项目、DT的概念以及计算机编程和数据的基础知识 获取/解释。第二门课程，大三第一学期，将包括额外的团队 设计项目、先进的DT概念、生物伦理学、原型和优化。沉浸在生活中 包括坦普尔医疗诊所的轮换，参与者将在那里识别未满足的临床 需求并开发基于工程设计的解决方案。这些综合体验将使 培养学生在实际工作环境中掌握DT所需的技能。

PROJECT SUMMARY Preparing engineering students to enter the workforce is the fundamental goal and underlying principle for engineering schools in the United States. However, employer feedback states that engineering students may have acquired technical and analytical skills, but they lack many fundamental Design Thinking (DT) concepts. They cannot recognize and seize opportunities, visualize their ideas in the broader context of society, and are not proficient in communicating their ideas. Based on published literature on engineering education and a review of recent bioengineering undergraduate curricula, outside of an intro to engineering in the freshman year and/or senior design capstone experience course, design courses aimed at mid-career undergraduates are uncommon. The sophomore and junior years are the years with the greatest concentration of foundational (including math and science) didactic course work, which is geared towards problem solving using textbook problems that are set, greatly simplified, and have a single solution. These types of problems are not found in real-world engineering situations. The long-term vision of Temple University's Bioengineering Department is to produce B.S. level engineers with the skills to compete in today's workforce and a strong foundational background sufficient to continue with post- baccalaureate education, if desired. One strategy to do this is to introduce and reinforce DT concepts throughout the entire 4-year undergraduate curriculum. The goal of this proposal is to reinforce the concepts of DT in “mid-career” undergraduate bioengineering students by developing empathy, opportunity recognition through Needs Assessment processes, validation and solution development via didactic course work and a competitive summer immersion experience. The specific aims for this proposal are to 1) To enhance DT processes in mid-career undergraduate students using open- ended projects and 2) To expose select meritorious undergraduate students to clinical and industrial workplace environments while developing skills in Needs Assessment in “real world” situations. These aims will be achieved using 2 newly developed didactic design courses bridged by a summer clinical and industrial immersion. The first course, during second semester sophomore year, consists of open-ended team design projects, concepts of DT, and basics in computer programing and data acquisition/interpretation. The second course, first semester junior year, will include additional team design projects, advanced DT concepts, bioethics, prototyping and optimization. The immersion will include rotations throughout Temple's healthcare clinics, where participants will identify unmet clinical needs and develop engineering design-based solutions. These combined experiences will enable students to develop needed skills in DT in real world workplace situations.