About the BME Undergraduate Design Curriculum
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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 six to solve biomedical engineering design problems. In each of client-based design courses, 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 engineers in industry. Teams are advised closing by the "Design Faculty" a group of Biomedical Engineering faculty and instructors who oversee and meet weekly with two-four projects each.
Design curriculum phases
Phase 1: 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: 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 professions design-based skills taught during the lecture and laboratory sessions.
Phase 3: Independent Learning - second-semester juniors (BME 301) start a more difficult real-world client-based design project that could lead 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: Senior Capstone Design - seniors (BME 400/402) complete and implement a more complicated real-world client-based design. They 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.
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