Capstone Design Courses, Part II

Jay R. Goldberg is an associate professor of biomedical engineering at Marquette University and director of the Healthcare Technologies Management program at Marquette University and the Medical College of Wisconsin (Milwaukee). He teaches courses involving project management, new product development, and medical device design. His experience includes development of new products in urology, orthopedics, gastrointestinal, and dentistry. He is a licensed professional engineer in Illinois and Wisconsin. Dr. Goldberg earned a Bachelor of Science degree in general engineering from the University of Illinois and a Master of Science degree in bioengineering from the University of Michigan. He has a Master of Science degree in engineering management and a Doctor of Philosophy degree in biomedical engineering from Northwestern University. He holds six patents for urological medical devices. Dr. Goldberg also serves as chairman of the Subcommittee on Urological Devices and Materials of the American Society for Testing and Materials. Before moving into academia, he was director of technology and quality assurance for Milestone Scientific Inc. (Deerfield, IL), a start-up dental product company. Before that, he worked for Surgitek (Racine, WI), Baxter (Deerfield, IL), and DePuy (Warsaw, IN). He is a member of the Biomedical Engineering Society, the National Society of Professional Engineers, and the Association for the Advancement of Medical Instrumentation and a consultant to the Gastroenterology and Urology Therapy Device Panel of the Medical Device Advisory Committee of the Food and Drug Administration. Dr. Goldberg is a cocreator of the Biomedical Engineering Innovation, Design, and Entrepreneurship Alliance National Student Design Competition and writes a quarterly column on senior design for IEEE-EMBS magazine.

The biomedical engineering senior capstone design course is probably the most important course taken by undergraduate biomedical engineering students. It provides them with the opportunity to apply what they have learned in previous years, develop their communication, teamwork, project management, and design skills, and learn about the product development process. It prepares students for professional practice and serves as a preview of what it will be like to work as a biomedical engineer. The capstone design experience can change the way engineering students think about technology, themselves, society, and the world around them. It can make them aware of their potential to make a positive contribution to healthcare throughout the world and generate excitement for, and pride in, the engineering profession. Ideas for how to organize, structure, and manage a senior capstone design course for biomedical and other engineering students are presented here. These ideas will be helpful to faculty who are creating a new design course, expanding a current design program, or just looking for some ideas for improving an existing course. The better we can make these courses, the more "industry ready" our students will be, and the better prepared they will be for meaningful, successful careers in biomedical engineering. This book is the second part of a series covering Capstone Design Courses for biomedical engineers. Part I is available online here and in print (ISBN 9781598292923) and covers the following topics: Purpose, Goals, and Benefits; Designing a Course to Meet Student Needs; Enhancing the Capstone Design Courses; Meeting the Changing Needs of Future Engineers. Table of Contents: The Myth of the "Industry-Ready" Engineer / Recent Trends and the Current State of Capstone Design / Preparing Students for Capstone Design / Helping Students Recognize the Value of Capstone Design Courses / Developing Teamwork Skills / Incorporating Design Controls / Learning to Identify Problems, Unmet Needs, and New Product Opportunities / Design Verification and Validation / Liability Issues with Assistive Technology Projects / Standards in Capstone Design Courses and the Engineering Curriculum / Design Transfer and Design for Manufacturability / Learning from other Engineering Disciplines: Capstone Design Conferences / Maintaining a Relevant, Up-to-Date Capstone Design Course / Active Learning in Capstone Design Courses / Showcasing Student Projects: National Student Design Competitions / Managing Student Expectations of the "Real World" / Career Management and Professional Development / Conclusion

The Myth of the "Industry-Ready" Engineer.- Recent Trends and the Current State of Capstone Design.- Preparing Students for Capstone Design.- Helping Students Recognize the Value of Capstone Design Courses.- Developing Teamwork Skills.- Incorporating Design Controls.- Learning to Identify Problems, Unmet Needs, and New Product Opportunities.- Design Verification and Validation.- Liability Issues with Assistive Technology Projects.- Standards in Capstone Design Courses and the Engineering Curriculum.- Design Transfer and Design for Manufacturability.- Learning from other Engineering Disciplines: Capstone Design Conferences.- Maintaining a Relevant, Up-to-Date Capstone Design Course.- Active Learning in Capstone Design Courses.- Showcasing Student Projects: National Student Design Competitions.- Managing Student Expectations of the "Real World".- Career Management and Professional Development.- Conclusion.