Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kristine Csavina, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

, theremay be too many topics to cover in the design of medical devices, and final projects may fallshort of full completion due to the number of skills professors want to instill in their students.To “jumpstart” their design sequence, Bucknell University includes a half semester junior levelcourse in their design sequence that includes topics in device benchmarking, the FDA, andpatents and intellectual property.1 Other programs have developed separate senior level designcourses to cover such topics as universal design. Western New England College offers asemester long course in universal design, based on the NISH National Scholar Award forWorkplace Innovation & Design.2,3 Indeed the importance of biomedical engineering design haslaunched BME

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Sonya Seif-Naraghi, University of California, San Diego

Tagged Divisions

Biomedical

taught classes primarilyin English and Spanish were identified with the rationale that these were the twolanguages most spoken by students at Arizona State University. Over twenty schoolswere found that offered the necessary classes, including the University College Dublin,the ITESM campuses in Mexico, and various technical institutes throughout the world.The final step is actively encouraging students to take advantage of the opportunity. Thisstudy provides a framework for the design and implementation of foreign study programsfor engineering students with the testimonial support of the pilot students.1. IntroductionAcademia and industry have both acknowledged that engineering students require anincreasingly broad set of skills, both technical

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University

Tagged Divisions

Biomedical

wished to use for the durationof their design.The following is a brief description of these tools: 1. Google Docs is easily accessible online and access can be limited to approved group (team) members. It allows the upload, download and editing of a number of file formats, i.e. MS Word, Power Point, Excel, and PDF. Anything uploaded or created can be seen by all invited members of a group. Editing is not limited to one team member at a time. If more than one team member is editing a document they are identified by the program. Page 14.370.4 2. Google Groups provides a number of applications that can be viewed, edited

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Mia Markey, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin; Wonsoon Park, University of Texas, Austin

Tagged Divisions

Biomedical

realizing the potentialof distance learning. We will share our lessons learned, student survey results, and our plans forimproving distance learning offerings.IntroductionTeaching to students who are not physically on site is not a new notion for correspondenceclasses began as far back as 1728 when students taking short hand lessons could send in theirlessons.1 Given today’s technologies, however, students can virtually attend classes and partakein labs. It is estimated that a third of all post-secondary schools offer distance learning (DL)options and that the number of enrollments will steadily increase.2 Simply put, distance educationis defined as a formal education process in which the student and instructor are not in the sameplace with an

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Virgilio Gonzalez, University of Texas, El Paso; Eric Freudenthal, University of Texas, El Paso; Homer Nazeran, University of Texas, El Paso

Tagged Divisions

Biomedical

benefit from thespecialized skills associated with each major and better replicates the multidisciplinaryenvironment encountered in industry. Each team is assigned a laptop on which they are initiallyresponsible for installing the “Gentoo” 1 Linux distribution. Later in the course, each of thesegroups will also be assigned an OpenMoko3 cell phone, and their projects will involve thecreation of radio-connected applications that will incorporate radio communication between thecell-phones and the laptops which simulate medical control and monitoring applications.Several approaches to student assessment are employed. There are three scheduled examscovering a combination of the theory from each module. The course has a strong practicalcomponent thus

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

[2]. In aneffort to improve our own two-semester, senior design sequence, we have implemented a three-week, rapid design challenge at the beginning of the biomedical engineering senior designexperience. This abbreviated design experience challenges the students to rapidly learn andimplement the basic steps of design to produce a functional prototype for entry into aculminating design challenge contest.In the 2006-2007 academic year our senior design sequence was taught for the first time butwithout the design challenge. Based upon this initial experience, we made the followingobservations which motivated the creation of the design challenge. 1. Capstones are a different type of course By the time students are seniors, they have become

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Jeffrey Saucerman, University of Virginia; Jason Papin, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

Virginia. The new systems bioengineeringPage 14.462.4Since there was a wide breadth of material covered in this course, we necessarily had to be veryselective about the material covered in each module, so that students had an opportunity to gainan appreciation for the issues and limitations of the most common modeling and experimentalapproaches at each scale. Each of the three modules in the course had the following generalgoals in common: 1. Introduce an especially medically relevant problem (in lecture and by assigning review papers to read) such that the students learn the motivation/need for a systems approach to solving this problem. 2. Lay the theoretical foundation: In lecture, we reviewed the underlying physical

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin, Madison; Silas Bernardoni, University of Wisconsin, Madison; Tyler Lark, University of Wisconsin, Madison; Willis Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

effectively across disciplines1. The students work on a variety of interesting and challenging projects. Some examples of Page 14.1083.2the projects are:1. A combined thermistor, pressure, and CO2 device for use in the sleep laboratory: Develop adesign for a single device that can be used on infants and that can measure all three signals ofinterest which are a) temperature difference between inhaled and exhaled air, b) pressure sensorsthat show a flattening pressure profile during upper airway narrowing, and c) carbon dioxidesampling tubes to detect the exhaled CO2 waveform.2. Design for a self-contained, maneuverable, endoscopic, video camera

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Chris Yoder, University of Pittsburgh; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Biomedical

bioengineering teams who developed a design/prototype were asked to reflectupon and explain their experiences by developing a concept or process map.1-2 The use ofprocess maps allows teams to not only show the relative importance of the various elements in Page 14.279.2their process, but also to clearly indicate the relationships among these elements. This processmapping technique has been successfully used to investigate the differences between academicand corporate inventors in the RFID technology sector and to identify activities that universitytechnology transfer offices might adopt. 3In the following sections, the conceptual model with its

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

practice medicine, work in industry or dobiomedical research. BME programs utilize different strategies to satisfy ABET accreditationcriteria related to physiology. A 2008 review of accredited programs shows that 49% require astandalone physiology course offered by the BME department, while 41% utilize life sciencedepartments to teach physiology to their engineering students. One program requires studentstake physiology courses from both biomedical engineering and biology departments. Eightpercent of undergraduate BME programs do not require a specific course in physiology at all. Ofthose that do, the number of credit hours ranges from three to twelve (Figure 1)1.The ABET criteria require that biomedical engineering program graduates have the

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

of research (i.e. participating because it seemed fun, gaining independence, attendingconferences, and understanding the “big picture”) was more strongly correlated with positiveoutcomes than having successfully completed research proposals, reports, or poster presentations4 . Taken together, these findings support the assertion that a critical component of an Page 14.343.3undergraduate research program is the cultivation of a positive and supportive environment byfostering student-student and student-faculty relationships 1.One strategy for fostering student-student and student-faculty relationships is through theestablishment of a learning

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

James Cawthorne, Purdue University; Osman Cekic, Purdue University; Monica Cox, Purdue University; Melissa Stacer, Purdue University

Tagged Divisions

Biomedical

institutions (associateprofessor), and 21% were working in other areas, possibly out of the academe. The distributionof the participants by gender was about fifty-fifty. Sixty-six percent of respondents were white,10% were Asian, and 14% were African-American. Ninety percent of the respondents were UScitizens and permanent residents compared to 10% non-US citizens.Survey Construction The exploratory survey developed for the graduate students sought to glean insights fromrespondents about their experiences with HPL-oriented, or challenge-based instruction before,during, and after their participation in VaNTH. Participants were asked to (1) reflect and recalltheir understanding of the HPL framework and their concept of effective teaching, (2

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Melissa Morris, Technion - Israel Institute of Technology; Daniel Raviv, Florida Atlantic University

Tagged Divisions

Biomedical

this process involves seeking out and categorizing current solutions and thenusing this problem solving method to develop novel solutions.A brief introduction to the 8D Methodology is given in this paper with discussion on howthis method can be adapted for training scientists and engineers to use this tool inmedicine. As an example of the use, the problems of heart disease are categorized toclearly see the many ways that a patient's life is affected. Next, current solutions for bothprevention and treatments are then categorized as well. Finally, the methodology is usedto generate several novel directions for research.IntroductionHeart disease is the number one cause of death in the United States.1 Over 64 millionAmericans are estimated to have

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Craig Somerton, Michigan State University

Tagged Divisions

Biomedical

Figure 1). Thestudents are directed to use the symbolic manipulator associated with MATLAB to Page 14.838.2evaluate thermodynamic properties that require integration or differentiation. Thefollowing transport properties are to be included in the spreadsheet: thermal conductivity,thermal diffusivity, dynamic viscosity; kinematic viscosity, and Prandtl number. Tabulardata are provided for the transport properties (see Table 1). The students re directed toutilize a curve fit for one transport property and a table look-up for a second transportproperty. The other three transport properties can then be evaluated through the threerelationships among the

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

is shown in Table 1. Lecture topics included scaling effects,quantum effects, electrical/optical properties at nanoscale, self-assembly, nanostructures,nanofabrication, biomotors, biological designing, biosensors, nanomedicine. As a biomedicalengineering elective, the course focused more on what biotechnology can bring tonanotechnology applications and their combinedchallenges. The course also included a number of Table 1. Course syllabusguest lectures by bionanotechnology researchers oncampus.Course objectives included: • To enhance appreciation of the current state and potential future impact of nanotechnology. • To demonstrate how specific physical behavior and engineering design requirements change

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge; Brad Deschenes

Tagged Divisions

Biomedical

sponsored by an industrial partner. Throughout this coursesequence, non-technical aspects of engineering are emphasized including group dynamics,teamwork, communication skills, leadership skills, and creativity.Sophomore Engineering Design CourseThe outcomes for the sophomore course, Engineering by Design, are not technical, but rather arerelated to areas such as formulation of ideas, communication, creativity, and analytical ability.Specifically, upon completing the course, students should be able to: 1. Formulate each step of the design process. 2. Work successfully in interactive groups. 3. Develop their creativity, imagination, and analytical skills. 4. Make informed ethical decisions. 5. Improve their written and oral

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Conrad Zapanta, Carnegie Mellon University; Warren Ruder, Carnegie Mellon University; Justin Newberg, Carnegie Mellon University; Paul Glass, Carnegie Mellon University; Davneet Minhas; Elvira Garcia Osuna, Carnegie Mellon University; Liang Tso Sun, Carnegie Mellon University; Alyssa Siefert, Carnegie Mellon University; Judy Shum, Carnegie Mellon University; Portia Taylor, Carnegie Mellon University; Arielle Drummond, Carnegie Mellon University; Bur Chu, Carnegie Mellon University

Tagged Divisions

Biomedical

fibroblast) cells onthese hydrogels are then observed. In the biomechanics module, students measure and analyzeEMG (electromyography) signals and relate force generation and limb movement to thesesignals.This course also includes a research project. Students research how a technique presented in thiscourse is used to develop a medical device, clinical therapy, or to study a biological process.Students present their projects as both a poster in a public setting, and in a written report.This class has been taught to over 150 students to date over the last two years. This integratedapproach has consistently received favorable course evaluations from students and faculty andmeets several ABET criteria.1. IntroductionThe Department of Biomedical

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Samantha Jacques, Milwaukee School of Engineeirng; John D. Gassert, Milwaukee School of Engineering; Thomas Swiontek, Milwaukee School of Engineering; Jeffrey LaMack, Milwaukee School of Engineering; Charles Tritt, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering; Vincent Canino, Milwaukee School of Engineering; Nancy Schlick, Milwaukee School of Engineering

Tagged Divisions

Biomedical

programs are struggling to keep their curriculum current and meet thechanging needs of today’s technically based society. Every engineering program needs toproduce technically savvy engineers prepared for the workforce (or graduate school) whileteaching them professional skills such as teamwork, leadership, and communication. BecauseBiomedical Engineering (BME) programs must include the ability “to solve the problems at theinterface of engineering and biology” and “the ability to make measurements on and interpretdata from living systems” [1] BME programs often have more difficulties including the requisiteengineering topics necessary to meet ABET criteria. A good biomedical engineer must have atleast a basic understanding of mechanical