Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations.

This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s.

Using design strategies from microfluidic device patents to support idea generation.

Microfluidics has been an important method in providing answers to a wide variety of research questions in chemistry, biochemistry, and biology. Microfluidic designers benefit from instructional textbooks describing foundational principles and practices in developing microfluidic devices; however, these texts do not offer guidance about how to generate design concepts for microfluidic devices. Research on design in related fields, such as mechanical engineering, documents the difficulties engineers face when attempting to generate novel ideas.