== Update design classes to incorporate design-thinking ==
Most students at mines are exposed to design in EPICS I, EPICS II (including department specific EPICS II) and Senior Design. Only a few of the cirriculums Most students at mines are exposed to design in EPICS I, EPICS II (including department specific EPICS II) and Senior Design. Only a few of the curriculums incorporate the following ideas/processes widely practiced in industry: design-thinking, problem focused design, rapid & low resolution prototyping, fast failure, and lean principles. Incorporating all of these practices into the curriculum would properly prepare students to develop truly innovative solutions to real problems.
EPICS II These design courses can allow for more creativity and innovation by shifting from constraining projects to open-ended problem based projects. For example:
Senior Current EPICS Project Prompt: Designof an Implantable Artificial Lung – Consider the material of construction for the artificial tissue, immune system response, the interface point of the artificial tissue to the living tissue, transport of oxygen into the body and expulsion of carbon dioxide out of the system, necessary movement of moisture. Your design should also consider factors such as size variations along with bdurability and longevity. Develop a cost analysis that includes a phase of initial development, and captures extraneous cost factors outside specific organ development and medical costs. Proposed Problem-Focused Prompt: Thousands of people die every year while waiting for organ transplants. Develop a solution that applies your knowledge of chemical and biochemical engineering to save lives. Demonstrate the feasibility of your solution by developing a comprehensive cost analysis. The later prompt for greater creativity while still accomplishing the course objectives.
== Grow and expand the entrepreneurship course offerings ==