Transforming Senior Design through Inter-Professional Team Experiences

通过跨专业团队经验转变高级设计

• 批准号: 10468256
• 负责人: Colin Kincaid Drummond
• 金额: $ 4.32万
• 依托单位: CASE WESTERN RESERVE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10468256
• 关键词: Adopted; Biomedical Engineering; Case Study; Clinical; Communication; Competence; Complement; Development; Direct Costs; Discipline; Educational Curriculum; Educational workshop; Engineering; Environment; Ethics; Facilities and Administrative Costs; Faculty; Fostering; Foundations; Hour; Industrialization; Institution; Instruction; Journals; Knowledge; Learning; Legal; Mentors; Modeling; Nature; Outcome; Participant; Population Scientist Supplement (R25); Process; Professional Practice; Publishing; Regulatory Affairs; Research; Science; Series; Standardization; Stress; Students; Testing; Thinking; Training; Translating; United States National Institutes of Health; Universities; Work; base; career; college; commercialization; court; design; educational atmosphere; experience; falls; forging; hands-on learning; informal learning; legal cases; pedagogy; programs; skill acquisition; skills; stem; success; teacher; undergraduate student

Project Summary Engineering pedagogy centered narrowly on technical competence alone has well-known limitations; this is particularly profound in the intrinsically interdisciplinary field of biomedical engineering. Over the past two decades, the emphasis on redesigned curricula and practice-oriented activity have fostered successful team based activity in and around the classroom, reflecting the changing paradigm of design for today's “new economy” biomedical engineer. The dialectic nature of the Senior Design Capstone Experience is central to forging students into engineers through a transformative leap in critical and applied thinking, but the approach is often “too much, too late.” Entrenched academic traditions of “jam-packed” technical curricula are not aligned with today's professional practice. The Case Western Reserve University (CWRU) approach to this challenging educational task involves four research aims, two of which leverage the outcomes of a prior NIH R25 award: Aim 1 is to enable and promote interactive and hands-on learning; new research will include the development of an extra- curricular training workshop to help boost skills, the establishment of a managed, stocked, lab space, and the introduction of a “moot court” series for interactive learning about legal cases, encouraging informal learning through experimentation. Aim 2 provides an inter-professional team environment. Translating biomedical engineering knowledge into practice involves not only an understanding of a highly interdisciplinary science, but also draws on an inter-professional team environment. We will expand our prior success with the involvement of external clinical and industrial design stakeholders through the inclusion of commercialization experts and mentors for legal and regulatory affairs. Aim 3 centers on the development of non-technical skills. We propose to further enhance our already strong emphasis on non-technical skill development by employing a competitive proposal process for selecting projects as well as expanding the course in the fall from 2 to 3 hours per week. This expansion will allow for more small-group discussions with their TA (project manager) as well as explore a greater range of ethical and liability case studies in a recitation format. Aim 4 establishes concrete outcomes to disseminate the results of the training. Commensurate with the idea that engineers do not work in isolation, as part of this work, we will develop a series of standardized case studies to share with other institutions. With these aims we seek to build upon the foundation of our current success in transforming student into engineers and further enrich the Senior Design capstone experience not only for the curriculum at our institution, but the capabilities of Biomedical Engineers across the field as well.

项目摘要 工程教育学仅仅狭隘地集中在技术能力上，具有众所周知的局限性; 这一点在生物医学工程这一本质上跨学科的领域尤其深刻。超过 在过去的二十年里，强调重新设计的课程和以实践为导向的活动， 在课堂内外培养了成功的团队活动，反映了不断变化的范式 为今天的“新经济”生物医学工程师设计。高中设计的辩证性 顶点体验是通过变革性的飞跃将学生锻造成工程师的核心， 批判性和应用性思维，但这种方法往往是“太多，太迟了”。根深蒂固的学术 传统的“塞满”的技术课程与今天的专业实践不一致。的 凯斯西储大学（CWRU）对这一具有挑战性的教育任务的方法涉及四个方面 研究目标，其中两个利用了先前NIH R25奖的成果：目标1是使 促进互动和动手学习;新的研究将包括一个额外的发展， 课程培训研讨会，以帮助提高技能，建立一个管理，库存，实验室空间， 以及推出“模拟法庭”系列，以互动方式学习法律的案件， 通过实验进行非正式学习。目标2提供跨专业团队环境。 将生物医学工程知识转化为实践不仅涉及对 高度跨学科的科学，但也借鉴了跨专业的团队环境。我们将 通过外部临床和工业设计利益相关者的参与，扩大我们先前的成功 包括商业化专家和法律的和监管事务顾问。 第三个目标是发展非技术技能。我们建议进一步加强我们已经 通过采用竞争性提案流程， 选择项目，并在秋季将课程从每周2小时扩大到3小时。这 扩展将允许与他们的TA（项目经理）进行更多的小组讨论， 以复习课的形式探索更广泛的道德和责任案例研究。目标4确立 宣传培训成果的具体成果。与这个想法相一致， 工程师不会孤立地工作，作为这项工作的一部分，我们将制定一系列标准化的案例， 研究成果与其他机构分享。有了这些目标，我们寻求建立在我们的基础上， 目前成功地将学生转化为工程师，并进一步丰富高级设计顶点 经验不仅为我们机构的课程，但生物医学工程师的能力 也穿过田野。