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service learning opportunities inbiomedical engineering senior design projects

IEEE ENGINEERING IN MEDICINE AND BIOLOGY MAGAZINE JULY/AUGUST 2004

Senior Design

Senior design projects provide stu-dents with the opportunity todevelop their design, analytical,project-management, communi-

cation, and interpersonal skills whileapplying knowledge acquired duringtheir undergraduate careers. Manyemployers consider skills and knowl-edge related to the social sciences(communication, teamwork, and ethics)to be more important than those relatedto engineering or the natural sciences tothe successful performance of newengineers [1]. Six of the 11 outcomesrequired of engineering programs by theAccreditation Board for Engineeringand Technology (ABET) are related tothe social sciences (economic and polit-ical issues, cultures, societies, and com-munication) and include:➤ the ability to function on multidisci-

plinary teams ➤ an understanding of professional

and ethical responsibility➤ the ability to communicate effec-

tively➤ a broad education, necessary to

understand the impact of engineer-ing solutions in a global and societalcontext

➤ the recognition of the need for andan ability to engage in life-longlearning

➤ knowledge of contemporary issues.To produce these required outcomes,engineering students need to have someknowledge of the social sciences. Thesenior design project experience canserve as a way to link engineering withthe social sciences and produce therequired ABET outcomes.

Most senior design projects have oneof four slightly different goals. Thesegoals include: 1) the development ofequipment used to solve a research-related problem; 2) cost reduction, newfeature implementation, enhancementof an existing device, or development of

a new product; 3) a solution of a prob-lem specific to an individual patient orgroup or patients with a similar medicalcondition; or 4) a solution of a problemencountered in the local, regional,national, or global community. The lat-ter is the goal of service learning pro-jects. Often, these projects involveproblems experienced in an underdevel-oped part of the world.

Service learning can be defined as“action and reflection integrated withthe academic curriculum to enhance stu-dent learning and to meet communityneeds” [2]. It exposes students to ethicalsituations and provides communityinteraction that stimulates reflection,helping students contemplate engineer-ing solutions in a global and societalcontext [3]. Students involved in servicelearning perceive an increase in theirpersonal development, tolerance, andcommunication skills. They are alsomore motivated to understand technicalinformation and devote more time andthought toward the technical and socialtasks at hand [4]. Service learning seniordesign projects allow biomedical engi-neering students to work on real-worldengineering problems, help people in thelocal or global community, learn aboutother cultures, and see how their educa-tion and skills can be used to benefitothers. These project experiences canhelp produce the ABET outcomes previ-ously discussed.

Some engineering programs includeservice learning activities. For exam-ple, Purdue University’s EngineeringProjects in Community Service(EPICS) program brings together engi-neering students and community agen-cies to develop technical solutions tobenefit the community. Examplesinclude energy management systems for Habitat for Humanity, database systems for homelessness preventionorganizations, and speech recognition

software for speech and audiology clinics [5].

At Marquette University, the Health,Environment, and Infrastructure inLatin America plan was initiated to pro-mote undergraduate engineering experi-ences in international service learning.The plan includes identification ofinternational service locations, develop-ment of multidisciplinary courses forstudents participating in internationalservice learning projects, and coordina-tion of international projects withinexisting coursework. Students travel toservice locations to work on infrastruc-ture and healthcare projects. Projectteams can consist of biomedical, civil,environmental, mechanical, and electri-cal engineering students. Service loca-tions include El Salvador (healthcareclinic), Haiti (low-cost renewablepower source for grade school), andGuatemala (bridge construction andsanitary sewer). The sanitary sewer pro-ject in Guatemala was completed aspart of the student team’s senior cap-stone design course [6].

Service learning has been incorporat-ed into the biomedical engineeringsenior design course at MarquetteUniversity. A project team of engineer-ing students sponsored by theDepartment of Physical Therapy devel-oped a low-cost system for assessinglung function in Latin American gar-ment workers. Students on the teamwere given the opportunity to travel toLatin America to assist in testing of pul-monary function of garment workersusing the device they designed. The fol-lowing year, another team of biomed-ical and mechanical engineeringstudents developed a low-cost (<US$50.00), low-maintenance wheel-chair for disabled people in El Salvador.Several more international servicelearning projects are planned for theupcoming academic year.

Jay Goldberg

IEEE ENGINEERING IN MEDICINE AND BIOLOGY MAGAZINE JULY/AUGUST 2004 15

A potential source of internationalservice learning projects for biomedicalengineering senior design students isEngineering World Health (EWH). Thisorganization is dedicated to the biomed-ical needs of the developing world.They provide international servicelearning opportunities for biomedicalengineering students. Medical equip-ment and parts are donated, and volun-teers use their time and expertise torestore the equipment for reuse. Therefurbished equipment is then deliveredto and installed in a community in need.

EWH sponsors a “Design ProjectsThat Matter” series through which stu-dents can obtain funding for seniordesign projects resulting in designs thatmeet specifications determined by theorganization. The objective of these pro-jects is to design test equipment that canbe freely distributed to the developingworld. If a team’s design is selected,US$150 will be made available to pro-

duce a prototype. If the prototype func-tions as required, it may be selected forproduction, and the team will be giventhe opportunity to travel to a developingnation to deliver and implement the newequipment. For more information onthis service learning opportunity, contactEWH at designpprojects@ewh.org.

In summary, there are many benefitsto incorporating service learning intobiomedical engineering senior designprojects. The experience can be lifechanging for students as they realize theimpact that they can have on healthcaredelivery in the developing world andunderstand the importance and effectsof engineering solutions on the worldand society.

If you are a senior design instructorwith experience in biomedical engineer-ing service learning projects or havesponsored these kinds of projects,please let me know. I would like toshare your experiences with other read-

ers. Please send your comments tojay.goldberg@mu.edu. Thank you foryour time.

References[1] M. Valenti, “Teaching tomorrow’s engineers,”Mech. Eng., vol. 118, no. 7, pp. 64–69, 1996. [2] C. O’Grady, “Integrating service learning andmulticultural education: An overview,” inIntegrating Service Learning and MulticulturalLearning in Colleges and Universities. Mahwah, NJ:Lawrence Erlbaum Assoc., 2000, pp. 221–232.[3] D.R. Haws, “Ethics instruction in engineering: Amini meta-analysis.” J. Eng. Educ., vol. 90, no. 2,pp. 223–230, 2001.[4] J. Eyler, D.E. Giles, and J. Braxton, “Theimpact of service learning on college students,”Michigan J. Community Service Learning, vol. 4, no. 4, pp. 5–15, 1997.[5] E.J. Coyle, L.H. Jamieson, and L.S. Sommers,“EPICS: A model for integrating service learninginto the engineering curriculum,” Michigan J.Community Service Learning , vol . 4, no. 4, pp. 81–89, 1997.[6] D.H. Zitomer and P. Johnson, “International ser-vice learning in environmental engineering,” inProc. Amer. Soc. Civil Engineers 2003 World Waterand Environmental Resources Congr., Philadelphia,PA, pp. 124–129.