Capturing the Cyclic Nature of Design with Multi-Generation Projects
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Transcript of Capturing the Cyclic Nature of Design with Multi-Generation Projects
Capturing the Cyclic Nature of Design with Multi-Generation Projects
Department of Bioengineering University of California–San Diego
Melissa Kurtis Micou, PhDJeffrey H Omens, PhD
BME IDEA MeetingSeptember 26, 2007
Motivation• Design experiences are most effective when authentic• Survey of 360 design courses revealed commonalities:
(Todd et al J Eng Ed 1995)– Real world problems: 59% solicit projects from industry– Time constraints: 60% have duration <1 year– Financial constraints: average funding <$200 / project– Teamwork: 83% offer team projects
• Cyclic nature of design not easily reproduced in a half- or full-year course
needs assessment
problem formulation
brainstorming & synthesis
analysis
implementation
Objectives
• Highlight the cyclic nature of design in the new bioengineering design sequence at UCSD
• Improve professional skills critical to the success of lengthy, multi-generational projects
Course Overview
Needs Assessment & Prob Formulation• 1 unit lecture• presentations of projects by faculty
Brainstorming & Analysis• 1 unit lecture & 3 unit lab• develop multiple designs• select the best design
Implementation• 1 unit lecture & 3 unit lab• build & test prototype
Needs Assessment & Prob Formulation• 1 unit lecture• presentations of projects by:
-seniors (multi-generation)
-faculty (new)
Spring Fall Winter Spring
juniors seniors
juniors
Expected Outcomes• Greater appreciation for the importance of and improvement in communication skills:
– design notebooks– technical reports– presentations
• Improved ability to critically evaluate design work and identify opportunities for future improvements
• More effective and efficient integration of senior projects and ongoing research
• Juniors benefit from hearing first-hand about the experiences, successes, and failures of the senior teams
Ex: Multi-Channel Amplifier for Regional Cardiac Mapping
Design Goals• Record simultaneous signals from multiple locations of
cardiac tissue• Amplify and filter signals
Objective: construct a low-cost multi-channel amplifier to measure regional electrical signals in a rat heart
QuickTime™ and aTIFF (LZW) decompressor
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amplify& filter
A/D conversion
digital processing
be-web.ucsd.edu/seniordesign/Past/studentpages/2006/Project11/Home%20Page.html
1st Generation Successes:• accurate ECG recorded from rat heart• determined signal quality higher when leads inserted into the myocardium compared to surface recordings• successful integration between amplifier and A/D converter
2nd Generation Design Goals:• improve filtering• expand for simultaneous multi-channel recordings• develop custom software to allow multiple real-time ECGs to be displayed simultaneously
Integration with Ongoing ResearchSpring Fall Winter Spring
Needs Assessment & Prob Formulation• Identify instrumentation, device, etc needed for thesis project
• Recruit senior students
Brainstorming & Analysis • Seniors work closely with MS or PhD student “client”
Implementation• Seniors work closely with MS or PhD student “client”
Needs Assessment & Prob Formulation• MS or PhD student
-finalizes testing and incorporates design into research
- Identifies needed improvements or related instruments
Assessment: Technical ReportsABET Criteria Score
(out of 4)b.
ability to design & conduct
experiments…
Student(s) able to design an experiment to validate solution.
3.4 ± 1.1
c. able to design a
system, component, or process…
Student(s) able to select appropriate design based on constraints.
3.4 ± 0.6
e. identify, formulate, &
solve engineering problems
Student(s) able to make recommendations for further improvements.
3.5 ± 0.5
g. ability to
communicate effectively
Student(s) able to write a report with appropriate content
3.3 ± 0.7
Summary
• Incorporating cyclic nature of design with multi-generation projects provides a more authentic design experience
• Multi-generation projects facilitate the integration of teaching and research
• Using established assessment methods we will measure whether multi-generation projects improve professional skills:– written communication – ability to critically analyze designs
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Assessment: Design NotebooksEach student maintains a design notebook including notes from meetings, research, calculations, data from testing, and sketches
name, date, e-mail, address and course # on cover pages are numbered entries are dated meeting, individual work, & group work distinguished participants listed future steps indicated clarity and quality of figures quality of documented individual work notebook is legible and neat detail is sufficientAVE= 80 ± 17% (n = 42)
Assessment: Poster PresentationsABET Criteria
1 point 2 points 3 points 4 points
j. knowledge of contemporary
issues
authors do not understand the topic well or present irrelevant info
authors demonstrate some understanding of the topic
authors demonstrate a good understanding of the topic
authors have a thorough understanding and provide insight
h. understand impact of
engineering solutions
merely summarizes the poster
flawed or ambiguous conclusions are drawn
logical conclusions are drawn
logical conclusions are drawn and significance is discussed
g. ability to
communicate
unorganized or confusing
adequate informative and clear
informative, clear, and to the point
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