BME-IDEA

Curriculum
	ABET's interpretation of Design
	Availability of Good BME Design Case Studies
	Breadth vs Depth
	Conflicts between industrial design project time limits and academic schedule
	Constructing course to be offered for the first time in 2006
	Coping with the huge breadth of the field
	Course design relevant to student interests
	Defining "design" for interdisciplinary projects
	Defining "design" in a biomedical environment
	Devoting sufficient contact hours and instruction specifically to design in a curriculum filled with other coursework
	How to incorporate design throughout curriculum
	Integration of design throughout the curriculum
	Keeping the student workload reasonable (preventing project expansion)
	Lack of consensus on what should be taught in different design courses
	Providing more tissue-engineering/biologically oriented design course
	Seniors are ill-prepared since no design experience is offered earlier in our curriculum.
	Sufficient time among faculty
	Sufficient time in the curriculum
	Synthesizing and Balancing Training in Design and Innovation with Research in BME
	Teaching top-down formal design to students who may not know what design choices are available to them.
	Time constraints (1 semester is not enough)
Funding
	Adequate monetary support
	Budgetary constraints
	Difficulty getting technical advisors (and often funding) for projects sponsored by clinicians or other non-engineers
	Financial Support
	Finding funding that will allow high quality designs
	Finding the necessary resources and support
	Funding for projects
	Industrial funding
	limited financial resources
	Obtaining funding for prototyping materials and custom components

Industry involvement
	Developing and sustaining good corporate partnerships.
	Developing effective industry partnerships
	Difficulty getting technical advisors (and often funding) for projects sponsored by clinicians or other non-engineers
	Establishing external collaborations appropriate to students
	Experienced design mentors
	Identifying/recruiting external mentors for projects
	Industrial funding
	Industry involvement
	Resolution of IP concerns from industrial sponsors providing real projects for our Masters of Engineering (M Eng.) Program
	Sponsors
	Support from industry
Facilities/Resources
	Available lab space
	Collaboration between engineering and medical disciplines
	Dedicated Resources and Facilities
	Finding adequate space for all projects
	Finding good resources on industrial standards
	Finding good resources to teach the FDA process
	Finding needed equipment and protocol approval
	HIPAA impact on patient interface
	How much involvement from other engineering disciplines?
	Laboratory facilities
	limited staffing resources
	Obtaining good office and lab space for M Eng. students
	Prototyping facilities
Project Selection
	Appropriate designs for freshman level design course.
	Balanced projects that span the broad range of BME
	Choosing projects that can be completed in two semesters
	Coming up with meaningful projects that are interesting and feasible
	Consistent project quality
	Creating an effectitve, truly multi-disciplinary design project/experience
	Developing a format for team design projects
	Distribution of workload for managing of projects
	finding meaningful projects with sufficient support
	Finding mechanisms for follow-through on the best projects
	Finding projects that can be difficult but completed in one year
	Funding for projects with substantial COTS components.
	Funding of projects
	Good projects
	Identifying projects that are design appropriate (not research), doable in the time frame, and are attractive to the students.
	Identifying realistic clinically-relevant projects
	Incorporating design into senior projects with significant research emphasis
	Interesting and practical BME type problems
	Interesting and suitable projects
	Projects with significant biological component
	Providing Enough company-sponsored design projects that are uniformly well planned and suitable for senior students
	Recruitment of novel projects from the Medical colleagues
Intellectual Property
	Intellectual Property Issues
	Lack of a clear intellectual property policy
	Resolution of IP concerns from industrial sponsors providing real projects for our Masters of Engineering (M Eng.) Program
	Who owns IP of industry problems
Faculty
	Advisor Participation
	Convincing faculty that design is important
	Faculty and staff experience in design
	Faculty interest
	Making faculty aware of non-technical design constraints
	Resources for faculty with limited industry experience
	Sufficient time among faculty
Students
	Capturing the creativity of students
	Consistent project quality
	Creating good cross-functional teams.
	Cross discipline participation in senior design
	Increasing Undergraduate enrollments
	Insuring Individual Student Accountability in face of Increasing # of BME Students
	Integrating efficient assessment practices
	NDA's for Students
	Rubric development for evaluation of team activities.
	Student level of interest
	Student Performance Evaluation Process