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

项目摘要 准备工程专业的学生进入劳动力市场是根本的目标和基础 在美国的工程学校的原则。然而，雇主反馈指出， 工程专业的学生可能已经掌握了技术和分析技能，但他们缺乏许多 设计思维（Design Thinking，DT）他们不能识别和抓住机会， 在更广泛的社会背景下形象化他们的想法，并且不擅长交流他们的想法。 想法.基于已发表的工程教育文献和最近生物工程的回顾 本科课程，在大一和/或大四设计工程介绍之外 顶点体验课程，设计课程，针对职业生涯中期的本科生是罕见的。 大二和大三是基础知识最集中的时期。 （包括数学和科学）教学课程的工作，这是针对解决问题的使用 教科书上的问题已经设定好了，大大简化了，并且只有一个解决方案。这些类型的 在现实世界的工程情况中没有发现问题。坦普尔的长期愿景 大学的生物工程系是为了培养B.S.使工程师具备竞争的技能 在今天的劳动力和强大的基础背景足以继续后， 学士学位教育，如果愿意的话。这样做的一个策略是引入和加强DT概念 在整个四年制本科课程中。这项建议的目的是加强 DT的概念在“职业生涯中期”的本科生物工程学生通过发展同理心， 通过需求评估流程、验证和解决方案开发识别机会 通过教学课程和竞争激烈的暑期沉浸体验。具体目标是 建议是1）加强DT过程中职业生涯中期的本科生使用开放- 结束的项目和2）暴露选择优秀的本科生临床和工业 工作场所环境，同时培养“真实的世界”情况下的需求评估技能。 这些目标将通过两个新开发的教学设计课程来实现， 临床和工业浸泡。第一门课程，在大二第二学期，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，原型设计和优化。浸泡将 包括在坦普尔医疗保健诊所进行轮换，参与者将在那里确定未得到满足的临床需求， 需求并开发基于工程设计的解决方案。这些综合经验将使 学生在真实的世界工作环境中发展所需的DT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.