Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

. Page 15.21.1© American Society for Engineering Education, 2010 A Consumer and Laboratory Devices Approach to Teaching Principles and Applications of BioelectricityAbstractCourses in Bioelectricity, or similarly Bioelectric Phenomena, are taught within manyundergraduate and/or graduate curricula in Bioengineering, Biomedical Engineering, andsometimes Electrical Engineering or Neurosciences. While most such offerings emphasizemainly the theoretical foundations of bioelectricity as applied to clinical devices and/or modelingof excitable cell function, we have supplemented this traditional approach in the courseBME4504C at Florida Gulf Coast University through the incorporation of experiments andprojects featuring

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Estefania Alvarez, Clemson University; Steven Saville, Clemson University; O. Thompson Mefford, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

AC 2010-1621: THE USE OF CONFERENCE PREPARATORY PRINCIPLES ANDPRACTICES (WRITING AND PRESENTATION SKILLS) TO TEACHINTERDISCIPLINARY LABORATORY COURSESEstefania Alvarez, Clemson UniversitySteven Saville, Clemson UniversityO. Thompson Mefford, Clemson UniversityJohn DesJardins, Clemson University Page 15.1259.1© American Society for Engineering Education, 2010 The Use Of Conference Preparatory Principles And Practices (Writing And Presentation Skills) To Teach Interdisciplinary Laboratory CoursesAbstract This paper examines the application of conference preparatory principles and practices toteach materials science through the

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Pamela Bhatti, Georgia Institute of Technology; Jessica Falcone, Georgia Institute of Technology; James McClellan, Georgia Institute of Technology

Tagged Divisions

Biomedical

course consists of three main instructional components:(1) a faculty led bi-weekly lecture, (2) a faculty led weekly recitation section, and (3) a weeklylaboratory section co-led by a faculty member and graduate student teaching assistants. Both therecitation and laboratory enrollment is limited to 20 to enhance the level of faculty-studentcontact during the labs and recitations.The weekly laboratory exercises consist of a simple pre-lab that the students are to complete ontheir own, a structured in-lab warm-up section examined by the lab staff, and a more in-depthexercise/project completed by the students outside of the lab section in teams of two. Theseprojects require a lab report which is sometimes a formal report as in the case of the

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Purvis Bedenbaugh, East Carolina University

Tagged Divisions

Biomedical

regional students serve regionalindustry. The core curriculum trains students broadly not only in science, math and thefoundations of mechanical and electrical engineering, but also in systems and industrial processengineering. Four concentrations provide advanced training in a specific discipline. These arebiomedical engineering, bioprocess engineering, mechanical engineering, and systems andindustrial engineering. The program produced its first graduates in Spring 2008, and wasawarded ABET accreditation in 2009 - the earliest point of eligibility.The motivation for attempting this project was so that, in addition to teaching new subjectmatter, students could develop independent research skills and gain experience working in teams,in a framework

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Sarah Pierce, Cumberland University; Amanda Lowery, Vanderbilt University; Charleson Bell, Vanderbilt University; Todd Giorgio, Vanderbilt University

Tagged Divisions

Biomedical

research as the techniquesused are necessary to understand many aspects in bioscience.” Page 15.900.11Instructor Prep and InvolvementThis was the first time a bionanotechnology laboratory course was offered. The completely newlab exercises required new readings, new protocols, and new discussion questions. The teachingassistant completed each exercise in a trial run before the course began. The trial run determinedthe clarity of the protocols and the appropriate time points for student data collection. This typeof verification is expected for a new course but did add to the teaching assistant responsibilities.During each lab period both the

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

AC 2010-1822: USE OF SITUATED COGNITION AND CONSTRUCTIVISTTHEORIES TO TEACH MOVEMENT SCIENCE IN BIOMECHANICSRandolph, Randy Hutchison, Clemson UniversityJohn DesJardins, Clemson UniversityLisa Benson, Clemson University Page 15.1309.1© American Society for Engineering Education, 2010 Use of Situated Cognition and Constructivist Theories to Teach Movement Science in BiomechanicsAbstractIt is estimated that students now graduating will pursue as many as five careers in their lifetime.This puts increasing pressure on instruction to expedite a student’s ability to transfer what theyhave learned in the classroom to many applications. Many times the

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University; David Barnett, Saint Louis University

Tagged Divisions

Biomedical

AC 2010-1038: EARLY CAREER BIOENGINEERING RESEARCH EXPERIENCEFOR UNDERGRADUATESRebecca Willits, Saint Louis University Rebecca Kuntz Willits is an associate professor of Biomedical Engineering at Saint Louis University and has developed courses in Transport Phenomena, Biotransport, Drug Delivery, Tissue Engineering, and Design of Laboratory Experiments. She was the 2009 Director of BE@SLU, an NSF-sponsored REU in Bioengineering.David Barnett, Saint Louis University David Barnett is the Chairperson of the Department of Biomedical Engineering at Saint Louis University, as well as the Director of the 2010 BE@SLU program

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

more opportunities towork on projects in the design laboratory, earlier in the curriculum. This has already beenaddressed with the hiring of two teaching assistants this spring who are able to provide moreguidance to the students. In the long term, it will be addressed with the hiring of a newundergraduate design faculty, who will be able to fully dedicate the necessary time to thesecourses.SummaryWe have implemented a sequence of courses so that students can develop skills in modern designand manufacturing. Students learn these skills through traditional lecturing, and moreimportantly, through hands on projects and challenges in the design lab. This starts in thesophomore year, and students already have several hands-on experiences as they

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

DeRome Dunn, North Carolina Agricultural and Technical State University; Robin Liles, North Carolina Agricultural and Technical State University; Clinton Lee, North Carolina Agricultural and Technical State University; Shawn Watlington, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina Agricultural and Technical State University; Devdas Pai, North Carolina Agricultural and Technical State University

Tagged Divisions

Biomedical

ranconcurrently. K-14 teacher participants derived from middle schools and community colleges,and undergraduate participants came from both the lead home and partnering institutions. EachREU and RET was teamed with a research mentor (i.e., lead researcher) and an graduate student.REU and RET participants had primary research responsibilities which were carried out over afive-week period. In the remaining sixth week, participants rotated through each laboratory togain familiarity with all research areas. In addition to scientific research; weekly technicalprograms, enrichment activities, and trips were conducted, the goals of which were to fostercreativity and innovation, diversity in thinking, and entrepreneurship; and to broaden participantimagination

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

undergraduate student in topics of medical devices, biomaterials, and clinicalanatomy. This paper details the development, application, and assessment of a mentoredundergraduate teaching and research program known as Creative Inquiry at Clemson Universitythat is focused on the development of a statewide implant retrieval program for educational andresearch purposes.IntroductionThe mission of the Department of Bioengineering at Clemson University is to provide anoutstanding education for engineers in bioengineering and developing future leaders. With thismission in mind, three goals were identified: 1) to provide students with the education needed fora rewarding career, 2) to provide an intellectually rigorous undergraduate education thatemphasizes

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

' ability to use critical thinking skills to tackle engineering problems, as well as theirability to research and discuss current technologies. There were two goals of this project: 1)implement a challenge-based learning module (based on the Legacy Cycle framework) todiagnose skin cancer with optical spectroscopy in a junior to senior-level undergraduate courseon biomedical optics and 2) assess the value of this module compared to previous years' lecture-only method of teaching optical spectroscopy. The experimental design was introduced over onesemester. The module was assessed using 3 indicators: comparing test answers between 5semesters worth of classes, a 1 page study guide on an emerging technology of skin cancerdiagnosis created by the

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Richard Aston, East Tennessee State University; William H. Blanton, East Tennessee State University

Tagged Divisions

Biomedical

Page 15.233.2Equipment Theory, by R. Aston (2) distributed as a permanently accessible PDF file, is described.This book is written at the junior/senior undergraduate level in biomedical engineering. A coursebased on the subjects in the e-book has been taught to seniors by its author about 7 times. Thetext has been used in the classroom to teach biomedical engineering and technology byinstructors other than the author in three different colleges over the past four semesters: DeVryCollege of New York: Fall 08 to two biomedical undergraduate engineering students; FloridaInternational University to 28 Biomedical engineering undergraduates, Spring ‘09 (repeatedSpring ‘10), and East Tennessee State University, to 19 biomedical engineering