Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Bethke, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois Urbana-Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign; Joe Bradley, University of Illinois Urbana-Champaign; Ruth Ochia P.E., Temple University; Holly M Golecki, University of Illinois Urbana-Champaign

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Biomedical Engineering Division (BED)

. Washington, D.C: National AcademyPress, 2000.[4] N. Budwig, J. Ratliff-Crain, and M. Reder, “Student Preparation for and Engagement with SignatureWork,” AAC&U, vol. 20, no. 2, pp. 15–20, Mar. 2018.[5] S. Chaiklin, “The Zone of Proximal Development in Vygotsky’s Analysis of Learning andInstruction,” in Vygotsky’s Educational Theory in Cultural Context, A. Kozulin, B. Gindis, S. M. Miller,and V. S. Ageyev, Eds., in Learning in Doing: Social, Cognitive and Computational Perspectives. ,Cambridge: Cambridge University Press, 2003, pp. 39–64. doi: 10.1017/CBO9780511840975.004.[6] ChatGPT, “‘define, “[term]”’.” OpenAI, Jan. 16, 2024. [Online]. Available: chat.openai.com/chat[7] C. A. Cooper et al., “Mini-design projects in capstone: Initial design

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tugba Ozdemir, South Dakota School of Mines and Technology; Jillian Irene Linder, South Dakota School of Mines and Technology; Erdal Şenocak, Tokat Gaziosmanpaşa University

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Biomedical Engineering Division (BED)

. ©American Society for Engineering Education, 2024Engineering Design Integrated Tissue Engineering Course Module: Scleraxis Tendon Bioreactor Project Abstract Increased exposure to engineering design projects during undergraduate engineeringeducation has gained attraction over the past years. In addition to the capstone senior design courseofferings, Biomedical Engineering programs increasingly incorporate standalone engineeringdesign courses into the curriculum as early as freshman year. These promising attempts emphasizethe importance of reinforcing engineering design practices. However, it is still a challenge toaccommodate engineering design projects into field-specific courses

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

William D. Moscoso-Barrera, University of Texas at Austin; Huiliang Wang, University of Texas at Austin

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Diversity

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Biomedical Engineering Division (BED)

othersupporting scientific articles. Students defined design requirements, generated evolutionarysolutions through multiple iterations, and demonstrated the utility of scientific literature byapplying knowledge to enhance their designs. This approach facilitated a deeper exploration ofbiomedical technology, involving critical analysis and improvement of materials, methods, andmanufacturing techniques.Seventeen students participated in the project, divided into six groups, each assigned specifictopics related to wearable and implanted technologies. Over 14 weeks, students followed astructured process, making presentations associated with three design iterations, showcasing theirprogress, and receiving feedback from a teaching team consisting of the

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer H Choi, University of California, Davis

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Diversity

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Biomedical Engineering Division (BED)

feltthat it came at a cost of the project timeline: “It would be nice to do less team building in thebeginning and shift the timeline forward faster.”Figure 2. Comparison of mean CATME Peer Evaluation #1 ratings for BME capstone designcourse from course offerings before asset-based activities were included (Pre: No AssetActivities, n=364), after activities were included (Post: No Asset Activities, n=425), and duringthe two course offerings in which asset-based activities were implemented (Asset Activities,n=457). *Statistical significance (p<0.05, t-test).Importantly, asset-based activities were implemented for the first time during the first iteration ofa restructured senior design course, where the BME senior design course transitioned from a

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, The University of Illinois at Chicago; Michael Gordon Browne, The University of Illinois at Chicago; Miiri Kotche, The University of Illinois at Chicago

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Biomedical Engineering Division (BED)

development duringsenior design (3) with projects being refined by medical students during their capstone projects(4). Continuation of projects through this pipeline defines a potential for longitudinal innovativedesign work across disciplines, addressing several of the challenges that are present in thecurrent process. Thus, the selection of an appropriate project in CIP for longitudinaldevelopment is paramount. The purpose of this report is to describe the structure of the revisedCIP, to assess its efficacy by student self-perception, and to reflect on its potential for supportinglongitudinal development. Specifically, to assess the efficacy of the revised CIP, we tested thehypothesis that participation in CIP would increase student’s confidence

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Gordon Browne, The University of Illinois Chicago; Anthony E. Felder, The University of Illinois Chicago; Adrian P. Defante

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Biomedical Engineering Division (BED)

Harding and McPherson suggested that over 80 percent ofemployers desire an applicant pool of engineers with fundamental knowledge of finding,applying, and developing standards [2].Our study design is functionally an approach to apply principles of Bloom’s Taxonomy to theeducation of consensus standards. All current standards curricula at the UIC, and most of thatidentified in biomedical engineering education literature [3, 4, 5] focuses on recognition andunderstanding (i.e., the lowest levels of Bloom’s Taxonomy). Capstone design courses mayrequire the incorporation of standards during the design process or verification testing butapproach and standard rigor can be widely varied. Recognition of appropriate standards is quitevaluable for engineers

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Kathleen Bucholz, Duke University; Cameron Kim, Duke University; Joshua Robert Chan, Duke University; Christian Ferney, Duke University

Tagged Divisions

Biomedical Engineering Division (BED)

Biomedical Engineering Curriculum AbstractIn response to the growing importance of ethical consciousness in the realm of biomedicalengineering, we present a comprehensive educational initiative designed to seamlessly integrateethics across the entire curriculum. This endeavor involved close collaboration with facultymembers and the provision of summer salary support to develop substantial ethical thinkingexercises within key technical courses, including Modeling Cells and Cellular Systems, ImagingSystems, Instrumentation, Biomaterials, and senior capstone design classes. This initiative, aptlynamed the "Snail Progression of Ethical Instruction," introduces a structured frameworkspanning four years, each

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavon Karrobi, Boston University; Angela Lai, Tufts University

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Biomedical Engineering Division (BED)

Paper ID #43848Board 19: Work in Progress: Towards Self-reported Student Usage of AI toDirect Curriculum in Technical Communication CoursesKavon Karrobi, Boston University Kavon Karrobi is a Lecturer in the Department of Biomedical Engineering, as well as the Manager of the Bioengineering Technology & Entrepreneurship Center (BTEC) at Boston University. As a Lecturer in BME, Kavon teaches and mentors students in courses on biomedical measurements, analysis, and instrumentation. As Manager of BTEC, Kavon provides guidance, training, and mentorship of student projects that use BTEC ranging from student-initiated

Conference Session

Biomedical Engineering Division (BED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; David P O'Neill, Northwestern University; Ken Gentry, Northwestern University; Philippa Eshun, Northwestern University

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Biomedical Engineering Division (BED)

ASEE Annual Conference Proceedings, 2017, pp. 1–9.[19] A. Heimdal, R. T. Thorstensen, and P. Svennevig, “Investigations on the use of Student Peer Review to Improve Supervision of Capstone Courses in the Civil Engineering Education,” in Proceedings of the 22nd International Conference on Engineering and Product Design Education, The Design Society, 2020. doi: 10.35199/EPDE.2020.54.[20] R. A. Flores and F. Rios, “Incorporating peer review techniques to enhance students’ communication skills and team performance in engineering capstone projects,” he International Journal of Engineering Education, vol. 35, no. 6, pp. 1969–1982, 2019.[21] M. Mandala et al., “Impact of collaborative team peer review on the

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia; Brian P. Helmke, University of Virginia; Lynn Mandeltort, University of Virginia; Jessica Taggart, University of Virginia; Timothy E. Allen, University of Virginia

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Biomedical Engineering Division (BED)

. Allen’s teaching activities include coordinating the undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of Virginia, and his research interests are in the fields of computational biology and bioinformatics. He is also interested in evaluating the pedagogical approaches optimal for teaching lab concepts and skills, computational modeling approaches, and professionalism within design classes. He is active within the Biomedical Engineering Division of the American Society for Engineering Education and previously served on the executive committee of this division (Program Chair 2011, Division Chair 2012, and Nominating Committee Chair 2013). For the past seven years, he has

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Shameeka M Jelenewicz, University of Delaware

Tagged Divisions

Biomedical Engineering Division (BED)

Work in Progress: Development of a Medical Devices Course for Sophomore Biomedical Engineering Undergraduate StudentsIntroductionThe biomedical engineering (BME) workforce requires competency in professional and technicalskills. BMEs often use knowledge in design, administration and management, and customerneeds assessment [1]. Typical work activities of a BME include analyzing data or information,organizing and planning work, determining compliance with standards, building teams, anddrafting and specifying technical device parts [1]. The undergraduate BME capstone designcourse is often used as a “catchall” to develop these critical professional skills; however, to buildcompetency, it is recommended that these skills be practiced

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A Bodnar, Rowan University; Cassandra Sue Ellen Jamison, Rowan University; Kaitlin Mallouk, Rowan University; Mary Staehle, Rowan University

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Diversity

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Biomedical Engineering Division (BED)

understand howBME students develop an entrepreneurial mindset (EM). These studies explore curricular EMinterventions designed to encourage development of EM skills such as curiosity about the coursetopics [22], reflective thinking [16], and designing for a certain customer base [17], [42]. In Kinget al.'s study [40], BME students participated in capstone design projects where they worked inteams to design prototypes based on existing patent applications of industry professionals. Thesestudents were able to learn about the engineering design process as well as the business side ofintellectual property development such as patents, customer discovery, budgeting, andcommunication of results [40].In several studies on EM development within a BME context