We are interested in working with mentors with a medical or health care background (diagnosis, public health, medical research, genetic, facilities development) interested in helping a student develop his/her research, project management skills and how to communication of scientific findings. We need mentors who will hold students to a high industry standard and help the student realize where they have gaps that need to be addressed.

In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions facing present day health issues as they work through progressively more difficult, open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. Students will have the opportunity to work on an independent project and will work with a mentor or adviser from a university, hospital, physician’s office, or industry as they work through that project. Throughout the course, students are expected to present their industry vetted work to an adult audience that may include representatives from the local business and healthcare community. Students will start by considering their unique interests and talents and how those can be developed to address a healthcare need. Their independent project will revolve around this specific need and will be incorporated as much as possible into the other 5 Problems we address. As an example, if a student is interested in the Career Option for their Independent Project with focus in Radiology then they could approach the other problems by: Problem 1 (Design Emergency Department with Innovation) he or she might focus on how radiology is used in emergency settings and designing more mobility of imaging equipment. Problem 2 (Physiological Experiments) he or she could design experiments around joint stress or bone strength Problem 3 (Medical Innovation) Designing new casting procedures or cancer treatments using radiology Problem 4 (Environmental Issues) Student could focus on processing of medical wastes Problem 5 ( Public Health Issues) Student might explore how to provide multiple prenatal screening options for at risk populations. Some Independent project ideas may not directly relate to the other problems we tackle, however students should try to approach solutions from that perspective as much as possible. The real goal is for the student to be an "expert" in their knowledge, understanding, and skills needed for the success of their Independent Project. Students will use skills learned from previous courses as well as the problems we work on this year to help them complete their Independent Project. All six of the problems are staged as missions – a unique set of tasks the students must work through to reach their desired objective. Working through the missions not only expose students to current issues in biomedical science, but it also provides skill-based instruction in research and experimentation – tools students will use to design innovative solutions to real-world problems.

The process of identifying, locating, selecting, and using quality resource tools to help in analyzing, synthesizing, and communicating information. Continued development of verbal, written or other forms of communication in a professional and scientific manner. Use available technology to produce, revise, and publish a variety of works. Cite references using APA format. Students continue developing aseptic lab techniques and utilize a variety of lab equipment to help in the process of analyzing experimental data. Students can use the scientific method to examine a testable question, analyze data and come to a conclusion.

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CTE Biomedical Sciences

Students produce a variety of products which explain their understanding of the design process and need to innovate new processes to deal with issues impacting health locally, nationally and globally. Students have industry level products or proposals that become part of their portfolio of work. Student development of a quality career and academic plan that is clear but flexible to changing industry needs. Student identifies their current gaps and knows the actions needed to meet those gaps as they continue on their path. Students will begin to build a professional network of mentors and peers for collaboration as they proceed throughout this course, into post secondary training and on into future careers.

Rubrics for the various projects and presentations. Students will write reflectively about the process and communicate their thoughts and ideas for revisions for future consideration. Students will be reflecting on the process of working collaboratively to solve problems. Students will be submitting their Portfolio of Work, continuing to develop a clear Career and Academic plan with timelines and identifying current gaps that will need to be addressed.

Teacher's Role: Teacher will aid student in identifying research areas of interest. Teacher will help student shape research into hypotheses. Teacher will serve as facilitator. Teacher will evaluate student products. Provide suggested timelines for completion of sections. Within the "Description" box of the project steps I have included dates in parentheses as suggestions for when these individual steps should completed so that students stay on track. I want to make sure that students have enough time to truly utilize mentor feedback in revisions in order to provide top quality projects.

Mentor's Role: Mentor will aid students in developing and researching questions related to current topics in the individual or group project scope. Mentor will encourage student completion of project goals with a high standard of quality by reviewing student work to provide feedback. Mentors will share their enthusiasm and realities of their careers.