Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Jennifer D. Olson, University of Illinois at Chicago; Janet Aderemi Omitoyin, University of Illinois at Chicago

Tagged Divisions

Biomedical Engineering

progresses through an individual research project, scoped collaboratively by both the Fellow and faculty mentor. The Friday of each week is dedicated to a full-day BEST program workshop, where Fellows share their experiences that week, discuss teaching methodology, learn about NGSS, and plan their own curricula. By the conclusion of the program, BEST Fellows developed new curriculum according to their laboratory experience. Each Fellow’s curriculum is developed according to the standards established by NGSS and is structured as a self-contained unit that fits within the larger scope of his/her classes. Moreover, each curriculum is connected to the context for learning at each individual

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia N. Savoy, University of Wisconsin-Madison; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E., The University of Texas at Austin

Tagged Divisions

Biomedical Engineering

DevelopmentAbstractProviding all students with information about diverse career pathways and the skills to pursuethem is a national imperative. We developed an externship component of an NIH-funded traininggrant program (T32 EB007507) and examined the career development of predoctoral biomedicalengineering trainees who participated. Data sources included program records, interviews, and asurvey. All trainees who participated in the program since it began in 2009 were sampled.An externship, when well-planned, afforded the trainees the experience of executing a study withsignificant independence. In doing so, participants learned to direct their work, further theirresearch, and achieve project deliverables. Trainees were very confident in conducting research,especially

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Christopher Bouwmeester, University of Toronto

Tagged Divisions

Biomedical Engineering

students, in the Institute of Biomaterial and BiomedicalEngineering at the University of Toronto, to translate the knowledge they plan to gain in theirown work to a broader audience. The learning activity was presented as an open-ended designproject, where teams worked during a semester to translate a thesis proposal to an outreachactivity suitable for an audience of high school students (i.e., grades 11 and 12). The link to anexisting outreach program was chosen because it offered an authentic experience that challengedthem to decide which audience to target (high school students, teachers, outreach program staff,etc.) and what their needs are. This activity was piloted in the fall of 2017 and qualitativefeedback was obtained through surveys and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Icaro Dos Santos

Tagged Divisions

Biomedical Engineering

this article is todescribe the approach, in particular how it attempts to alleviate the issues above, and a plan toassess its success as it is phased in to the curriculum.Course DescriptionOur Professional Topics in BME course is a two-credit course that runs in the fall trimester. It ison track for junior year students, who begin the four-trimester senior design sequence thefollowing spring trimester. The course meets for two lecture periods for each of the ten weeks inthe term. It runs as a single section of approximately 50 students, meeting in a large lecture hall.The course outcomes are as follows: • Identify what constitutes human subject research and describe the IRB approval process • Identify ethical considerations for

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #23786Work in Progress: Biomedical Prototype Design in Collaborative Teams toIncrease Students’ Comprehension and EngagementKiersten Lenz, University of New Mexico Kiersten Lenz is a graduate student at the University of New Mexico in Biomedical Engineering. She has previous experience as a secondary science teacher at the high school level. Based on her observations as both a teacher and a student, Kiersten believes that the most effective way to teach is through creative lesson plans paired with collaborative problem-based learning.Prof. Eva Chi, University of New Mexico Eva Chi is an Associate Professor in

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara Jean Muller-Borer, East Carolina University; Stephanie M. George, East Carolina University

Tagged Divisions

Biomedical Engineering

business studentsdid not participate in clinic observations. Based on clinic observations, the engineering studentspresent problem ideas to business students who vet the concepts from a business standpoint.Working in multidisciplinary teams, students identify and address a specific unmet clinical needand develop a commercially viable solution or product. The engineering students focus onproblem solving and design of the solution while the business students focus on developing abusiness and marketing plan. The students enrolled in the “Special Topics in EngineeringBiomedical Innovation” are expected to spend a minimum of 4 hours per week outside of classdeveloping a solution, designing, building and testing prototypes. An engineering

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

students are faced with solving an open-ended design problem, there may be specific partsof this practice that students either do not understand, do not implement correctly, or do notknow to attempt when solving open-ended design problems. Several studies have investigatedhow first year undergraduate engineering students in particular, approach design problemsolving, and their interpretation and knowledge of engineering design [4-7]. These studies usedvarious methods to evaluate students’ design thinking including pre- and post-tests associatedwith group design projects in a classroom setting [4], pre- and post-essay response critiques oftwo design plans [5], gender differences in students’ attempts to evaluate design factors [6], andshort essay

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Icaro Dos Santos, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

designcourses.Table 2: New Design Track. New Design Track Course 1 (1 credit) – Spring Term, Year 3 • Outcome: assignment of teams and projects, market research, project plan • Topics: design controls, project management, literature research, FDA regulation, codes and standards, intellectual property, user needs, design specifications. Course 2 (2 credits) – Fall Term, Year 4 • Outcome: design specifications, system design and simulations • Topics: system diagrams, interface specifications, hazard analysis, university resources Course 3 (2 credits) – Winter Term, Year 4 • Outcome: subsystem design, system integration, prototype building and bench testing • Topics: power budgets, electrical noise and interference Course 4 (2 credits) – Spring Term, Year 4

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

composed of two parts: assessment of tangible engineering/electronics skills and disabilityawareness. We also plan to pilot a lab practicum that assesses the student’s ability to solder on a circuitboard and on a toy, diagnose and fix common issues with broken toys, develop “outside-the-box”solutions to fix toys with limited resources, explain the usage and theory behind a battery interrupter, andconfidence in their proficiency in the above categories to teach someone else the skills necessary to fix atoy. Additionally, the lab practicum will include a conversation with the students discussing theirincreased awareness of challenges faced by children with disabilities, confidence when faced with anunknown circuit and/or situation, confidence in

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Willis J. Tompkins, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

of the course, students learn in a blended way by first doing off-lineDigiScope design and analysis prior to coming to the lab followed by the in-lab programming ofthe algorithms for real-time signal processing using a microcontroller. We plan to assess whetherthis new approach for learning has helped the students to better understand the material through aconcept inventory and their ability to do independent design projects.At the beginning of the course, we will assess the knowledge and skills of the students byadministering a concept inventory. This inventory consists of multiple choice questions thatfocus on fundamental concepts taught in previous versions of the course. Since the studentpopulation is a mixture of ECE and BME majors that

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rouzbeh Amini, University of Akron; Marnie M. Saunders, University of Akron; Michael Coon; Robert Paul Thoerner, University of Akron

Tagged Divisions

Biomedical Engineering

of problems per eachassignment. Another interesting observation was that in each single week of the class, fewer thanhalf of the students watched the tutorials. However, those who used this learning tool, used themrather frequently. For example, as shown in Fig. 3, in the third week of the class fewer than 20students watched the videos but the total number of the views was more than 110 times.In our opinion using video tutorials for this hands-on class can improve students’ learningexperience and we plan to continue this study in the future semester. In our future studies wewould like to identify whether mandatory viewing of the video tutorials prior to each class couldfurther improve the performance of our students. There exist certain

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julien Henri Arrizabalaga, University of Oklahoma; Matthias U. Nollert, University of Oklahoma; Rachel C. Childers, University of Oklahoma

Tagged Divisions

Biomedical Engineering

be obtained fromuniaxial tension tests, including: tensile strength, failure stress, regions of strain hardening, andregions of necking, 2) quantitatively assess the anisotropic properties of a material via uniaxialtensile testing, 3) experimentally demonstrate the time-dependent nature of a biomaterial’smechanical response, and 4) quantitatively assess the viscoelastic properties, such as creep andrelaxation, of a soft biomaterial via uniaxial tensile testing.In addition to the mechanical testing experiments for the laboratory course, we plan to let thestudents use these devices to complete projects and self-designed experiments related tobiomechanics at the end of the semester. We hope to explore the use of these devices to help inspirethe

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Susan Stirling, University of Illinois at Chicago; Kimberlee M Wilkens, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

inability to demonstrate a significant change to the limited sample size of the cohort.Furthermore, the wide range of program participant backgrounds (nearly 50% of studentsindicated they had previous experience in early concept generation) contributes to the largerstandard deviation of these data, further obfuscating a significance in trend.Future Plans: We plan to make several modifications for the 2018 Clinical Immersion Program. First,considering the feedback regarding Monday working sessions, we plan to modify Mondayworkshops. We will scale didactic lectures and activities to three hours and dedicate theremainder of the workshop time to team collaboration. This time will be punctuated by facultymeeting with the teams to provide

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Divisions

Biomedical Engineering

tools, and hand-onactivities for design. The goal of the ENGR4520 course and project was to understand DesignControl3 (21 CFR 820.30), and to design, implement, and fabricate the prototype of a medicaldevice that addresses current market needs while being easy to use and feasible formanufacturing. Course objectives included the following: ● Design and prototype a medical device using FDA requirements for Design Control. ● Plan, manage, document and execute projects using FDA Design Control Requirements ● Apply various design tools including CAD and modeling software to determine potential design solutions ● Perform risk assessment to illustrate risk based on the product development process.After students completed this course, they

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

satisfied with the amount and quality of feedback about my progress 3.94 ± 0.98 toward course objectives that I received in this course.Grading Strategy and Student MotivationStudents were asked to respond to the following open-ended prompt: “How did having a choiceof grading strategy affect your motivation and learning in this course?” Out of 51 responders, 15(29%) reported that the choice of grading strategy increased their motivation and incentivizedand/or improved their learning in the course. Twenty-two students (43%) reported that thegrading strategy had no effect on their motivation, and 14 (27%) of these students indicated thatthey planned from the beginning of the semester to complete all assignments independently ofthe

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Casey Jane Ankeny, Northwestern University; Mark James Fisher, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

are chosen from each of the two areas: research design and methods, andregulatory science. Depending on the student’s plan of study, electives can be taken while theyare fulfilling their MS degree requirements or thereafter.Summer internship positions are secured by the Certificate Program Director, leveraging existingand new industry relationships formed through Northwestern University faculty, the Center forEntrepreneurship and Innovation, alumni and advisory board members of the BME Department.Geographically, all of the companies are located in the metropolitan CL area. Company sizesrange from startups to major corporations. Firms assign a designated mentor for the intern. Thementor’s responsibilities include conducting progress meetings

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica D. Okon, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

thesimple act of implementing a collaborative cloud-based lab notebook keeping process impactsstudent performance in lab courses, compared to individualized student lab notebook keeping.Additionally, we summarize student perceptions of good collaborative habits through theevaluation of open-ended post-course peer evaluation surveys. We plan to use these findings toinform our approach for introducing metacognitive pre-course teamwork surveys into our labcourses, thereby helping students to practice and improve team-working skills.MethodsCourse StructureOur curriculum requires biomedical engineering majors to complete three separate, identicallystructured upper-level laboratory courses in which students work in pairs to design and conductexperiments

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Krystina Callahan; Kimberly L. Bothi, University of Delaware

Tagged Divisions

Biomedical Engineering

their engineering toolset to solve a significant global problem.Path ForwardFall 2017 served as a pilot semester for implementation of two globally-inspired mechanicsproblems. An additional 15 honors students enrolled in Bioengineering Mechanics I in fall 2017also collaborated with EWB students to create their own globally-focused application of staticsand mechanics concepts. In future iterations of this study, we plan to implement more of theseglobally-inspired mechanics problems, incorporate direct assessments to evaluate whether theseproblems helped students attain our goals and the ABET outcomes, code the free responses toidentify emergent themes, and compare those students enrolled in honors with those not enrolledin honors.In conclusion

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami

Tagged Divisions

Biomedical Engineering

the problems, the instructor better understand any possible misconception that the students may have. We identify the student team management as one aspect with high improvement need: there is still great variability in the effectivity of the student teams. In the most recent pilot we start using the Comprehensive Assessment of Team Member Effectiveness (CATME) to create and assess team effectivity. In our case we feel that active learning has been a successful pilot experiment to teach bioinstrumentation because it enhances problem-solving skills along with other important traits of modern engineers such as teamwork and communication skills. After applying some refinements to the method we plan to perform

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lianne Cartee, North Carolina State University and University of North Carolina, Chapel Hill; Hatice O. Ozturk, North Carolina State University; Frances S. Ligler, North Carolina State University

Tagged Divisions

Biomedical Engineering

report of a three-year study of engineering education led by Leah Jamieson andJack Lohman [2], one of the seven recommendations was: Expand collaborations andpartnerships between engineering programs and a) other disciplinary programs germane to theeducation of engineers as well as b) other parts of the educational system that support the pre-professional, professional and continuing education of engineers. The 3D frameworkaddressed these recommendations.This is a process that aligns the attributes of graduates with their post-graduate plans in a waythat is customized for each student in the program. In the first dimension, the academicfoundation, core courses required of all students have been converted into course bricks thatinclude

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexander James Carroll, North Carolina State University; Andrew J. DiMeo Sr., University of North Carolina & North Carolina State University; James McCall, North Carolina State University; Hatice O. Ozturk, North Carolina State University; Kelly A. Umstead, North Carolina State University; Shelby Hallman, North Carolina State University

Tagged Divisions

Biomedical Engineering

-founder and VP Business Development for the design and manufacturing company EG-Gilero. Andrew worked for Alaris Medical Systems (now BD’s CareFusion) as a design engineer and project manager. He is Business Advisor and Speaker for the Wallace H. Coulter Foundation, an advisor to the NIH C3i Program, Director of Duke NeuroInnovations, and on the planning team for BME IDEA. He holds a BS in Physics, English Literature, and Secondary Education from UNC Charlotte, an MS in BME from UNC Chapel Hill’s Medical School, and a Ph.D. from the UNC/NCSU BME Department.Mr. James McCall, NCSU James McCall is currently a BME PhD student at North Carolina State University.Dr. Hatice O. Ozturk, North Carolina State University Dr

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya M. Nocera, The Ohio State University, Department of Biomedical Engineering; Alexis Ortiz-Rosario, The Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, The Ohio State University

Tagged Divisions

Biomedical Engineering

defined as any internship, co-op, or engineering related part-time job completedbefore graduation. Percentages are reported as the number of work offers, normalized by theenrollment size of each major per academic year. Enrollment sizes for 2013, 2014, 2015 and2016 for each major were, BME = 207, 214, 226, 235; ChE = 470, 544, 620, 642; MSE = 110,128, 129, 120; and ME = 645, 656, 595, 549.Career OutcomesThe career outcomes metric is defined as student post-graduation placement in either an industryposition or further education. Discussion will focus on industry-related outcomes, rather thangraduate or professional school outcomes. Two other graduation outcomes not included were:seeking employment, and other plans. Seeking employment was omitted

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

-course survey also emphasized the effectiveness of thisnew method in terms of addressing the learning objectives of the course (Figure 1).Future developments To further deepen this research, we plan to (1) maintain and further develop the active learning aspectsof the course by enriching the teaching with other voices and perspectives and (2) design a robust andobjective method of assessment of the active learning elements of the course. To address our first objective, we will update the papers that are studied on a regular basis to keepthem current. We will also introduce new perspectives by developing a system of online annotation of thepapers. The instructors will use annotations to draw the students’ attention on the ideas of

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

the project but found that [she] really enjoyed it and was surprisinglygood at it.”Strategic ThinkingOf the 854 quotes, 105 indicated strategic thinking. Student often discovered commontechniques of project management, teamwork and innovation on their own. They reportedthat “planning ahead is critical”, “things took longer than expected”. Students tried “notto dwell on wrong turns” and that found that “the quest for perfection can sometimes [be]the enemy of forward progress”. They found they could “g[e]t a lot done through manyshorter unstructured meetings than long formal meetings”. Several students commentedthat they found they could be “resourceful, even when [they] didn’t have manyresources”, and that they began to notice “how many

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Divisions

Biomedical Engineering

incubator experience and their beliefs onteaching and learning. The specific questions asked can be found in Table 1. Student responseswere in full sentence, paragraph format. Table 1. Open-ended Survey Questions 1. In your own words, why did you enroll in the instructional incubator course? 2. What are you hoping to gain from the instructional incubator course? 3. Could you explain how you think this course will be helpful to your current goals or career plans? 4. In your own words, how would you describe effective teaching in engineering? 5. In your own words, how would you describe less effective teaching in engineering? 6. In your own words, how

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole L Ramo, Colorado State University; Jasmine Erin Nejad, Colorado State University; Ketul C. Popat, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

with each instructionalclass periods consisting of 45 minutes of one-sided discourse with the instructor teaching from aPowerPoint presentation, followed by up to 5 minutes of multiple choice iClicker questions onthe material just covered (as a note, instructional class periods are considered any class periodnot devoted to examinations or group presentations). The significant time, effort, and planning required to restructure an entire course fromtraditional lecture-based to “flipped” can be prohibitive (or at least discouraging) for someuniversity instructors who may already have a full workload [15], [18]–[21]. In a “flipped” or“inverted” class, instructional content is delivered to students out of class (typically throughvideo

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael R. Caplan, Arizona State University; Joshua Adams, Arizona State University ; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Biomedical Engineering

problem couldpartly be solved by allowing students to choose their own teammate, but this may have adverseeffects on the learning of students who do not enter the class knowing a study partner. In ongoing work, we plan to study (a) the quality of interactivity of students conductinghomework this way, (b) the possible benefits to students who enter the course with lower priorknowledge, and (c) conduct repeated measures using the same homework assignments but with anew cohort of students. As a part of this study, we have asked students to record themselves doing the homeworktogether so that we can assess the quality of their interactions. Although we tried to avoid bias bymaking it clear to students that their self-recorded video would have

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical Engineering

after team-basedpresentations, which is applicable to any course involving development of visual or oralcommunication skills.Letter to Future SelfTargeting self-understanding and self-development in the senior honors seminar. Studentswrite a letter about current issues and problems they are facing, which is a general butappropriate topic for advanced students who are beginning to make post-graduation plans. In thefirst class meeting, students are given 15 minutes to write a private letter to their future self inwhich they address the following prompts, which are displayed on the classroom screen: 1. What are the pressing issues in your life at this moment? 2. What are a few specific questions/problems that you hope your future

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Alan Chiu, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

sources: Institute endof quarter evaluations, a focus group conducted by Institutional Research, Planning, andAssessment, and informal plus/delta surveys. In plus/delta surveys, students are asked to listthings that they like about the class and things that they feel can be improved.Students were excited about the projects and the hands-on nature of the course. They expressedpride in the experiences that they had that were different from the upper level BE students;however, as they began to compare their experiences to the rest of the freshmen on campus, theyfelt that they were working too hard. The studios give students a lot of freedom in decidingwhen to complete which activities. This lack of structure caused some students to fall behindand to

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

of shared vision is likely responsible for the observed disconnect between innovationand adoption. Looking in more detail at the open-ended responses from the survey conducted byBesterfield-Sacre et al. faculty are more concerned with necessary administrative actions, whereaschairs and deans identify interventions for individual faculty. For example, faculty identified theneed for curriculum grants, policies to incentivize innovative instructional practices, incentives forprofessional development, and additional faculty teaching seminars. In contrast, chairs and deanssuggested additional assessment of teaching, faculty development of additional teaching plans andmaterials, and college-wide discussions on teaching innovation. While there were