Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Kelly Laas, Illinois Institute of Technology, Center for the Study of Ethics in the Professions; David W. Gatchell PhD, Northwestern University

Tagged Divisions

Biomedical

AC 2011-2272: A STUDENT-CENTERED COURSE FOR INTEGRATIONOF ETHICS INTO A BIOMEDICAL ENGINEERING RESEARCH EXPE-RIENCE FOR UNDERGRADUATESEric M Brey, Illinois Institute of Technology Associate Professor of Biomedical Engineering Assistant Dean, Office of Undergraduate Research Illinois Institute of TechnologyKelly Laas, Center for the Study of Ethics in the Professions, Illinois Institute of Technology Kelly Laas is the Librarian/Information Researcher at the Center for the Study of Ethics in the Professions (CSEP) at the Illinois Institute of Technology. During her four years at the Center, she has supervised a number of projects relating to the development of online ethics resources and collections, including the

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

FieldAbstractThis paper describes a sophomore biomedical engineering course that provided a qualitative sur-vey of Biomedical Engineering and introduced ethical considerations to a disparate group ofstudents from various engineering, science and business backgrounds. It was made available as aScience, Technology and Society (STS) elective for engineering and non-engineering students atClarkson University. As an STS course, it examined the technological bases of innovations inmedical technology and analyzed economic and ethical issues surrounding them. No textbookwas assigned, nor handouts normally provided. The quality of each student’s note-taking wasgraded. Assessment of the course over the two years that it has been presented is discussed.BackgroundIn

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

access to a faculty member through their design course atleast once per week. Part of the two-hour design course lab time is relatively unstructured so thatstudents can have the opportunity to seek advice on the curriculum, career counseling, or anyother matter of interest to them. These courses allow the faculty access to all of the students inour department, providing an effective means to make announcements or discuss issuespertaining to the whole student body. Design courses also provide a platform for professionalcommunication throughout the curriculum5, and a relevant structure to discuss other professionaltopics such as intellectual property, professionalism, engineering ethics, and the need for lifelonglearning. Some of these topics are

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

the fields of vascular and tissue engineering. Dr. Tay- lor currently pursues educational research activities, with the ultimate goal of optimizing bioengineering curriculum design and student learning outcomes.Kelli Jayn Nichols, Department of Bioengineering, University of Washington, Seattle Kelli Jayn Nichols has served as Lead Academic Counselor in the Department of Bioengineering, Uni- versity of Washington, since before the inception of the BS program in 2001. In addition to counseling undergraduates, she focuses on curricular and other program improvements. Current interests include ca- reer pathways for BS graduates and effective ethics education in undergraduate bioengineering curricula.Laura Wright

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

experience can be limiting for both student learningand the depth that project teams can achieve. While providing challenging engineering problems,all capstone design courses address basic principles of engineering design, teamwork, technicalcommunications, ethics, and professionalism. In this paper, we will discuss how a few simpledesign challenges have been used in three capstone design courses to practice and applyengineering design principles and problem solving skills. These challenges are relativelyinexpensive to implement and could be done in teams or individually. The competitive aspectsof the challenges can further motivate students. The design challenge goals can be tailored tofocus on specific aspects of design practice or skills, such as

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hatice O. Ozturk, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Biomedical

Negotiation skills (conflict management, consensus building) d-2 Time management skills d-3 Self-assessment skills d-4 Team building skillse) An ability to identify, formulate and solve engineering problems e-1 Critical thinking skills e-2 Problem identification skills e-3 Mechanical analysis skills e-4 Systems analysis skills Page 22.1143.4 e-5 Modeling skills e-6 Reverse engineering skills e-7 Differential equation solution skillsf) An understanding of professional and ethical responsibility f-1 Comprehension of ethical codes in engineering and medicine f-2 Financial/budgeting skills f-3 IP, disclosure reading

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard P. Davis, Washington State University; Denny C. Davis, Washington State University

Tagged Divisions

Biomedical

requirements and pros and cons of different sources of capital. 5. Abilities to apply knowledge about intellectual property to strategically create barriers to entry for competitors. 6. Abilities to plan and manage a design project to complete specified deliverables within allotted time and budget. 7. Abilities to organize, improve, and contribute effectively to a multidisciplinary project team. 8. Abilities to access, learn, process, and demonstrate knowledge competence to advance a team-based entrepreneurial engineering project. 9. Abilities to explain and demonstrate ethical and professional responsibility in the context of team interactions, class assignments, client interactions, and professional

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England College; Michael J. Rust, Western New England College; Robert Gettens, Western New England College; Richard D. Beach, Western New England College; Jason A Criscuolo, Western New England College

Tagged Divisions

Biomedical

field of biomedical engineering and typical career paths for BME students on Monday.Other lectures included training on laboratory safety related to biological, chemical, and physicalhazards as well as an introduction to the laboratory experiences. Finally, a local surgeon thatworks with the BME faculty on design of breast surgery devices gave a lecture on hisexperiences in the medical field. Evening activities included a scavenger hunt, design of balloonpowered vehicles, and the viewing of the movie “The Island” with a subsequent discussion ofmedical ethics and human cloning. The program culminated with an awards dinner and gamenight in the campus center. A brief schedule of the program is shown in Table 1.Laboratory experiencesThe overarching

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse, Georgia Institute of Technology; Paul Benkeser, Georgia Institute of Technology

Tagged Divisions

Biomedical

shared asset not as we predicted through the contiguousresearch, but in another way that is invaluable to establishing and nurturing the internationalresearch collaboration that we seek. We now see that the 2010 CURE cohort served as teachersor trainers for the PKU PIs and mentors. We believe that the first CURE cohort laid thefoundation for those to follow by demonstrating how undergraduates can be integrated into thework and work space, what undergraduates are capable of doing, how much experience andknowledge they bring to the work. One student described how her work ethic andaccomplishment influenced her PI and members of her lab: I had so much confidence during my presentation, I was proud of all my work I accomplished and the

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University; Donald L. McEachron, Drexel University; Fran Cornelius, Drexel University

Tagged Divisions

Biomedical

, communication, and theassessment of skills. A fully customizable training tool assists in the training of standardizedpatient actors. In addition, the software allows for 1) controlled access, 2) live & archivedviewing with blinded “grading” & “scoring” of items and the ability to generate more than 50reports.Types of standardized patient (SP) encounters include a) clinical skills, b) ethical dilemmas, and c)communication (such as communicating bad news). Participants who utilize the SP labs forformative and summative experiences include 1) multidiscipline academic programs(undergraduate/graduate nursing, physician assistant, physical therapy, women’s health, radiologytechnology, couples and family therapy, creative arts therapy, and behavioral

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

extensivesurvey was developed and implemented in 2009 and 2010. Upon completion of the program,students were asked to answer questions and provide comment on the time spent on research andinteractions their mentor (Table 2). The amount of time spent per week on research varied from5 to 55 hours. However, despite a number of outside activities (seminars, ethics class) 94% ofstudents spent more than 30 hours per week on research, which is important as the primary goalof this program is to expose students to research. Page 22.251.9 Table 2: Summary of student research and mentor/student interactions Year