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Beyond Traditional Borders Lead Institution: Rice University, Houston, TX Collaborating Institutions: Academic institutions, healthcare organizations, non-governmental organizations, and government agencies Category: Course/Curricular Date Implemented: 2005 Website: Program Description: The Beyond Traditional Borders (BTB) design curriculum teaches undergraduates from all majors to use the engineering design process as a framework to formulate solutions to complex health challenges identified by a global network of clinical partners delivering healthcare in low- their careers. resource settings. Students work in interdisciplinary teams to Assessment Information: The program is assessed according develop and implement technologies in response to the chal- to the following questions: (1) How is the program valuable or lenges, and clinical partners mentor teams as they use the not for students in the short or long term? What are student, engineering design process to develop their technologies. faculty, and international partner perspectives on the students' Students identify design criteria; design solutions; build, test, experiences? Indicators include number of students who pursue and refine prototypes; and present work to multidisciplinary higher education or careers related to science/global health teams of mentors, working on increas- technologies and number of technologies ingly complex design challenges as they developed and disseminated that improve progress through the curriculum and global health. Surveys, student career invest in their designs because they want paths, mentor feedback, student focus to produce a useful intervention to groups, student outcomes, and the impact improve global health, not simply to earn a good grade. of current and future designs are used for assessment. (2) In Exceptional students undertake extended summer internships to student achievement and future career directions of undergradu- implement their technologies in hospitals and clinics in the ate students, what is the relative value of project-based courses, developing world. Under the guidance of trained healthcare local research experiences, international research experiences, providers, interns are expected to: demonstrate technologies international internships, and programs integrating all ap- and gather feedback; develop and implement a solution to proaches? Indicators include student value of experiences; another barrier to health care identified by the host site; and persistence in related research and development activities; pinpoint a new challenge for which a solution can be developed participation rates in multiple programs; and publications and implemented. U.S. academic institutions collaborated to resulting from participation. Course-instructor evaluations, develop the original curriculum and continue to provide design student team evaluations, exit questionnaires, alumni surveys, challenges and mentorship. Healthcare organizations in low- student and faculty vitas, publication searches, citation impact, resource areas in the developing world and U.S. help identify and peer review through an external evaluation committee are design challenges, mentor students, give feedback, and host used for assessment. Alumni are just entering their careers, but interns. Foreign academic institutions provide formal research four student-authored papers have been published in peer- opportunities. One technology was licensed to industry, reviewed journals and student teams have won 18 competition students have filed 8 provisional patents with 3 converted to awards. utility patents or patents pending, and students have developed Funding/Sustainability: The program was implemented with 58 designs used in 21 countries to care for 45,000 patients. $2.2 million over 4 years. Students work on their technologies Anticipated and Actual Outcomes: BTB was designed to: (1) in the Oshman Engineering Design Kitchen, a 12,000 sq. ft. create an interdisciplinary cadre of graduates that would space for undergraduate students with ready access to design become the next generation of leaders in global health and (2) tools, prototyping equipment, computational facilities, meeting teach a diverse group of students how to use science and rooms, and ample space for prototype design and development. engineering for humanitarian benefit. Another objective was to In addition to global health technologies, the OEDK supports develop new technologies to implement in resource-poor design projects across a wide variety of topics. Funding was settings to improve health outcomes and reduce global health provided by the Howard Hughes Medical Institute through its inequities. In addition to learning the engineering design Undergraduate Science Education Program. Rice provided process, it was anticipated that students would learn cross- support for staff salaries and philanthropic funding for intern- disciplinary and cross-cultural problem-solving and leadership ships and design teams was also received. BTB has been skills, preparing them for careers and graduate education in institutionalized as a minor in global health technologies, which global health technology. Students participating in either BTB has engaged more than 10% of undergraduates since 2006. design courses or other Rice courses with a civic research Women represent 65% of students in the minor's core courses; component were surveyed. More BTB students reported the underrepresented minorities represent 18%. The design courses course project enhanced skills in: creativity (60% BTB; 28% in the program and the facilities to support the efforts of the other); leadership (78% BTB; 44% other); ability to effect design teams are operated primarily with institutional support. social change (60% BTB; 40% other); and ability to solve real- Currently, the international internship is primarily supported world problems (94% BTB; 76% other). A survey showed that with grant funds; however, the program is steadily expanding 95% of international interns intend to include global heath in through philanthropic support for internships and design teams. 20