Biomedical Engineering - Innovation, Design and Entrepreneurship Alliance



BME-IDEA Programs

Technology Transfer

Industry Interactions

Funding Strategies

Shared Resources

Discussion Forum


SF Forum, 1/03

BMES, 10/03

BMES, 10/04
Philadelphia PA

BMES, 9/05
Baltimore, MD

Thanks to our


National Collegiate
& Innovators

National Science

BME-IDEA Meeting - Identified Challenges

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)
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
Support from industry
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
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
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