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

banks, envelope detection, spectrograms and signal reconstruction are explored andformalized in different parts of this project. To promote interaction across disciplines, thestudents work in randomly assigned teams of two that often pair up Biomedical Engineering(BME) students with Electrical and Computer Engineering (ECE) students. For many students,the lab presents the first exposure to a collaborative engineering design effort, in contrast to thecommon independent exercise of tackling a “tough homework problem.” Although thislaboratory project is quite challenging, it was well liked by the diverse population of BME andECE students. Efforts are underway to integrate an online post-lab survey during the upcomingterm to enable a more

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

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

their research project in a clear, concise, welldelivered manner. Poster Presentations The final assignment given to the students and the most important to the goal of this classwas to prepare a poster of their research for the end of the semester poster presentation. Sinceone of the overarching goals of this class was to prepare students for a conference stylepresentation, preparing a poster and presenting it in front of their peers was meant to provideinvaluable experience that will help the students prepare for a conference. The poster had sixmain areas: research objective, introduction, experimental, results, discussion, and references.These areas will be discussed in further detail below. The poster session was graded on severalkey

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Purvis Bedenbaugh, East Carolina University

Tagged Divisions

Biomedical

AC 2010-1661: A TEAM-BASED NERVE CUFF SIMULATION PROJECT IN ATHIRD YEAR FOUNDATIONS OF BIOMEDICAL ENGINEERING COURSEPurvis Bedenbaugh, East Carolina University Purvis Bedenbaugh is the director of the biomedical engineering concentration within the newly ABET-accredited general engineering program at East Carolina University. He obtained the B. S. E. degree in biomedical engineering from Duke University, the M. S. degree in bioengineering from Clemson University, the Ph. D. degree in bioengineering from the University of Pennsylvania, and was a postdoctoral fellow at the Keck Center for Integrative Neuroscience and Department of Otolaryngology of the University of California, San Francisco

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Alyssa Taylor, University of Virginia; Katelyn Mason, University of Virginia; A. Leyf Peirce Starling, The Fletcher School; Timothy Allen, University of Virginia; Shayn Peirce, University of Virginia

Tagged Divisions

Biomedical

angiogenesis and microvascular remodeling, as well as undergraduate engineering pedagogical approaches. Upon completion of her Ph.D. degree, Ms. Taylor will join the Department of Bioengineering at the University of Washington, where she will coordinate undergraduate teaching labs and the Bioengineering Capstone Design sequence.Katelyn Mason, University of Virginia Katelyn E. Mason is a third year undergraduate student in the Department of Biomedical Engineering at the University of Virginia. Since January 2009, Ms. Mason has been collaborating on research projects in Shayn M. Peirce’s lab in the Department of Biomedical Engineering at the University of Virginia. Her research is focused

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Eric Kennedy, Bucknell University; Donna Ebenstein, Bucknell University

Tagged Divisions

Biomedical

developed to introduce students to hands-onskills that could be important for BME students in design and their future careers.The BME “Cube of Knowledge” is a design and prototyping project where six design teamswork together to create a six-sided cube. Each team first develops a CAD model, rapidprototype, and engineering drawings for one side of the six-sided cube. After the creation ofengineering drawings, each team fabricates their individual side of the cube with a conventionalmilling machine based on the engineering drawings. After each team has manufactured theirown part, the six individual parts are assembled in class. A successful design and manufacturingexperience would predicate that the six parts, or “sides,” combine to create an

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Sara Koehler, Northwestern University; Wendy Murray, Northwestern University

Tagged Divisions

Biomedical

Page 15.604.2the introduction of these methods, we contend that one of the most challenging aspects ofteaching BME 271 is helping students to transfer basic skills in math and science to novelapplications in biomechanics. Specifically, we have identified conceptual questions involvingvector projections to be particularly problematic for many students, limiting their understandingof higher-level concepts that build on these skills.In order to support applied skills in BME 271, we have implemented several methods to engagestudents in a process of review and assessment intended to diagnose and address commonmisconceptions associated with vector analysis. These methods include online coursewaredeveloped by the VaNTH ERC1, PRS to enhance formative

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

simulation, internships and cooperative education, guest speakers,guest instructors, field trips, bioethics instruction and problem-centered instruction.5 AtBucknell, a four course sequence over the Junior and Senior Years was implemented in order tointroduce students to such skills as regulatory issues, teamwork, environmental impacts, formaldecision making, computer-aided design, machining, rapid prototyping, cell culture andstatistical analysis.4 Importantly these skills are taught and practiced prior to embarking on thesenior capstone design project.4 At the University of Virginia professional skills such as jobsearching, interviewing, written and oral communication, ethics, negotiation skills, leadership,intellectual property and

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

research labs. Student response to this approach to teaching Bioelectricityat the senior level of our undergraduate curriculum was very favorable in a first offering lastyear. This paper provides a summary of the course structure, content, projects and evaluation ofassessment results from the first offering of this course with discussion also of additional projecttopics incorporated into the second offering.BackgroundCourses in Bioelectricity or Bioelectric Phenomena can be taught as early as the freshman orsophomore years in some undergraduate curricula. More commonly, such courses areconsidered specialized subject matter at the junior or senior level, or are delivered as graduateclasses. A survey of the now archived on-line Biomedical

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

example, this year each studentgroup developed a robot arm system controlled by a biopotential signal, such as an EMG orEOG, that they acquire from their own body and process. For the fourth design course, eachgroup works on a different project, chosen from a wide variety of project ideas that change fromyear to year.This design program has many benefits. By the time students start their final design project inthe spring of senior year, they already have a number of hands-on experiences in design. Thiselevates the level of what they can accomplish for this project. In addition, since our studentsstart getting experience with equipment in the machine shop in their sophomore year, they are anattractive asset for many research laboratories. Feedback

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

club (or how to find and read a research article), discussions on laboratory etiquette andresearch ethics. Participants were then integrated into their research mentors laboratory, andspent eight weeks on a research project. The program has two Peer Mentors, who areundergraduates with research experience, that live with the students and participate in theresearch project. The mentors are also responsible for additional social and academic activitiesduring nights and weekends. This paper describes the program, evaluations and critiques fromthe first year (from both research mentors and participants), as well as the challenges andopportunities the program presents to future “Research Experience for Undergraduates”programs. Surveys will continue

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Nikki Adams, California Polytechnic State University; Kristen Cardinal, Cal Poly, San Luis Obispo; Matthew Burd, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Trevor Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

Engineering, Biological Sciences, or AnimalScience.After completing their coursework, students complete a nine-month internship in a stem cellresearch lab at one of our partner institutions. The nine-month internship, which addresses all ofour programmatic learning goals, allows students to further develop their laboratory and criticalthinking skills in a research-intensive environment with a rigorous and independent project.Upon completion of their research internships, students return for one final quarter ofcoursework. During the quarter, students complete a Master’s Project Course that allows them toapply the skills gained during the research internship to existing research efforts at ouruniversity. This Master’s Project provides students with

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Biomedical

projects. The data consisted of twice weekly reflections of the activities that studentteams engaged in during their design process, as well as open-ended comments about theirdesign progression. This data was then collapsed into Dym’s model from which empiricalassociations were made between the various stages. Coupled with the teams’ open-ended weeklyreflections, we were able to identify educational patterns that potentially lead to higher or lowerquality designs. Based on their final artifact, teams were judged to be innovative or non-innovative. We found that differences exist between those teams innovative non-innovativeteams. This paper reports these findings.IntroductionInnovation is highly important as competition between companies and

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

William Guilford, University of Virginia

Tagged Divisions

Biomedical

fractions.Students picked up a remote on the way into class. Each student was assigned a serial numberthat they used as a personal identifier to log onto the system so that their identity wasindependent of any specific remote. Remotes were returned to the instructor at the end of class.Questions were projected from an overhead LCD in the classroom. Quizzes consisted of tenmultiple choice or numeric value questions, projected in turn on approximately 1 minuteintervals for simple recall questions, 2 minute intervals for comprehensive questions, and moreas appropriate for analytical questions. The entire set of questions was repeated for review, andthen requests for additional time on specific slides were taken from the class. When studentswere satisfied with

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

fundamental engineering and life sciences and 3) to train a workforce to sustain agrowing bioengineering industry in the United States and participate in the economicdevelopment of the State of South Carolina. To assist in accomplishing these goals, theDepartment of Bioengineering participates in a university-wide program known as CreativeInquiry3. This program, unique to Clemson University, was developed to allow small teams ofstudents to study problems stemming from curiosity, a professor’s challenge, or simply the needsof the world around them. With more than 250 projects currently active, programs are availableto every undergraduate student at all levels, and new projects are welcomed and encouraged. Afaculty advisor, who leads the group and

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

passages crucial? 9. Is immediate access to Web sites with more information a decisive feature of the e-book? 10. Do you find it useful to project the text on a screen before the class for presentation purposes? 11. Please make any other comments you wish. Page 15.233.3 The text was used in the classroom in several different colleges offering biomedicalengineering and biomedical engineering technology in four successive semesters, as noted above. 10 of 200 Teachers and Researchers who received the e-book answered most of thequestions in the survey, as did 17 of the 19 Students in one class at ETSU who

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

encouraged individual accountability within the group. The groups pursued aresearch question of their own for their final project which was based on multiple technologiesand skills sets learned throughout the class.Students’ pre- and post- test performance on statics and force concept inventories werecompared. Perceptions of learning gains and expert experience were assessed through studentinterviews and surveys. We will report on these results and discuss implications and limitationson learning through constructed contextual knowledge based on situated cognition andconstructivist theory.IntroductionStudy Abroad Program Description Page

Conference Session

Women in Biomedical Engineering

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Rebecca Richards-Kortum, Rice University; Sangeeta Bhatia, MIT; Gilda Barabino, Georgia Institute of Technology

Tagged Divisions

Biomedical

problem solvers. Proceedings of the National Academy of Sciences, 2004. 101(46): p. 16385-16389.5 Gurin, P., E. Dey, S. Hurtado, and G. Gurin, Diversity in higher education: Theory and impact on educational outcomes. Harvard Educational Reviews, 2002. 72(3): p. 330-366.6 Orfield, G. and D. Whitla, Diversity and legal education: Student experiences in leading law schools, in Diversity challenged: Evidence on the impact of affirmative action, G. Orfield and M. Kurlaender, Editors. 2001, Harvard Publishing Group and The Civil Rights Project, Harvard University: Cambridge, MA.7 Banaji, M., K. Lemm, and S. Carpenter, The social unconscious, in Blackwell handbook of social psychology: Intraindividual

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

participants were able to make some connection betweenentrepreneurship and academic and/or career goals, the links were general and broad in scope(e.g., “One way that would be beneficial, if you find a project that you particularly want to do,you know an invention of some sort, but maybe the lab won’t fund it. So you have to find someother way on your own to fund it and work on it your own time. So it's basically your own littlecareer. So it's beneficial when it's something that you really want to do, but no one else wantsyou to do it. So you have to do it own your own.”).A similar trend evolved when discussing entrepreneurship and benefits to society. Participantseither could not, or were reluctant to, connect these two concepts, or again

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