Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

responsible for accrediting collegeand university programs in applied science, computing, engineering, and technology, has alsorecognized the need to broaden engineers’ skills by the requirement of programs to demonstrategraduate proficiency in 6 core professional skills,1 including communication and ethics.A majority of engineering undergraduate programs satisfy the engineering ABET criteria toproduce technically competent and professionally aware engineers through a capstone seniordesign experience, which utilizes problem-based learning or experiential learning pedagogies.8,15, 32 Capstone design literature is replete with resources that address best practices in teachingdesign courses and methods to scaffold the technical expertise required

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology

Tagged Divisions

Biomedical

thatengineering graduates should be able to apply knowledge of mathematics, science, andengineering; design and conduct experiments, as well as to analyze and interpret data; identify,formulate, and solve engineering problems; understand professional and ethical responsibility;communicate effectively; develop a knowledge of contemporary issues; and use the techniques,skills, and modern engineering tools necessary of engineering practice (ABET, 1997; ABET20012-13; Felder, 2003). Page 25.1105.2We added an overarching “bigger idea” across the thirteen objectives: relevance. We designedour lab curriculum to have relevance to biomedical engineers around the

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

engineering. Secondary goals include impacting student interest in pursuing graduatestudies, particularly in programs with international components.11In order to help meet the needs for globally trained biomedical engineers, a new global healthcourse was recently developed at Western New England University (WNE). The new course,which is titled Global Health & Technology, was designed to provide a multidisciplinaryexperience at the interface between global health issues and the technologies being developed tosolve them. Additionally, the course contained an integrated field experience in Guatemala thatwas included to provide a practical module to complement the in-class learning. The objectivesof the course were to 1) increase student knowledge

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

John D. DesJardins, Clemson University; Ellen Breazel, Clemson University; Marilyn Reba, Clemson University; Irina Viktorova, Clemson University; Jonathan Bradford Matheny, Clemson University; Taufiquar R. Khan

Tagged Divisions

Biomedical

participated in all components of the module and were assisted in compiling thepost-survey results.Two months during the summer were used to develop the module activities, and a per-hourundergraduate assistant in bioengineering was employed to assist in developing, troubleshooting Page 25.521.10and practicing the modules for clarity and impact. Module activities were largely distilled fromthe ongoing research projects of one of the authors within the bioengineering department, and assuch the hands-on nature of the activities was innately driven by the need to collect data thatwould be of relevance to the research question at hand. In addition