Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

Paper ID #34474WIP: Integration of Computational Modeling Active Learning ActivitiesWithin a Core Graduate Organ Systems Physiology CourseDr. Timothy E. Allen, University of Virginia Dr. Timothy E. Allen is an Associate Professor in the Department of Biomedical Engineering at the University of Virginia. He received a B.S.E. in Biomedical Engineering at Duke University and M.S. and Ph.D. degrees in Bioengineering at the University of California, San Diego. Dr. Allen’s teaching activities include coordinating the core undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer H. Choi, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #33978Work in Progress: Promoting Equitable Team Dynamics in an IntroductoryBiomedical Engineering CourseDr. Jennifer H. Choi, University of California, Davis Jennifer Choi is currently an Associate Professor of Teaching in the Department of Biomedical Engineer- ing (BME) at UC Davis. In addition to teaching core undergraduate courses, Jennifer is aimed at integrat- ing engineering design principles and hands-on experiences throughout the curriculum, and playing an active role in the senior design course. She has interests in engineering education, curricular innovation, as well as impacting the community through

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Kelvin D'wayne Pierre II, Georgia Institute of Technology; Katherine Tsai Shook, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Exposition, ConferenceProceedings. Columbus, Ohio: ASEE Conferences. doi: 10.18260/1-2--28298.Feister, M. K. et al. (2016) ‘Integrating ethical considerations in design’, ASEE Annual Conference andExposition, Conference Proceedings. New Orleans, Louisiana: ASEE Conferences. doi: 10.18260/p.25804.Gunnarsson, C., Birch, C. and Hendricks, D. G. (2019) ‘Work in progress: Curriculum on diversity andethics: Impact in an introductory bioengineering course’, ASEE Annual Conference and Exposition,Conference Proceedings. Tampa, Florida: ASEE Conferences. doi: 10.18260/1-2--32340.Hutchison, K. (2019) ‘Gender Bias in Medical Implant Design and Use: A Type of Moral AggregationProblem?’, Hypatia, 34(3), pp. 570–591. doi: 10.1111/hypa.12483.Lord, S. M. and Chen, J

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Loay A. W. Al-Zube, University of Mount Union; Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Biomedical Engineering

Union in Alliance, OH. American c Society for Engineering Education, 2021 Work in Progress: A New Undergraduate Biomedical Engineering Program: An Innovative Program in a Liberal Arts InstitutionKey words: Biomedical Engineering, New Curriculum, Liberal artsAbstract:This paper describes a new biomedical engineering undergraduate program at a small liberal artsinstitution. The development of the program was initiated by a comprehensive feasibility reportmade in 2016 that included assessment of growth of the bioscience industry, cohesion with existingprograms at the institution, potential students, and current trends and future needs. The programcurriculum provides

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University

Tagged Divisions

Biomedical Engineering

performance compared to a traditionalintroductory biomechanics course. Increased student performance through blended coursework isespecially impactful today as teaching methods in higher education are reevaluated in the wakeof the COVID-19 pandemic. Instructors should consider utilizing this blended approach toprovide more class time for addressing critical course concepts and flexibility for students tocomplete material at their own pace.II. IntroductionBME2100: Biomechanics is a sophomore-level introductory biomechanics course at VanderbiltUniversity that focuses on the study of structural and material properties of biological tissues andmedical devices. In an effort to integrate coding content into each undergraduate BME course,biomechanics

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy N. Adkins, Northwestern University; David P. O'Neill, Northwestern University; Casey Jane Ankeny, Northwestern University

Tagged Divisions

Biomedical Engineering

Paper ID #33666WIP: Effectiveness of Different Reflection Approaches for ImprovingMastery in an Engineering Laboratory CourseMs. Amy N. Adkins, Northwestern University Amy N. Adkins is a PhD candidate in Biomedical Engineering at Northwestern University. She received her M.S. in Biomedical Engineering from Northwestern and her B.S. in Engineering Science from St. Mary’s University in San Antonio. Her technical graduate research is focused on utilizing novel imaging techniques to quantifying adaptation of muscle architecture in humans. She also desires to implement innovative teaching, mentoring, and hands-on problem

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Sara Xochilt Lamer, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Biomedical Engineering

redesigned a project in an introductory bioengineering course to explore stress managementtechniques through physiology, biosensors, and design. The project allows students to developdesign skills and to explore the impact of wellness practices on human physiology. Assessmentof the curricular redesign will be measured by student evaluations of the offering and theirwillingness to engage in the mindfulness portion of the course. The COVID-19 pandemic hasemphasized the need to focus on student wellbeing in addition to physical health. Integration ofwellness into the core curriculum promotes the use of existing campus resources presented inclass and may normalize the use of these resources within engineering departments and colleges.Ultimately, the

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Lukas, Western New England University; Devina Jaiswal, Western New England University

Tagged Divisions

Biomedical Engineering

’ recognized by the employers. Graduates are expected to be technicalexperts as well as have high quality ‘professional skills’ [3], [4]. Sighting this demand,engineering educators around the world are now making efforts to change the curriculum byadding an EM based course or incorporating associated modules into their courses. Students canexplore EM concepts related to real-world social issues and expand ‘professional skills’ such asrecognizing opportunities, creativity, communication, leadership and adaptability throughexperiential learning modules. Such modules can be easily integrated into design-based coursesas well as laboratory courses to provide students with a hands-on experience and expose them toopen-ended questions. However, it is

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maryam Mobed-Miremadi, Santa Clara University; Navid Shaghaghi, Santa Clara University; Gangshu Cai, Santa Clara University; Prashanth Asuri, Santa Clara University

Tagged Divisions

Biomedical Engineering

supportsmultiple training and education needs related to data analytics across biopharmaceuticalmanufacturing hubs. As a first-step, our project identified a subset of achievable near-term tasksand objectives needed to develop and pilot an introductory series of active-learning boot campsdesigned to upskill incumbent employees serving in established biomanufacturing scientific andengineering roles (e.g. not trained data scientists) to utilize multivariate analysis tools and extractvalue from complex data sets. Our proposed solution is differentiated by its active collaborationwith industry, and commitment to mentored employee knowledge integration into corporateworkflows.Objectives and Value PropositionsWe propose the development of a workforce

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

teaching core undergraduate courses, Jennifer is aimed at integrat- ing engineering design principles and hands-on experiences throughout the curriculum, and playing an active role in the senior design course. She has interests in engineering education, curricular innovation, as well as impacting the community through increased K-12 STEM awareness and education. Prior to joining UC Davis, Jennifer taught in the BME Department at Rutgers University, and was a postdoctoral fellow at Advanced Technologies and Regenerative Medicine, LLC. She received her doctoral degree in Biomedical Engineering from Tufts University, M.S. degree from Syracuse University, and B.S. degree from Cornell University

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan McCarty, University of Florida; Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

- graduation. References[1] G. M. Fillenwarth, M. McCall, and C. Berdanier, “Quantification of Engineering Disciplinary Discourse in Résumés: A Novel Genre Analysis with Teaching Implications,” IEEE Transactions on Professional Communication, vol. 61, no. 1, pp. 48– 64, Mar. 2018, doi: 10.1109/TPC.2017.2747338.[2] M. McCall, G. M. Fillenwarth, and C. G. P. Berdanier, “Chapter 7. Quantification of Disciplinary Discourse: An Approach to Teaching Engineering Resume Writing,” in Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25, The WAC Clearinghouse; University Press of Colorado, 2020, pp. 113–134.[3] C. G. P. Berdanier, M

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Annie AnMeng Wang, University of Michigan; Aileen Huang-Saad, Northeastern University; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

Industry: a Case Study,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2018, pp. 1–7.[6] R. A. Linsenmeier and A. Saterbak, “Fifty Years of Biomedical Engineering Undergraduate Education,” Ann. Biomed. Eng., vol. 48, no. 6, pp. 1590–1615, 2020.[7] S. K. Gilmartin et al., “Chapter 2: Career Plans of Undergraduate Engineering Students: Characteristics and Contexts,” in U. S. Engineering in the Global Economy, no. April, 2015, pp. 1–69.[8] A. Huang-Saad, J. Stegemann, and L. Shea, “Developing a Model for Integrating Professional Practice and Evidence-Based Teaching Practices into BME Curriculum,” Ann. Biomed. Eng., vol. 48, no. 2, pp. 881–892, 2020.[9] Z. O. Abu-Faraj, “Bioengineering

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Arash Mahboobin, University of Pittsburgh; Mark Gartner, University of Pittsburgh

Tagged Divisions

Biomedical Engineering

capstone course has historically equally emphasized “the development process” aswell as the physical artifact that is developed.The perceived disconnect in the 2019 senior exit survey feedback, as well as the Department’songoing integration of design-related activities throughout the curriculum, motivated an initiativeto survey the bioengineering undergraduate students regarding what “design” means to them.Any definition of design was absent from the feedback received by the 2019 graduates, of which22% had completed a co-op experience and only a small subset (about 10%) had been involvedwith design-related activities during their co-op endeavors.We hypothesized that a student’s definition of “design” may be a function of the localeducational

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

identified as essential were implemented in-person provided they obtained an approved safety plan. Students were not compelled to attendface-to-face courses and were given the option to pursue virtual alternatives. This combination offactors presented us with a unique opportunity to study the impact of face-to-face and virtualsynchronous instruction modes.A critical part of the biomedical engineering curriculum at [the institution], [this course] coverscore engineering analytical and computational techniques, with a laboratory portion consisting ofa sequence of MATLAB-based programming activities for undergraduates in biomedicalengineering [1]. Typically offered in a face-to-face (F2F) modality, the most recent Fall 2020 termpresented these