Study abroad in Ghana as a tool in task identification for bioengineering capstone design

Abstract

Study abroad course-work presents unique collaboration potential with capstone engineering design, specifically as a source for student projects. Project-based instruction of bioengineering capstone design hinges upon engaging the students' interest and commitment early in the project. Strategies to achieve this level of student commitment can include encouraging studentoriginated project ideas, seeking projects from real-world external clients in research and industry, or offering instructor-originated projects orchestrated specifically to elicit student interest. Another alternative, soliciting student-originated engineering design projects derived from study abroad courses, allows for practical projects with real-world applicability and adds an element of the exotic to maintain student interest. In the summer of 2010, two bioengineering students were sponsored to participate in a Syracuse University Study Abroad program titled "Healthcare for All: Sustainable Design for Healthcare Delivery in Ghana." The course, originated by the Syracuse University School of Architecture, focused on healthcare infrastructure for the developing world. In addition to the course objectives for that class, the two bioengineering students were tasked with identifying technical problems to be addressed in their bioengineering capstone design class the following semester. While in Ghana, the students were able to perform background research at teaching hospitals and rural clinics, and interacted with health professionals and policy makers including the Minister of Health. In the subsequent semester, both students initiated engineering design teams for their capstone projects, focusing upon the healthcare needs of the rural poor in developing nations. In addition to fostering task identification for relevant problems in Ghana, the experience abroad provided ample information for task clarification, informing project constraints. Specifically, the students developed projects on "Broadly Applicable Sterilization Techniques in Rural Clinics" and "On-site Production of Sterile IV Saline Solution for Treatment of Diarrhoeal Disease." Given the experience of the students who had been abroad, the teams were able to make informed assumptions about materials available, limitations to utilities and maintenance, and presence and training of healthcare personnel at the community level. This case study in collaboration between study abroad and capstone engineering courses suggests great potential in engaging student interest in projects, providing projects with real-world applicability, and facilitating task clarification through extensive background knowledge. © 2011 American Society for Engineering Education.