Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emma Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

Paper ID #16857Work in Progress: Promoting Career Reflection Among Freshman BME Stu-dentsDr. Emma Frow, Arizona State University Emma Frow is an Assistant Professor at Arizona State University; she joined ASU in February 2015 with a joint appointment in the School of Biological & Health Systems Engineering and the School for the Future of Innovation in Society. She has graduate training in both the natural and social sciences, with a PhD in biochemistry and an MSc in science & technology studies. Emma is interested in the engineering imagination, particularly in the emerging field of synthetic biology. Over the

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

, Urbana-Champaign Dr. Marcia Pool is a Lecturer in bioengineering at the University of Illinois at Urbana-Champaign. In her career, Marcia has been active in improving undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design course focused on problem identification and market space (based on an industry partner’s protocol); and mentoring and guiding student teams through the senior design capstone course and a translational course following senior design. To promote biomedical/bioengineering, Marcia works with Women in Engineering to offer outreach activities and is engaged at the national level as Executive Director of the biomedical

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California - Davis

Tagged Divisions

Biomedical

providing students with ample opportunity during their undergraduate careers to learn how toeffectively engage in a team. In an effort to enhance student engagement and incorporateprinciples of teamwork and design earlier into our curriculum, our first year, introductorybiomedical engineering (BME) course was redesigned from a traditional, lecture-based surveycourse to an active, team-based learning course. The Fall 2015 quarter was the first offering ofthis redesign, and this Works in Progress paper presents the redesign methods used and discusseshow students operated in a team as assessed by modes of communication, level of organization,and peer-evaluation.MethodsThe previous structure of this Introduction to BME course consisted of guest

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha L McCarthy, University of Wisconsin - Madison; Reed T. Bjork, University of Wisconsin - Madison; Tasnia Tabassum, University of Wisconsin - Madison; John P Puccinelli, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

them on being admitted to BME. ● Let the mentees know they can ask to meet with you or ask questions anytime. Let them know that you will initiate at least 4 meetings. ● Let the mentees know you are a resource for scheduling, learning about design, navigating the COE, career/advanced education opportunities in BME etc. In your meetings this semester, it would be valuable to discuss the following: ● Ask them why they chose BME and if their plans have changed to another discipline. ● Ask about their first few weeks here on campus (so we can gather info about the "Freshman" experience). ● Tell them about your research/design project/extracurricular activities. ● Ask

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois, Urbana-Champaign; Paul A. Jensen, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical

Paper ID #16776Work in Progress: Reviving a Transport Phenomena Course by Incorporat-ing Simulation and Laboratory ExperiencesDr. Marcia Pool, University of Illinois, Urbana-Champaign Dr. Marcia Pool is a Lecturer in bioengineering at the University of Illinois at Urbana-Champaign. In her career, Marcia has been active in improving undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design course focused on problem identification and market space (based on an industry partner’s protocol); and mentoring and guiding student teams through the

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carrie A. Francis, University of Wisconsin - Madison; Rachel L Lenhart, University of Wisconsin - Madison; Jason R. Franz, University of North Carolina - Chapel Hill and North Carolina State University; Jarred Kaiser, Boston University; Joseph Towles PhD, University of Wisconsin - Madison

Tagged Divisions

Biomedical

in responsefollowing the event. Question 3 was not directly tied toan activity, requiring students to extrapolate from theirexperiences. The other two questions (2 and 6) wereanswered correctly by more than 80% of students atthe start.Student inspiration is more difficult to track, in partbecause we did not link responses from specificstudents between surveys. Hence, the lack ofsignificant change on these questions could represent asubset of students with increased interest and anothersubset with decreased interest, cancelling one anotherout. In relating biomechanics to careers, our activitiesmay have communicated the relevance ofbiomechanics to athletics, but in the future we plan tocreate clearer links between biomechanics andadditional

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Brent L Ulrey , Western New England University

Tagged Divisions

Biomedical

areimportant, their real-world relevance, and how it will impact the students’ future career in engineering.Project Based Learning (PBL) is an alternative method that is an inductive pedagogy, which begins witha real world problem or observation. In addition to the potential for improved student outcomes withinductive learning, the real world nature of PBL modules can lend itself for engineering design experiencesthat may also include broader Entrepreneurial Minded Learning (EML). The goal of this project was to introduce a PBL module with a real world scenario into“Biomechanics” courses that cover the theory and methods for solving dynamics problems. In addition tolearning the related angular kinematics concepts, this project required students

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Anna S. Blazier, University of Virginia; Alyssa B. Becker, University of Virginia

Tagged Divisions

Biomedical

campus resources, and incorporated several in-class discussions ontopics including pedagogy, choosing major, academic advising, preparing for a career, stressmanagement, and support resources.In the non-advised section, students spent an equivalent amount of time in weekly team progressmeetings. The instructor and teaching assistants spoke with each group independently for about 8minutes to see how their team was functioning, what progress they had made, what materialsthey might need, to give advice on their design, and to encourage brainstorming whereappropriate. In the first year of intervention, the non-advised group was taught first, followed bythe advised section. In the second year of intervention the order was reversed.Regardless of

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

, each student writes about how their leadership abilities interact witheffectiveness of their teammates’ abilities to help ensure project success. group Competencies Reflecting on expert accounts of leadership: After guest presentations aboutself-selected by leadership in bioengineering careers, students will write about the leadership students competencies that they deem most important and personally relevant. Reflecting on self-value and personal goals for development of leadership skills: In the first class meeting, after a class discussion on defining leadership, Self- students write a private letter to their future self, responding to prompts

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

be useful in their career or future educational goals(90%), and helped show the relevance of the course to the real world (97%).Lastly, the majority of the students in all three classes did not feel that the MP exercise was too“costly”. In other words, 72%, 75%, and 70% of the students in the BM, ST, and TP coursesrespectively did not feel that the MP exercise was too costly in terms of effort, time and emotion.More specifically, 71% of all surveyed students stated that the activity did not take too mucheffort. Sixty-nine percent of students felt that it did not make them anxious or frustrated.Finally, 77% of the students did not feel that the activity took too much time.Table 1: Student Value of Muddiest Point Survey Results in Three

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margo Cousins, University of Texas, Austin; Lynda K. Gonzales, University of Texas, Austin; Erin Dolan, University of Texas, Austin; Kathryn E. Flowers, Texas 4000 for Cancer; Courtney Becker, Texas 4000 for Cancer; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

Tagged Divisions

Biomedical

participants are being surveyed using established valid and reliable measuresto identify any changes in students’ professional identity, research self-efficacy, intentions topursue graduate education and careers in biomedical engineering, and thinking and working likea scientist/engineer. Participants are also being surveyed to determine the extent to whichparticipation influences their sense of belonging as a researcher and development ofcommunication skills.Since this REU Site began in 2015, pre- and post-program interviews and surveys of BMECUReS REU participants have been conducted for only one cohort at this time. However, thepreliminary results are encouraging in that they suggest that the BME CUReS REU participantsexperienced increases in

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

environment, in additionto formal instruction on the use of methodical approaches to observe, interview, and identifyand prioritize user needs, will thoroughly prepare students to identify not only potentialopportunities, but also the requirements and constraints imposed by users and theirenvironment.3. Program StructureInterdisciplinary Medical Product Design courseIn 2014, the Bioengineering Clinical Immersion summer program was launched with nine risingseniors. Applicants were accepted on the basis of GPA, career goals, and potential for success.Some preference was given to students enrolled in the Interdisciplinary Medical Product Designcourse over the traditional senior design capstone sequence. The IMPD course is a two-semestermedical

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine E Reuther, Columbia University; Michael John Cennamo, Columbia University; Tiffany Wen-an Guo, Columbia University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

unknown at the time of graduation.7,8 Thisdistribution is typical of many BME undergraduate programs, including the one at ourinstitution.At the Master’s level, students come from diverse training, including research and industry, andbackgrounds including sciences, mathematics, and several fields of engineering. Many areseeking to redefine their career direction, and most Master’s students are seeking employment inindustry after graduation. An informal survey conducted as an introduction to this courserevealed that 11 out of 12 students’ goals were to work in industry or at a start-up company upongraduation.As a result of these differences, instructors must consider different instructional styles dependingon their audience. Traditionally, the

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D DesJardins, Clemson University; Carson Mackenzie Ida Brewer, Clemson University

Tagged Divisions

Biomedical

that better prepare them for their post-graduationplans.The student evaluation of their perceived effect of the program directly after the program’sconclusion was timed such that an immediate interpretation of the future effects on career goalscould be captured. It is also intended to capture the students’ responses following their fullparticipation in the associated senior design course.IV. Expected Results DiscussionWe hypothesize that the students that participated in the DeFINE program will possess a greaterreadiness for the workplace if their intention post-graduation is to move into the clinical orindustry environment. All are expected to graduate with a greater understanding of how toobserve needs and then further evaluate the

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

game.Coaches make their players practice both in pieces and putting it all together. Routine problemscan be seen as analogous to a layup and complex real-world problems analogous to a scrimmage.In a previous study one student highlighted this difference when he asked, “you mean you wantme to solve this like a real problem in the lab or something, not like homework or a problem onan exam.” Our students have learned how to “play school” well, but we need to make schoolmore applicable to the careers we are preparing them to enter. Students need more practicesolving complex real-world problems. It seems unnecessary to make students wait to start thispractice only after they have mastered basic math and science concepts. As Schwartz et al.(2005) propose