Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Davide Piovesan, Gannon University; Karinna M. Vernaza, Gannon University

Tagged Divisions

Biomedical

adapted by other programsas they prepare for accreditation.1. IntroductionThe Gannon University BME program has instituted a common assessment rubric for eachABET, Inc. outcome a-k adding one additional program specific outcome. It is important tonotice that ABET does not mandate a specific assessment methodology. What is presented in thisarticle is what has been effective for the institution in the last accreditation cycle. The rubricswere employed to present student learning outcomes during the Fall 2014 evaluation visit. Thesame rubric is used by each professor to assess the corresponding outcome that is pertinent to Page 26.790.2his/her course

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

-  represented in science and engineering. A recent study by the National Academy of Engineeringshowed that girls and other under-represented minorities are more likely to be interested inengineering when the “helping” or “nurturing” aspects of engineering are emphasized10.Thus, to provide the unique opportunity for high school students from diverse backgrounds togain exposure to the bioengineering field using the context of global health, at the UW wedesigned and implemented a summer day camp for rising 9th and 10th graders. The objectives ofthe summer camp were to: 1) Increase student understanding of science and engineering concepts 2) Increase student knowledge of the field of bioengineering 3) Engage students in investigating how

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Warnock, Mississippi State University

Tagged Divisions

Biomedical

academicsuccess. At the end of each semester, students receive a grade for each course they complete,which is converted to a numerical value (A = 4, B = 3, C = 2, D = 1, F = 0) and multiplied by thenumber of credit hours to give the number of quality points. Quality points are divided by thenumber of credit hours to determine the GPA. Although this method allows courses withdifferent credit hours to be weighted differently, it does not allow for the relative difficulty ofcourses (i.e. lower level courses are treated as equal to upper level courses) and does not Page 26.589.3distinguish between subject areas so math, physics and engineering topics are

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Ann He, University of Rochester; Amy L Lerner, University of Rochester

Tagged Divisions

Biomedical

estimations, and the use of significant figures. At the college level, the learningobjectives include application of Analysis of Variance (ANOVA) to conduct sensitivity analyses and toquantify the statistical significance in the observed effects.High School LevelMethods Evaluation of our high school teaching model was conducted over two days with 28 high schoolstudents from the Upward Bound program at our university (Figure 1). The 60 minute module focused oncalculating the required force of the biceps muscle to hold up an apple at 90 degrees. Instruction beganwith a 10-15 minute lecture that introduced uncertainty, elbow biomechanics, anatomy, momentcalculations, and the use of significant figures. The active learning component involved

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University

Tagged Divisions

Biomedical

developmentof devices to enable point-of-care testing (POCT).1,2 These technologies allow clinicalmeasurements to be made wherever the patient is located, such as inside ambulances and homesas well as in the field during disaster relief.2,3 Examples of POCT devices include blood glucosemonitors, immunochemical fecal occult blood tests, urine dipsticks, and many others.1 ThesePOCT systems offer a number of benefits over traditional centralized testing methods, includingproviding rapid results in remote and low-resource areas when swift treatment decisions arerequired for effective therapy.Due to this growing interest, there is a need for biomedical engineers (BMEs) that haveexperience with POCT, including the inherent challenges involved with their

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Eric G Meyer, Lawrence Technological University; Yawen Li, Lawrence Technological University

Tagged Divisions

Biomedical

literature review of the topic area of interest. Students also find it more difficult to define team responsibilities and self-assign tasks in a curiosity and Page 26.1756.2 knowledge driven research project. Therefore, applied research is more beneficial at the undergraduate level.Ideation Process in Senior ProjectFigure 1 shows all the resources that are used by the students to work on four major milestonesduring the semester. The first two enable the students to gather necessary information to findideas to work on as well as find peers who are willing to collaborate in a team. The last twotarget the development of concepts and

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Sarah Ilkhanipour Rooney, University of Pennsylvania

Tagged Divisions

Biomedical

within the physical bounds.Previous studies have demonstrated that student-centered, active, inductive learning activitiescan enhance problem-solving abilities, improve academic achievement and create more positiveattitudes toward learning.1-3 There is particular interest in incorporating active learning principlesinto this course because of the dual need to understand both physical concepts and complexmathematics. Historically, the course met twice a week for passive, instructor-led lectures withweekly, small-group, TA-supervised problem solving recitations. Given the previouslymentioned student challenges, the course with an enrollment of 58 students was redesigned forthe Fall 2014 semester to incorporate active learning principles, with an

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Center for Engineering Learning and Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

students’ development of effectivecommunication skills along with technical skill development. The senior capstone report oftenplays an instrumental role in this development, since it comprises both the final assessment ofstudent communication performance and also students’ most significant opportunity for activelearning of in-discipline communication skills. Peer review has been proposed as an ideal meansto provide students with much-needed feedback toward this communication learning. Peerreview also has the potential to increase students’ interpersonal communication skills andmetacognition, provided that the review activity is structured to encourage constructivecontributions and reflection[1]. The goal of this work-in-progress project is to

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reva E Johnson MS, Northwestern University; Robert A Linsenmeier, Northwestern University

Tagged Divisions

Biomedical

, we combined activities, assessments, and evaluations to encouragestudents to develop both metacognitive awareness and confidence in solving complex problems.The course was a junior-level physiology course for biomedical engineering students. Each weekincluded three 50-minute lectures and one 75-minute discussion section.ApproachProblem-Solving ActivitiesDuring the first discussion section of the course, we focused on a multi-step word problemunrelated to course content (Figure 1). The unfamiliar problem separated problem-solving skillsfrom content material and allowed students to focus on the problem-solving process. As in realengineering problems, there was both too much and too little information. The successful studentwould 1) decide how

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

relevant feedback in a timely manner is crucial to the learning process 1-5.Classroom assessment techniques are widely used to obtain information on the success of thelearning process. As instructors, we often make the mistake of assuming that students arelearning everything we teach them in the classroom. Assessment techniques help us determinehow well the students are actually learning the material, while at the same time provide us withthe information required to continuously make modifications that will help improve studentlearning and/or teaching effectiveness 6. Page 26.159.2There are several assessment techniques that can be used in the

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical

), American Society for Engineering Education (ASEE), and Biomedical Engineering Society (BMES). Page 26.1757.1 c American Society for Engineering Education, 2015Work in Progress: Redesign of Introductory Bioengineering Course to Increase Student Engagement Department of Bioengineering, Temple University, Philadelphia, PA Page 26.1757.2IntroductionIt has been shown in the literature that at the time of enrollment, about one-third of freshmenintend to pursue STEM as a major in four year institutions.1 Unfortunately

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Lambeth, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University; Heather Rae Aschenbrenner, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

0% Content-Specific Questions Yes No Page 26.415.7Content Questions and Keywords used to evaluate responses Questions Keywords Tissue, engineering, creating, regenerating, growing, organic matter, making, cell function, Q-1: What is tissue engineering? building, forming, examining, manipulating

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Sarah E. Stabenfeldt, Arizona State University

Tagged Divisions

Biomedical

course integrates lecture topics with experimentaldesign, data collection and interpretation, and scientific presentation and expands on conceptsfrom other required courses such as biology, chemistry, and physics. The four laboratorycomponents focus on 1) the structure and function of poly (methyl methacrylate) commonly usedas bone cement, 2) the structure and function of alginate hydrogels commonly used for drugdelivery, 3) metal toxicity using brine shrimp as model system with applications to medicaldevice toxicity, and 4) cell adhesion with respect to different surfaces to explore in vivo reactionsto biomaterials. Each of the four individual lab components lasted for two to three weeks.During the first week, a brief introductory lecture (~10

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robert Alan Hirsh, Cooper University Hospital; Sameer Sood, Rowan School of Osteopathic Medicine

Tagged Divisions

Biomedical

Page 26.1762.2Scholars spent two weeks immersed at Cooper University Hospital, where they shadowed onrounds on medical and surgical floors and in Intensive Care Units; participated in discussionswith doctors, nurses, technicians, hospital staff, secretaries, and patients; attended Grand Rounds;and were present in Operating Rooms and Cardiac Catheterization Laboratory. Scholarsfollowed a three-step process: 1) observe clinical processes, 2) identify problems associated withthat process, and 3) formulate a need statement. Each Scholar maintained an “innovationnotebook” to ensure that observations were accurately captured.5 For a few hours at the end ofeach week, engineering and clinical faculty met with the Scholars to discuss their

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lindsey Taylor Brinton, University of Virginia; Colleen T. Curley, University of Virginia; Kimberly Kelly, University of Virginia

Tagged Divisions

Biomedical

the instructors exited the classroom and trained staff from UVA’s Teaching ResourceCenter elicited feedback from students about their learning in the course in a confidential andinteractive way. We found that LAWA increased understanding and development of independentlearning skills, and generated more interest and excitement about nanomedicine among thestudents.Course OrganizationWhile many university classes aim to teach a large amount of information each semester, wedecided to scale-down the amount of information we covered in order to allow for more time tocover each topic. Overlearning has been shown to be less dominant (yet helpful) in long-termretention, but essential to achieving a certain level of mastery.1 Therefore, we

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University

Tagged Divisions

Biomedical

leveraging recent developments inmicrofluidics technology, rapid prototyping, smartphonesand wireless communications, low-cost CCD cameras,microcontrollers, sensors, and biological assay kits with freeze-dried reagents. These tools andresources make POC technology readily accessible to schools and educational institutions.The Senior Design projects can be structured to include: 1) demonstrating working prototypes ofnovel POC diagnostics devices, 2) defining an invention by way of a provisional patentapplication and drafting patent claims, 3) developing material and data to support and write anSBIR (Small Business Innovative Research) proposal, and 4) familiarization with a 510(k) FDAapplication for regulatory approval of a diagnostics device. The

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rohit Bhargava, University of Illinois at Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois at Urbana-Champaign; P. Scott Carney, Electrical and Computer Engineering, University of Illinois; Dipanjan Pan

Tagged Topics

Diversity

Tagged Divisions

Biomedical

structure, generated details on several program experiences,identified evaluation mechanisms, and sought external funding. In fall 2014, we accepted ourfirst cohort of students. We, herein, describe our work in developing and implementing thechallenge-inspired model: the Cancer Scholars Program (CSP), http://cancer.illinois.edu/csp/.Program StructureThe CSP is organized to engage participants from first semester on campus through graduation.Each year, a cohort of freshmen students will be selected to participate in the program; selectionis based on (1) admittance to bioengineering, (2) ACT score, and (3) interest in researchindicated on admission’s essay. The cohort will progress through the program as shown in Figure1. In the first semester

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California; Brittany Kay, University of Southern California

Tagged Divisions

Biomedical

by replacing the lectures with active forms of learning in the classroom [1] [2].Typically, the content is delivered online through recorded lecture videos complemented bytextbook and literature reading, browsing websites, and other modes of content delivery [2].Reported advantages of the flipped classroom approach include making the students responsiblefor their learning and helping them develop lifelong learning skills [3] as well as providing themwith individualized instruction to remedy weaknesses or misconceptions [4]. Time not spentlistening to the lectures is freed to work on additional and more complex applications of thecourse content, including open-ended design exercises [1]. Students work in the classroom ingroups and this form

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D. DesJardins, Clemson University

Tagged Divisions

Biomedical

: (1) a clinical needs-finding immersion rotation to enhance studentengagement with clinical mentors and to develop in-depth clinical needs assessments for futuredesign teams in collaboration with GHS and (2) a technology transfer office internship to enablestudents to critically evaluate key business elements of these clinical needs and to accelerate theunderstanding of technology-transfer processes in the marketplace in collaboration with theClemson University Research Foundation (CURF).This program was directed by the author (JD), a mechanical/biomedical engineer and associateprofessor who directs the university’s Bioengineering Senior Design Program. Additional

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Ruth Ochia P.E., Temple University; Dennis Lee Eggett, Brigham Young University

Tagged Divisions

Biomedical

respondentsaugmenting their primary textbook with additional material.Topics from Bone Mechanics, Soft Tissue Mechanics, Tissue Remodeling, and OrthopaedicBiomechanics were most highly represented among current biomechanics courses. BiofluidMechanics, Vascular Mechanics, Respiratory Mechanics, Medical Imaging & Mechanics, InjuryBiomechanics, and Biomedical Engineering Ethics were least represented. There was asignificant statistical correlation between the current research topics of the respondents and theincluded topics in their engineering biomechanics courses. In an open-response query in thesurvey, respondents identified three additional resources that would be most helpful in teachingtheir current biomechanics course: 1) a “better,” more unified

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

Tagged Divisions

Biomedical

allow students to practice their creativityor develop critical thinking skills5,6,7. Inquiry-based learning in a laboratory environmentdevelops creativity and critical thinking skills8,9. Peer-teaching has also been shown to increasestudent learning in a laboratory environment3. This study looks at how inquiry-based learningfollowed by peer-teaching affects student attitudes toward the subject matter and their overalllearning experience.MethodsTable 1. The five different measurement techniques utilized to complete instructor providedobjectives. Technique Instructor Provided Objectives  Collect signal using National Instruments myDAQ and homemade Electromyography amplifiers (EMG

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

duringthe second week of class and remaining at the final. To measure student value and attitude, twovalidated, custom surveys were administered in the middle and at the end of the semesteranonymously: 1) the Student Value Survey on Muddiest Points (SVM) which focused on interestand usefulness as well as cost (emotion, time, effort) related to muddiest point collection and 2)the BME Student-centered Strategies (BSS) Survey regarding the flipped classroom, pencasts,muddiest points, and group activities. Lastly, most recently, a ten-question concept quiz wascreated and piloted to assess achievement related to key statistical and design of experimentconcepts.Persistence tracked for three semesters showed a value of greater than 98%. Student

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lily Hsu Laiho, California Polytechnic State University; Kristen O'Halloran Cardinal, California Polytechnic State University; Trevor R. Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

, including stem cell and developmental biology, cell culture and tissue engineering,immunofluorescence, cell transplantation and animal manipulation, and microscopy. Through thecommon core coursework, students develop laboratory skills, while also developing anappreciation for primary literature and stem cell research - from its historical roots to the latestcontemporary studies.After the coursework, the students complete a 1-week intensive Stem Cell Techniques Course atthe Scripps Research Institute3. During this experience, students are trained in human pluripotentstem cell culture, embryoid body development, directed cellular differentiation, and other hands-on skills for working with and evaluating stem cells. After the training, students embark

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yawen Li, Lawrence Technological University

Tagged Divisions

Biomedical

thatdistinguish itself from the other ITL methods: (1) A relatively longer duration and amount oftime a student is involved in the research project; (2) A clearly defined research scope andobjective; and (3) Promotion of both teamwork and individual excellence. This paper describeshow I leveraged my own background and student interest to initiate the collaborative researchproject, how undergraduates participated in the research project through different avenues, andhow the experience enhanced their skills in critical analysis, problem-solving, communicationand teamwork, which positively impacts their career, regardless of whether they pursue anindustry job or an academic position after graduation.Some practices I have been promoting in undergraduate

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bilal Ghosn, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

CourseOverall, the goal of this course was to expose incoming freshmen students to the principles ofengineering design and technical writing, while also increasing their interest and enthusiasm forengineering. This was a relatively small course with only 7 students, providing a lot of directinstructor interaction with the students. Both student groups for the arthrogryposis projectsproduced successful low-fidelity prototypes as shown in figure 1 below. Student performance onthe written and oral communication assignments resulted in a class average of 90.9% ± 3.76%,and demonstrated effective student performance. Figure 1. Low fidelity prototypes for spoons to aid young arthrogryposis patients.After the course concluded, students were

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Megan F. Campanile, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical

its complications. Students participating in thesummer program were supported by two different mechanisms: 1) The National ScienceFoundation (NSF) REU program (EEC-1157041, EEC-0852048, and EEC-0552896) whichprimarily supports students from off-campus. 2) Institutional funding that only supportedstudents from within the institution. All students were paired with an engineering faculty member from the host institution.Over the 10 weeks they performed an engineering research project focused on the study ortreatment of diabetes or its complications. In addition to research activities, undergraduates tookpart in ethics training, weekly seminars and a K-12 outreach activity. While the activities werethe same for students in both programs

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom

Tagged Divisions

Biomedical

fiveprincipal parts: 1. Ideas, is a portal to allow clients to submit project ideas, problem statements,budgets and contact information. 2. Project Selection, is a drag-and-drop ‘draft style’ interfacethat allows students to quickly choose projects or submit pre-proposals for a project prior toselection. It also ensure an appropriate number of teams are started based on the desired teamsizes and it automatically creates project websites for each team. 3. Project Builder, is a toolused by one student on each team assigned the role of BWIG who maintains his or her team’sproject websites and submits deliverables electronically through this interface. 4. Course, is aself-generating semester course schedule, list of design course advisors (contact

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; James D. Sweeney, Oregon State University

Tagged Divisions

Biomedical

freshman tojunior year of our B.S. Bioengineering curriculum.Introduction to the Engineering ProfessionEGS1006L - Introduction to the Engineering Profession is a 1 credit hour freshman level coursethat is the gateway to all subsequent FGCU engineering courses. The course is designed tointroduce the engineering approach to problem solving and the engineering design process,utilizing team-based learning. This is accomplished through an over-arching semester-longresearch project focused on discipline-specific engineering innovations. “Mini projects” are usedin this class to encourage student discovery of new technologies or innovations within their fieldof study as a means of helping them select an appropriate topic for their research project