Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Biological & Agricultural

c American Society for Engineering Education, 2011 Integrating Biology and EngineeringAbstract:This paper presents planned activities and some recent successes related to collaborative effortsbetween engineering and biology at North Carolina A&T State University. For many years,faculty in engineering and biology have teamed up to submit research proposals, much of thiscollaboration has occurred through personal relationships among faculty members. Morerecently, the university has encouraged a formal and intentional cooperation between the twodisciplines in an effort to find mutual benefits. Spurred by the establishment of newbioengineering degree programs and helped by the NSF Engineering Research Center

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Leigh Wolfe, Virginia Tech; Nicholas M Holden, University College Dublin; Demetres Briassoulis, Agricultural University of Athens; Francisco Ayuga, Universidad Politécnica de Madrid, BIPREE Research Group; Giacomo Scarascia Mugnozza, University of Bari, Italy

Tagged Divisions

Biological & Agricultural

environment. Biosystems Engineering is distinct from BiomedicalEngineering (also known as Bioengineering), which focuses on medical applications. While there are commonalities in BE curricula around the world, there are also differencesdue to the rate and manner in which programs are developing. Some of the differences inprogram development have hindered widespread recognition of the field. Internationalization ofBE curricula could play an important role in addressing the need for unification, future evolutionand development, and enhanced visibility of the discipline. A consortium of four European and two U.S. institutions received funding in 2009 throughthe EU-US Atlantis program for a four-year mobility and curriculum development

Conference Session

Biological & Agricultural Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

lourdes gazca, American University, Puebla, Mexico; Aurelio Lopez-Malo, American University, Puebla, Mexico; Enrique Palou, American University, Puebla, Mexico

Tagged Divisions

Biological & Agricultural

Food Engineering CoursesAbstractThe How People Learn (HPL) framework1, 2 was used to redesign two food engineering courses,Introduction to Engineering Design (EI-100) and Food Chemistry (IA-332), to further promotean interactive classroom while integrating multiple formative assessments by means of Tablet PCtechnologies3, 4. The HPL framework highlights a set of four overlapping lenses that can be usedto analyze any learning situation. In particular, it suggests that we ask about the degree to whichlearning environments are knowledge, learner, community, and assessment centered1, 2. TheVaNTH Observation System (VOS) is an assessment tool developed to capture qualitative andquantitative classroom observation data from teaching and learning

Conference Session

Biological & Agricultural Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josue Orellana, Washington State University; Fabiola Quiroa, Washington State University; Ala' Ibrahim Abu-Lail; Nehal I. Abu-lail, Washington State University

Tagged Divisions

Biological & Agricultural

. Even in curricula were labs are offered, the approach used is generally atraditional one where students perform prescribed experiments with little or no critical reasoningof what they are performing 7. Therefore, students should be provided with integrative labexperiences that promote inquiry relevance using hands on experiences and team orientedapproaches. Such labs satisfy the vision of the National Science Foundation to improveengineering education 8. Although very important to biomedical engineers, implementing a cellular engineeringlaboratory in the biomedical curriculum is challenging for the following three main reasons.First, handling cells require students’ prior training on issues associated with safety, sterilizationand