About the BME Undergraduate Design Curriculum
Better health by design
Support BME Design
Support BME toward our goal of "Engineering biology to impact you: bringing the Wisconsin Idea to life though innovation."
Support student projects geared toward rehabilitation, the community, and world health in prototype fabrication
Thank you for your support!
Peter Tong and the Tong Family Foundation
Design throughout the curriculum
The undergraduate program was founded with design at the heart of the curriculum. We developed a rigorous six-semester, team-based design sequence for our undergraduates to solve real-world, client-based design problems. This design sequence breaks down class boundaries, forms mentored relationships, actively involves each student in the evolution of the design course and department, and engages the students in active learning.
Students work in teams of four to five to solve biomedical engineering design problems. In each of client-based design courses (BME 200, 300, 301, 400 and 402), the students choose a real-world project from a client list composed of faculty throughout the university (particularly engineering, medical and life sciences), clinicians, people with specific biomedical challenges, and industry. Teams are advised closely by the "Design Faculty" which is a group of Biomedical Engineering faculty and instructors who oversee and meet weekly with two-four projects each.
Design curriculum phases
Phase 1: (Fall) Peer Mentoring - first-semester sophomores (BME 200) are teamed-up with, mentored and in part advised by first-semester juniors (BME 300) on solving a real-world client-based design project achievable in one semester. This model of sophomore/junior teams promotes peer-to-peer learning and enhances leadership qualities.
Phase 2: (Spring) Guided Design Fundamentals - second-semester sophomores (BME 201) work in teams to solve a guided project using multidisciplinary hands-on technical (including electronic circuits, programming, 3D modeling in SolidWorks, machining and fabrication, and laboratory techniques) and professional design-based skills taught during the lecture and laboratory sessions.
Phase 3: (Spring) Independent Learning - second-semester juniors (BME 301) start a more difficult real-world client-based design project that usually leads toward their senior capstone design course. The intent is to instill in them the confidence to complete the design process on their own.
Phase 4: (Fall-Spring) Senior Capstone Design - seniors (BME 400/402) complete and implement a more complicated real-world client-based design. Most design teams continue their BME 301 project. BME 400 is the semester in which the major work for the project will be completed, then the final testing and evaluation is finalized in BME 402. Teams perform extensive research to fully develop and test their design. They begin to work toward filing a patent and preparing a publication. All students complete an outreach requirement, such as by giving a talk or organizing a hands-on activity in a K-12 classroom.
Each team will choose four-five team members to fill the following roles:
About this Site
This site was designed by Matthew Bollom, BS UW-BME 2013, for the University of Wisconsin Department of Biomedical Engineering.
Version 3.3, January 2014