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Research and Tools for Analyzing BME Design Team Projects

This research focuses on improving design education in biomedical engineering by understanding how student teams progress from concept to prototype. The BME-IDEA Competition and various student reflection tools are utilized to assess innovative design processes. Key objectives include promoting experiential learning, connecting academia with industry, and fostering entrepreneurship. The study evaluates team dynamics, regulatory strategies, market analysis, and commercialization potential, ultimately providing insights that enhance student experiences in multidisciplinary teams.

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Research and Tools for Analyzing BME Design Team Projects

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  1. Research and Tools for Analyzing BME Design Team Projects Mary Besterfield-Sacre Larry Shuman University of Pittsburgh Phil Weilerstein Angela Shartrand National Collegiate Inventors & Innovators Alliance October 7th 2009

  2. Motivation To improve design education, engineering educators need to better understand how student teams navigate the process from concept to prototype.

  3. Our Research Involves… • Bio-engineering capstone level engineering • “Team” based approach • NSF BES-RAPD: • The BME-IDEA Competition: Assessing Innovative Design in Biomedical Engineering Education • Student Reflection Tools

  4. BMEidea Competition - Objectives • Focus on innovative design & entrepreneurship • Promote and support experiential educational opportunities in product design, innovation, and entrepreneurship • Bring academic and industrial biomedical engineering communities together • Connect students/academic community to real world translation and commercialization opportunities

  5. BMEidea Competition - Requirements • Documentation of final design • Prototype (photo, video) • Proof that design is functional and will solve problem • Assessment of patentability • Proposed regulatory pathway • Market analysis (with estimated costs) • Business plan (strategy for commercialization and opportunity statement)

  6. BMEidea Competition – judging criteria • Technical and economic feasibility • Clinical utility & impact • Regulatory strategy • Market potential • Novelty and patentability • Potential for commercialization

  7. BMEidea Competition – outcomes • Experience working in multidisciplinary teams • Ability to articulate ideas in a market and clinical context • Better understanding of FDA requirements, regulatory strategy • Translation & Commercialization outcomes • Licensing • New ventures

  8. Student Reflection Tools - Overview • “Real time” assessment (Individually) • Web-based reflection (twice per week) • For the entire project • At the end – wrote an essay about their design experiences, influences, and contributions • “Retrospective” analysis - Process maps • Team-based reflection • At the completion of the design • Focus – activities that students engage in

  9. THE STUDY

  10. Actually two studies in one… • In-depth in-process analysis • “Our students” • Three cohorts • Pitt 07-08 • Pitt 08-09 • Rose-Hulman 08-09 • 26 teams • Broad retrospective assessment • “Cream of the crop” • BMEIdea • 07-08 • 08-09

  11. In-Depth StudyBioengineering Capstone Design Independent Variables • Design process refection • Twice per week • Stage of the design process & activities • Summarize how the team is progressing • Explain any “ah-ha” experiences during the past week • The stories… • Design influences essay and Background questionnaire • Team Developer 08-09 only • Team Process Map Dependent Product Variables • Final design, prototype & report • Graded via rubric/scale *** • Technical Performance & Standards • Working Prototype • Documentation • Innovation • Overall Impact – the Market

  12. Broad retrospective assessmentBMEIdea participants and Capstone Independent Variables • Team Process Map • Pitt bio-engineering teams – 18 teams • Rose-Hulman – 8 teams • BME-Idea Competition – 2 competitions • NOW – 75 maps! • Interviews with the top winners Dependent Product Variables • Graded via rubric/scale *** • The BMEIdea Ratings

  13. ACTIVITIES – WHAT STUDENTS SAY THEY ENGAGE IN

  14. Design &Product DevelopmentActivities • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  15. Design &Product DevelopmentActivities Stage 1 Opportunity Identification Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  16. Design &Product DevelopmentActivities Stage 2 Design and Development Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  17. Design &Product DevelopmentActivities Stage 3 Testing and Preproduction Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  18. Stage 4 Introduction and Production Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  19. Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage 5 Life Cycle Management

  20. Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage 5 Life Cycle Management

  21. Design &Product DevelopmentActivities Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. Stage ** On-going

  22. Design &Product DevelopmentActivities • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  23. Design &Product DevelopmentActivities Ratings by nine biomedical/bio-engineering design experts from both industry and academia on the most important elements • Technical • Strategic • Competitor • Human • Societal • Financial Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62.

  24. ASSESSMENT TOOLSIN-PROCESS…

  25. Web-based reflective journaling to capture engineering design activities • Evaluate how engineering students: • Navigate the process of design from initial conception to product prototype, and • Determine the extent that resultant innovative designs are a function of the process used • Motivated by the work of Gorman • Two term bio-engineering senior capstone course • Prototype of medical device is the artifact Gorman, M.E., et. al. (2004). “Collaborative Research into the Societal Dimensions of Nanotechnology: A Model and Case Study.” IEEE Technology and Society Magazine, 23, 4, 55-62. Spickard-Prettyman, S., et. al. (2005) “Using a Vertically Integrated Team Design Project to Promote Learning and an Engineering Community of Practice,” Proceedings of the ASEE Annual Conference.

  26. Web Based Reflective Journaling

  27. Reflective Journaling

  28. A Sample of One Team’s Activities Over Two Weeks

  29. Team - TNH

  30. Team - TNH

  31. Team - TNH

  32. Team - TNH

  33. Team - JJEM

  34. Team - JJEM

  35. Team - JJEM

  36. ASSESSMENT TOOLSRETROSPECTIVE …

  37. Process mapping to capture engineering design activities • Teams reflect upon and explain their experiences from idea conception to submission • Teams document the relationships and importance of the various elements they employed • To facilitate the process map • Use a technique similar to concept maps • Use an exhaustive list of elements that span the stages of design and product development Besterfield-Sacre, M., J. Gerchak, M. Lyons, L.J. Shuman, and H. Wolfe, “Scoring Concept Maps: Development of an Integrated Rubric for Assessing Engineering Education,” Journal of Engineering Education, 93(2), April 2004, pp. 105 – 116. Golish, B., M. Besterfield-Sacre, L. Shuman, “Comparing the Innovation Processes in Academic and Corporate Settings,” Journal of Product Innovation Management, 25 (1), 2008, pp. 47-62. .

  38. Team Process Map Triangulation - Reflective Journals

  39. SOME ANALYSES TO DATE…

  40. IN DEPTH STUDYQUALITATIVE AND QUANTITATIVE APPROACHEXAMPLE WITH ONE TEAM

  41. The Team’sStory

  42. Dym’s Model Summarized activities into model Activity could be in one or more stage

  43. Team Dynamics & Dym’s Model Over Time

  44. ExampleAssociations BetweenStagesData mining technique

  45. Associationsand Scores

  46. Associationsand Scores

  47. What are we starting to see… • With the mixed method approach • Teams that do poorly have high associations at the beginning stages • They really don’t progress through the entire process • Teams that do well have high associations in the later stages or are consistent throughout the process • This seems particularly true with innovation and technical performance

  48. SOME MORE ANALYSES TO DATE…

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