Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica M. Comber, Carnegie Mellon University; Elisha Anthony Raeker-Jordan, Carnegie Mellon University; Kalliope Georgette Roberts, Carnegie Mellon University; Melanie Alexis Loppnow, Carnegie Mellon University; Andrew Hudson, Carnegie Mellon University; Wayne Chung, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Divisions

Biomedical Engineering

, students carryout their plan to generate a functional prototype and demonstrate that it validates the establishedneeds. In pursuit of objective 1, the 2019-2020 course now requires ID students to leadstakeholder interviews and make concept sketches in the fall and generate the following for theproduct in the spring: a logo, a storyboard illustrating product-user interactions, and aninformative webpage. Like previous years, the 2019-2020 course year will end with a final posterpresentation and a written report in the format required for the VentureWell BME ideacompetition. To guide work allocation between subteams, instructors provided recommendationsduring lecture and/or stated in the syllabus (Appendix A) whether engineering, industrial design,or

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

in accomplishing team and instructor setcourse objectives as students who participated in teams able to meet face-to-face. The evidencegathered in the MOOCIBL platform shows that students on both types of teams were able toproduce deliverables believed to have high impact and external value beyond the classroombased on the rubric set in the course syllabus. These deliverables include: a patent application,journal and conference papers, competition awards, and invited outreach presentations, just toname a few shown in Table 2 and Table 4.The results suggest Multi-site teams are as capable of being successful as F2F-only teams. Thisis an exciting finding because it opens the possibility for students, who may not otherwiseparticipate in online

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

. “Design versus research in BME accreditation [ABET requirements and why research cannot substitute for design],” IEEE Engineering in Medicine and Biology Magazine, vol. 27, no. 2, pp. 80–85, Apr. 2008.[15] “BME Design Course Syllabus and Outline,” Jan. 14, 2020, https://bmedesign.engr.wisc.edu/course/syllabus/.[16] G. N. Svarovsky and D. W. Shaffer. “Design meetings and design notebooks as tools for reflection in the engineering design course,” Frontiers in Education. 36th Annual Conference, San Diego, CA, Oct. 2006, pp. M2G-7-M2G-12, doi: 10.1109/FIE.2006.322548.[17] “Google,” 2020, https://www.google.com/.[18] “Google Scholar,” 2020, https://scholar.google.com/.[19] IEEE. “IEEE Xplore Digital

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Nicole M. Iverson, University of Nebraska, Lincoln

Tagged Divisions

Biomedical Engineering

lecture, thestudents participated in an in-class activity during which they determined the most importantaspects of a molecular biosensor. The influence instructors have on students’ career choices is aphenomenon that has been noted (e.g., [13]). When instructors connect course content to theirown passions, perhaps students are more likely to attain the maintained situational interest phasedescribed by Hidi and Renninger [9].Respiratory Bioengineering and Biomanufacturing were two track codes that were never used. Itis curious, with the abundance of advertising related to respiratory issues and drug deliverymethods, that no topics were proposed in this category. Perhaps the fact that the class, andtherefore the topics listed on the syllabus, did