000			05374nam a22004095i 4500
999			_c387070 _d387070
001			387070
003			ES-MaUEC
005			20230211135115.0
006			a||||fo|||| 00| 0
007			cr nn 008mamaa
008			230211s2007 sz | s |||| 0|eng d
020			_a9783031016196
024	7		_a10.1007/978-3-031-01619-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aR856.25 _b2007 EB
100	1		_aGoldberg, Jay R. _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9686736 _q(Jay Richard)
245	1	0	_aCapstone Design Courses : _bProducing Industry-Ready Biomedical Engineers _cby Jay Goldberg
250			_a1st edition 2007
264		1	_aCham _bSpringer International Publishing _c2007
300			_a1 recurso en línea (VI, 77 páginas)
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_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 pride in 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.
988			_aSynthesis Collection of Technology_2007
650		7	_2embne _9143820 _aIngeniería biomédica
650		7	_2embne _9139084 _aBioingeniería
776	0	8	_iPrinted edition: _z9783031004919
776	0	8	_iPrinted edition: _z9783031027475
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-01619-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b02/2023 _dz _eIG _zSI