000 05573nam a22005055i 4500
001 978-3-031-01619-6
003 DE-He213
005 20240730164853.0
007 cr nn 008mamaa
008 220601s2007 sz | s |||| 0|eng d
020 _a9783031016196
_9978-3-031-01619-6
024 7 _a10.1007/978-3-031-01619-6
_2doi
050 4 _aT1-995
072 7 _aTBC
_2bicssc
072 7 _aTEC000000
_2bisacsh
072 7 _aTBC
_2thema
082 0 4 _a620
_223
100 1 _aGoldberg, Jay R.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_986463
245 1 0 _aCapstone Design Courses
_h[electronic resource] :
_bProducing Industry-Ready Biomedical Engineers /
_cby Jay R. Goldberg.
250 _a1st ed. 2007.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2007.
300 _aVI, 77 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Biomedical Engineering,
_x1930-0336
505 0 _aContents: I. Purpose, Goals, and Benefits -- Why Our Students Need a Senior Capstone Design Course -- Desired Learning Outcomes -- Changing Student Attitudes, Perceptions, and Awarenesss -- Senior Capstone Design Courses and Accreditation Board for Engineering and Technology Outcomes -- II. Designing a Course to Meet Student Needs -- Course Management and Required Deliverables -- Projects and Project Teams -- Lecture Topics -- Intellectual Property Confidentiality Issues in Design Projects -- III. Enhancing the Capstone Design Experience -- Industry Involvement in Capstone Design Courses -- Developing Business and Entrepreneurial Literacy -- Providing Students with a Clinical Perspective -- Service Learning Opportunities -- Collaboration with Industrial Design Students -- National Student Design Competitions -- Organizational Support for Senior Capstone Design Courses -- IV. Meeting the Changing Needs of Future Engineers -- Capstone Design Courses and the Engineer of 2020.
520 _aThe 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 (written, oral, and graphical), interpersonal (teamwork, conflict management, and negotiation), project management, and design skills; and learn about the product development process. It also provides students with an understanding of the economic, financial, legal, and regulatory aspects of the design, development, and commercialization of medical technology. The capstone design experience can change the way engineering students think about technology, society, themselves, and the world around them. It gives them a short preview of what it will be like to work as an engineer. It can make them aware of their potential to make a positive contribution to health care throughout the world and generate excitement for and pridein the engineering profession. Working on teams helps students develop an appreciation for the many ways team members, with different educational, political, ethnic, social, cultural, and religious backgrounds, look at problems. They learn to value diversity and become more willing to listen to different opinions and perspectives. Finally, they learn to value the contributions of nontechnical members of multidisciplinary project teams. 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 to more than the senior year, or just looking for some ideas for improving an existing course. Contents: I. Purpose, Goals, and Benefits / Why Our Students Need a Senior Capstone Design Course / Desired Learning Outcomes / Changing Student Attitudes, Perceptions, and Awarenesss / Senior Capstone Design Courses and Accreditation Board for Engineering and Technology Outcomes / II. Designing a Course to Meet Student Needs / Course Management and Required Deliverables / Projects and Project Teams / Lecture Topics / Intellectual Property Confidentiality Issues in Design Projects / III. Enhancing the Capstone Design Experience / Industry Involvement in Capstone Design Courses / Developing Business and Entrepreneurial Literacy / Providing Students with a Clinical Perspective / Service Learning Opportunities / Collaboration with Industrial Design Students / National Student Design Competitions / Organizational Support for Senior Capstone Design Courses / IV. Meeting the Changing Needs of Future Engineers / Capstone Design Courses and the Engineer of 2020.
650 0 _aEngineering.
_99405
650 0 _aBiophysics.
_94093
650 0 _aBiomedical engineering.
_93292
650 1 4 _aTechnology and Engineering.
_986466
650 2 4 _aBiophysics.
_94093
650 2 4 _aBiomedical Engineering and Bioengineering.
_931842
710 2 _aSpringerLink (Online service)
_986468
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031004919
776 0 8 _iPrinted edition:
_z9783031027475
830 0 _aSynthesis Lectures on Biomedical Engineering,
_x1930-0336
_986469
856 4 0 _uhttps://doi.org/10.1007/978-3-031-01619-6
912 _aZDB-2-SXSC
942 _cEBK
999 _c85960
_d85960