1 / 13

Capturing the Cyclic Nature of Design with Multi-Generation Projects

Capturing the Cyclic Nature of Design with Multi-Generation Projects. Melissa Kurtis Micou, PhD Jeffrey H Omens, PhD BME IDEA Meeting September 26, 2007. Department of Bioengineering University of California–San Diego. Motivation. Design experiences are most effective when authentic

berg
Download Presentation

Capturing the Cyclic Nature of Design with Multi-Generation Projects

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Capturing the Cyclic Nature of Design with Multi-Generation Projects • Melissa Kurtis Micou, PhD • Jeffrey H Omens, PhD • BME IDEA Meeting • September 26, 2007 Department of Bioengineering University of California–San Diego

  2. 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 implementation problem formulation analysis brainstorming & synthesis

  3. 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

  4. Course Overview Fall Winter Spring Spring juniors seniors juniors • 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)

  5. 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

  6. amplify & filter A/D conversion digital processing Ex: Multi-Channel Amplifier for Regional Cardiac Mapping Objective: construct a low-cost multi-channel amplifier to measure regional electrical signals in a rat heart • Design Goals • Record simultaneous signals from multiple locations of cardiac tissue • Amplify and filter signals be-web.ucsd.edu/seniordesign/Past/studentpages/2006/Project11/Home%20Page.html

  7. 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

  8. Integration with Ongoing Research Fall Winter Spring 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

  9. Assessment: Technical Reports

  10. 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

  11. Google

  12. Assessment: Design Notebooks Each 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 sufficient • AVE= 80 ± 17% (n = 42)

  13. Assessment: Poster Presentations Background Discussion Presentation

More Related