Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Biomedical

technical elective for students who major inmechanical engineering and have had the traditional prerequisites for classical fluidmechanics.The course was first offered in the spring semester, 2005. The total student populationequaled 38 with 21 bioengineering majors and 17 mechanical engineering majors. Theincoming cumulative grade point averages of both sets of students wereapproximately the same (2.86/4.00 vs. 2.88/4.00).ApproachThe approach taken in this first offering of the course was integrative in structure andincluded as well current movie titles to generate in-class discussions and follow-upcritical review essays. A mind-map of the course topics and activities is presented inFigure 1

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Conrad Zapanta, Pennsylvania State University; Keefe Manning, Pennsylvania State University

Tagged Divisions

Biomedical

Pennsylvania State University offers a course entitled “Artificial OrganDesign.” This senior and graduate level course emphasizes the following objectives:1. Understanding engineering design and problem solving techniques with special emphasisplaced on the Food and Drug Administration’s design control process for medical devices.2. Familiarity with various engineering issues surrounding the design of artificial organsincluding biomaterials and biocompatibility, design principles for tissue and blood contact,power systems for implanted systems, and control of artificial organs.3. Understanding the regulatory approval process for artificial organs including codes andregulations, reliability, and device testing.4. Application of this

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas-Austin; Mia Markey, University of Texas-Austin

Tagged Divisions

Biomedical

-worldapplications in an introductory undergraduate biomedical engineering course on probability andstatistics, we have developed a scaffold of multiple instructional technologies. Thesetechnologies include the course management system, BlackBoard®, non-linear (hyperlinked)PowerPoint® notes, Classroom Performance System (CPS) technology, and “real-world”MATLAB®-intensive problems. Based on three semesters of student data, we revised thescaffold model and assessed the impact of the component instructional technologies inreinforcing student learning and critical thinking.1. IntroductionFor three semesters we gathered pre- and post-class student survey data, observational data,technology usage data, and classroom performance results in BME 335

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Paul King, Vanderbilt University

Tagged Divisions

Biomedical

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Samantha Jacques

Tagged Divisions

Biomedical

problems.The ExerciseAt the beginning of class, students were given a one page handout on the pharmacokinetics oforal administration of drugs as well as the absorption rate for sugar. The topic ofpharmacokinetics was not covered directly in this class, but had been introduced in severalprevious classes including physiology, statistics, and biofluid and mass transport. Students had torely on their previous knowledge and the information in the handout to incorporate material notexplicitly covered in class. This incorporation of knowledge from other classes or not explicitlycovered in class is one aspect of SCI learning. Page 11.871.2Part 1: Students were

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Laura Sullivan, Kettering University; Patrick Atkinson, Kettering University; Stacy Seeley, Kettering University

Tagged Divisions

Biomedical

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Miles Wernick, Illinois Institute of Technology; Ana Lukic, Illinois Institute of Technology

Tagged Divisions

Biomedical

object[1]. PhantomFor a student demonstration x-rays are not convenientbecause they are invisible and hazardous. To circumventthis problem we have developed an experiment that usesvisible light, allowing students to directly observe theprocess and eliminating any hazards. To eliminaterefraction (which is not negligible for visible light) the Figure 1. A photograph of the phantomphantom object is designed from translucent material assembly illuminated by the light box. The translucent phantom object is(acrylic plastic) and immersed within a refractive-index- immersed within a square tank with

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; John Denis Enderle, University of Connecticut; Amy Lerner, University of Rochester; Samantha Jacques; Peter Katona, The Whitaker Foundation

Tagged Divisions

Biomedical

project and a design project in anengineering curriculum.IntroductionCan the difference between design and research be quantifiably defined? At what pointdoes research become design or design become research? Addressing these questions ismuch like examining a fine work of art. Examine a painting by a master artist. Look atthe white of a lily such as those found in the painting “Carnation, Lily, Lily, Rose,” byJohn Singer Sargent 1. Can you truly find anything that is just black or white? The factis there are many colors in the blacks and whites and the beauty is truly in the eye of thebeholder. As with art, design is often in the eye of the evaluator. If the difference wereblack or white, the job an engineering faculty member would be easy. A

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Michele Follen, M.D. Anderson Cancer Center; Rebecca Richards-Kortum, Rice University

Tagged Divisions

Biomedical

reform of undergraduate science, math, engineering, and technology (SMET)education at research universities. Growing evidence shows that hands-on discovery experienceis more effective at teaching complex concepts than traditional lectures.1 The National Academyof Sciences issued a call for SMET courses that enable students to “understand science,mathematics, and engineering as processes of investigation – as ways of knowing; to have hands-on experiences with investigations and to discover the joy and satisfaction of discovery.”1 Webelieve programs of this kind will create undergraduate students who are prepared to become thenew generation of translational researchers. By reinforcing their abilities to think critically, towork in teams, and to

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Joe Tranquillo

Tagged Divisions

Biomedical

on their tongue) only a handful of student had ever tried this. The purposes ofbeginning a new section with a qualitative lab are: 1) Students have an opportunity to experiment with physical models. 2) There is an active event that signals to the students that a new section has begun. 3) The relevance of the subject matter can be reinforced so students become Page 11.1056.2 invested in the lectures. The data they collect often provides useful examples for class. 4) Students have the opportunity to become comfortable using new equipment or techniques without worrying about results. 5

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Larry Howard, Vanderbilt University; Robert Roselli, Purdue University

Tagged Divisions

Biomedical

grade and suggestions for seeking additional help, if needed. Thelearner can review their completed problem after it is submitted.MethodsOperation of the design pattern is quite straightforward and involves repetitive application offour fundamental steps: 1) pose a problem; 2) get student response; 3) evaluate response; and 4)provide diagnostic feedback. If the student response is correct the engine moves to the nextquestion. If the response is incorrect, the student can be asked a new question or series ofquestions that are designed to discover where the student made an error. Alternatively, theauthor might elect to ask the same question for some maximum number of iterations, providingadditional diagnostic information after each iteration. If

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Kang-Mieler

Tagged Divisions

Biomedical

interface of engineering and biology”1. The main focus of thislaboratory class was to introduce and apply basic engineering principles and tools to biologicalsystems.This class is the first time that our students are exposed to various engineering concepts and theirhands-on application to biological systems. In this class, the students performed sixexperimental modules each of which involved at least three hours of laboratory time. Thestudents wrote technical papers and gave a 20- minute oral presentation after each module.Hence, this is a time intensive laboratory class where both the instructor and teaching assistantare required in the laboratory at all times. It is inadequate to have one teaching assistant tointeract with the more than 30

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

John Denis Enderle, University of Connecticut

Tagged Divisions

Biomedical

engineering andbiology”. A physiological modeling course conveniently satisfies both requirements. Here it isproposed that a differential equations based physiological modeling course replace the moretraditional differential equations course taught in the math department. The motivation forexploring this possibility is that: (1) the differential equation course can be replaced by amath/science elective and (2) students see differential equations applied in modelingphysiological systems. We have been teaching a physiological modeling course at the Universityof Connecticut’s BME program over the last four years developing the curriculum, and after theproof of concept is approved, will implement the replacement.INTRODUCTIONDesigning and updating a

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

accreditation from ABET (the major accrediting body ofuniversity/college engineering programs within the United States) are required to define thetypes of skills that students will possess by the time they graduate, and to provide evidence thatprogram graduates possess a set of skills/knowledge designated by ABET. In other words, andusing ABET terminology, all engineering programs seeking ABET accreditation must define andmeasure student achievement of Program Outcomes, and through this process, must demonstratethat their students attain an ABET-designated set of abilities, criteria lettered “a” through “k”[1]).Biomedical Engineering programs must additionally demonstrate that their graduates have: “anunderstanding of biology and physiology, and the

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin-Madison; Willis Tompkins, University of Wisconsin-Madison

Tagged Divisions

Biomedical

Engineering (the authors), Electrical and Computer Engineering,Chemical and Biological Engineering, Mechanical Engineering, Industrial and SystemsEngineering, Biological Systems Engineering, and Civil and Environmental Engineering.The certificate requirements are as follows3:Prerequisites: A student must be enrolled in an engineering degree program.Requirements: A student must complete at least 15 semester credits of courses including:1) a basic biology course with lab (typically at least 5 credits)2) at least 6 credits of advanced biology courses (e.g., physiology, cell biology, neurobiology)3) at least one 3-credit course that substantially combines biology and engineering (e.g., biomaterials, tissue engineering), and4) a required 1-credit

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

David Schneeweis, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; Patrick Rousche, University of Illinois-Chicago

Tagged Divisions

Biomedical

virtuallysynonymous in most contexts, so “bioengineering” will be used in this article for simplicity.)Neural engineers self-identify as engineers/scientists interested in engineering challengesrelated to the brain and nervous system. It has been referred to as a “merger of engineeringand neuroscience” [1]. Many neural engineers work on clinically oriented challenges,including for example developing sensory prostheses for the deaf and blind or designingsystems to stimulate walking motion in the legs of spinal chord injury patients. But otherneural engineers are interested primarily in understanding how the brain and nervous systemwork, or are affected by disease.Although engineers and scientists have been doing this kind of work for decades, it is onlywithin

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Peter Coppinger, Rose-Hulman Institute of Technology; Shannon Sexton, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

-long sequence of introductory biology courses. Dueto a heavy sophomore curriculum in engineering and mathematics, biomedical engineeringstudents typically enroll during the fall of the junior year, and are therefore more than a yearremoved from core biology courses.During the Fall Quarter 2005, “Mendelian and Molecular Genetics” exhibited the followingdemographics, as indicated by major, gender, and year: Table 1: Demographic Information by Major Biomedical Biology Engineering Year Sophomore 5 3

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

of the unknown is compounded by thethings that they do know, e.g. they know they must (1) select (and solve) an open-ended designproblem, (2) work productively as a team, (3) document the design process (which they do notunderstand), and (4) present (and defend) the results of their efforts to a large audience. Even themost daring of students may be intimidated by this!Our “Design Boot Camp” is called Principles of Biomedical Design. In this required two creditcourse, junior biomedical engineering majors are introduced to engineering design methodology.This paper will discuss the layout of the course, the perceived benefits for both students andinstructors, and the lessons learned during the first iteration of the course.IntroductionMany

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Thomas Harris, Vanderbilt University; Sean Brophy, Purdue University; Robert Linsenmeier, Northwestern University; Alene Harris, Purdue University

Tagged Divisions

Biomedical

,education, and technology have collaborated in developing in developing, delivering, andrefining workshop experiences for engineering faculty. These workshops provide both contentand process knowledge needed to develop modules that incorporate current HPL learning theory(Bransford, et al.1), integrate technology , and guide the participants in developing modules fortheir own courses.Workshops generally were constructed along the following lines: • Participants assessed their personal goals for the workshop. • Workshop leaders briefly reviewed results from previous use of HPL Legacy Cycle class lessons to establish credentials for workshop. • Workshop leaders briefly reviewed HPL theory and Legacy

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Lanny Griffin, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Robert Crockett, California Polytechnic State University

Tagged Divisions

Biomedical

increasinglysophisticated levels of engineering exploration as the student matures.COSMM Laboratory EquipmentFigure 1 illustrates the integration of various pieces of advanced manufacturing technology intothe COSMM laboratory. Geometric and mechanical property data are imported from existingbiological structures into a virtual environment where they can be analyzed, modified and outputusing layerwise manufacturing techniques. Building a laboratory such as this at a StateUniversity is generally an expensive and daunting experience, but COSMM has beensuccessfully assembled through a combination of equipment purchased to support sponsoredresearch, creative arrangements with vendors, cooperation between engineering departments topurchase shared resources, and

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jason Bazil, Purdue University; Aaron Kyle, Purdue University; Suneera Bhatia, Purdue University; Brain Moerdyk, Purdue University; Thomas Talavage, Purdue University; Andrew Brightman, Purdue University; Allison Sieving, Purdue University; George Graber, Purdue University; Ann Rundell, Purdue University

Tagged Divisions

Biomedical

laboratory componentculminates in a two-week design project to solve a bioinstrumentation problem. Studentsemploy a structured design process in problem formulation, brainstorming, research, designevaluation, and implementation. After the initial offering of this course, students learned basiccircuit theory and fundamental measurement principles. These laboratory exercises develop thestudents' understanding of bioelectric phenomena and bioinstrumentation, and their ability toaccurately measure physiological events.1 Introduction Many Biomedical Engineering (BME) programs have implemented a bioinstrumentationcourse requiring prior linear circuit theory instruction. Such programs often evolved fromElectrical Engineering (EE) classes that had been

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Karen Coyne, U.S. Army ECBC; Arthur Johnson, University of Maryland-College Park

Tagged Divisions

Biomedical

intended to exhaustively cover physiology. Rather,sufficient physiology is included so that students can understand the models and equations usedto illustrate these mechanisms and processes. Quantitative models are used as much as possible,but conceptual models are included where necessary.Methods for Teaching the ClassTextbookThe book used for this course is “Biomechanics and Exercise Physiology,” by Arthur T.Johnson. The first edition is available on the world wide web at www.bre.umd.edu/johnson.htm.It is currently being rewritten for a second edition likely to be published later this year. It is thesecond edition that will be described. The book has five chapters: 1. Exercise Limitations 2

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Markus Billeter, Swiss Federal Institute of Technology (ETH) Zurich, Institute for Biomedical; Grace M. Nijm, Northwestern University; Bugrahan Yalvac, Northwestern University; Alan Sahakian, Northwestern University

Tagged Divisions

Biomedical

ECE and associate chair of ECE. He is also a member of the Associate Professional Staff of Evanston Hospital. He has worked as a Senior Electrical Engineer at Medtronic, Inc. and as a Resident Visiting Scholar at AFIT/WPAFB. Page 11.58.1© American Society for Engineering Education, 2006 A Laboratory Demonstration of Spatial Encoding in MRI Abstract The solution at hand describes a low-cost, small-scale MRI system which has been shown to demonstrate 1-dimensional spatial encoding. The main motivation for constructing the apparatus is its need for

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Steven Schreiner, Western New England College; Diane Testa, Western New England College

Tagged Divisions

Biomedical

problem-based learning into these courses.1 Another recent development inbioengineering is the use of studio learning which involves the integration of lecture andlaboratory in the same course and promotes active learning.2,3The Biomedical Engineering program at Western New England College uses a variety ofmethods to deliver hands-on opportunities, integrating these experiences throughout thecurriculum. These methods include stand-alone laboratory courses as well as studio-likelearning, where laboratories and lectures are integrated, and a hybrid type of homeworkassignment called physical homework. Physical homework is similar to traditional homework,but includes an experimental component that can be performed individually by each studentoutside

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Glen Livesay, Rose-Hulman Institute of Technology; Renee Rogge, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

Page 11.1427.6confidence, or just that the passage of time since the conclusion of a major design project makesthe full impact of the experience be felt. To assess the learning of the design students who willparticipate in the next iteration of the vertical mentoring scheme beyond their design projects,longitudinal concept mapping[3] (at the conclusion of each of the four quarters in the designsequence) is being implemented. Alternative assessments of students’ confidence in their designabilities could also be collected[1]. These might enable further determination of the impact ofmentoring not only on the ability guide a team and gain a new perspective, but also on the abilityof this experience to help students potentially synthesize and

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Jay Goldberg, Marquette University

Tagged Divisions

Biomedical

position. They typically lack themanagement skills and business knowledge needed for the job. This contributes to the high rateof managerial failure among engineers.1 Recognizing the value of additional education inreducing the incidence of managerial failure, many engineers are preparing for careeradvancement by enrolling in part-time graduate management programs. These programs allowstudents to supplement their technical education with formal coursework in business andmanagement while they continue to work full-time.Medical device companies need engineers with technical and business skills, and anunderstanding of the economic and regulatory aspects of healthcare delivery. They need toinvest in employee training and education to develop, promote